Análise do material didático de um curso de extensão de escrita científica: o gênero resumo acadêmico em português como língua não materna no contexto de Timor-Leste

Abstract

An extension course focusing scientific writing was offered through a Portuguese as a Language of Science project at the Brazilian Lectureship, part of the Instituto Guimarães Rosa, in partnership with the Faculty of Education, Arts, and Humanities (FEAH) at the National University of Timor-Leste (UNTL). The course aimed to prepare future Timorese teachers in the teaching of Academic Literacy in Portuguese, linking theory and practice to expand and promote scientific academic writing in Portuguese within the academic context of Timor-Leste. This research aims to analyze the didactic material produced by the instructors of the scientific writing course, with a specific focus on the abstract as an academic genre. The theoretical framework draws upon the concepts of textual/discursive genres: abstract (Marcuschi, 2000; Bakhtin, 2011), new literacy studies (Street, 2006, 2010, 2014), literacy as a social practice of reading and writing (Justo & Rubio, 2013), academic literacy (Silva, 2022; Fiad, 2011; Batista-Soares, 2012; Lea & Street, 2014), and didactic sequence (Cristovão, 2009; Dolz et al., 2004). The research methodology is grounded in a qualitative approach, based on document analysis, and also incorporates a narrative perspective, as understood by Paiva (2021, 2023). For the analysis, the material prepared by the teachers of the aforementioned project was taken as the document. The results revealed that, although there are significant proposals for teaching the academic genre abstract, the material still shows important gaps regarding the approach to the genre as a social and discursive practice. Most activities focus on the identification and rewriting of main ideas, which points to a concern with text structure and information synthesis, both essential aspects of the genre. Therefore, we consider that the material offers a relevant initial foundation for students, but it can be improved through more explicit strategies of guidance, rewriting, and critical reflection, which promote effective academic literacy practices in the university context.