The scientific article and its teaching practice in the academic-scientific context: epistemological issues.

Abstract

This project is based on three principles defended by the methodological theoretical framework of sociodiscursive interactionism (Bronckart, 1999; Schneuwly, Dolz, 2004): (i) the need to teach language from textual genres; (Ii) the need to elaborate didactic models of the genres to be taught; (Ii) the need to study and elaborate didactic sequences aimed at specific audiences. The justification of the research is based on the importance of academic writing, more specifically, the writing of scientific article in the academic context. In the perspective we embrace, according to Vigotsky, gender is understood as a (mega) instrument for human development in different social practices, and, specifically, in scholastic / academic formative practices. To help students develop the practice of academic writing, more specifically, that of scientific articles, we aim to analyze scientific articles elaborated in the area of Linguistics and Psychology and to elaborate sequences of didactic activities for their teaching. The part of the project to be developed abroad (at UNIGE) has as specific objective the study of basic concepts for this research, which are: a) the concept of context; b) the concept of language, functional language and interaction c) the concept of action and activity, and it aims also to relate these concepts to the analysis of language activities.