Discurso académico: Manuales universitarios y prácticas pedagógicas

Abstract

There are several publications on the current status of the so called academic illiteracy. At the same time there are valuable publications that display a concern to find a solution to this situation. Our research is framed in this context and one of its goals is the articulation of proposals for pedagogical intervention in the process of building academic literacy. In this paper, following the contributions of Discourse Analysis (in its French/Brazilian trend) we analyze the "ways of talking" in University textbooks. In particular, we pay attention to the formulations which try to create an effect of neutrality (personalization/ depersonalization). Our goal is to demonstrate that the formulations which appear in those texts are a source of ambiguity and complexity for the target readers. We, therefore, propose non-contenidist reading practices that take into consideration those "ways of talking" through which texts construct meaning.