Academic literacy practices in scientific initiation of high school students: uses, interactions, and meanings

Academic literacy practices in scientific initiation of high school students: uses, interactions, and meanings | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Academic literacy practices in scientific initiation of high school students: uses, interactions, and meanings Evandro G. Leite, Regina C. M. Pereira, Maria S. M. F. Barbosa This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-2820622/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract In this article, we thematize the uses, interactions and meanings of academic literacy in the scientific initiation of high school students at a public educational institution in Brazil. We aim to understand participants' conception of the practices experienced in academic literacy regarding constitutive elements: participants/groups, artifacts/resources, settings/domain, and activities/routines. These elements are categories provided by New Literacy Studies. We qualitatively analyzed scientific initiation research reports and responses through a questionnaire applied to advisors and students who developed and completed scientific initiation projects in the area of Agricultural Sciences at the Pau dos Ferros Campus of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (Brazil) between 2015 and 2017. The data reveal that, on scientific initiation, students have the opportunity to interact with a wide range of text genres from the academic domain. Furthermore, these students would experience and be able to learn the specificities of experiences that are quite characteristic of scientific work. Therefore, high school students can engage in comprehension and textual production activities with academic texts. As a result, scientific initiation is an experience that provides these students with knowledge of academic literacy practices. Scientific initiation High school Academic literacy Reading Writing Introduction In Brazil, scientific initiation can be understood as an educational practice through research, aiming at introducing students to scientific work in a certain field of science. Education through research, according to Pedro Demo ( 2011a ), asserts itself against mere transmissive methods in educational practices at all levels of education. To overcome such methods, the author emphasizes the need to create paradigms and methodological postures for formal education that invest in investigative, reflective, and questioning attitudes, providing improvement in the teaching and learning process. In the specialized literature in Brazil, there are different meanings for the term "scientific initiation". In a broad sense, it refers to all the educational experiences, including in teaching, of an educational institution aimed at scientific training or focusing on research as an educational principle (Demo 2011b ). In a strict sense, which we consider in this paper, it is a research project designed and developed by a student under faculty guidance (Massi 2008 ). Generally, references to scientific initiation are associated with the context of higher education, the environment where it is traditionally practiced and studied in the country (Massi and Queiroz 2015 ). More recently, however, scientific initiation policies have expanded to basic education, starting with Oswaldo Cruz Foundation's pioneering programs (Ferreira 2010 ). When focusing on scientific initiation in the context of basic education, works carried out in Brazil commonly address the apprehension of scientific concepts (e.g., Silva and Silva 2016 ), scientific activities (e.g., Conceição 2012 ) and methods (e.g., Santos 2011), mostly in the areas of pedagogy and science, technology, and society. In the area of linguistics, however, little thought has been given to the practices of literacy (uses and meanings of reading and writing) in language interactions in this context. Language studies have already focused on the teaching and learning of academic genres in elementary education. Abroad, we see teaching being primarily focused on the essay genre (Gilliland 2015 ) and on academic language resources (Uccelli, Dobbs and Scott 2012). In Brazil, we highlight the teaching of technical-scientific reports (Leite, Barbosa and Pereira 2017 ), college summaries (Palacios 2016 ), and monographs (Principe 2017 ), but few works address genres and practices such as these in the context of scientific initiation, e.g., Maria Giorgi and Fabio Almeida (2018), who analyze the academic abstract genre, and Evandro Leite ( 2020 ), who studies academic literacy pactices in scientific initiation. Regardless of the focus, these works consider that these are practices that involve academic language (reading and writing), despite being in the context of basic education, which reinforces the conception of Mary Lea and Brian Street (2014, p. 477) that, "although the term 'academic literacies' was originally developed to study literacies at the college level, the concept is also applicable to both preschool and high school". Sharing the understanding that high school students can interact in academic literacy practices, our work seeks to expand the literature on the subject to study the uses, interactions, and meanings of academic reading and writing in the scientific initiation of high school students. We intend to investigate the perception (conception) that participants (students and their advisors) have of the practices in which they interact from records of execution of research projects and questionnaires. We consider categories from New Literacy Studies such as participants/groups, artifacts/resources, settings/domain, and activities/routines. The corpus is composed of two sets of data. One of them is the development records - species of activity reports - of two research projects in the area of Agricultural Sciences, developed with high school students at the Pau dos Ferros Campus of the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN), in Brazil, between 2015 and 2017. The other one is answers to a questionnaire we applied to high school students and advisors between 2015 and 2017, considering those who participated in scientific initiation projects in the area of Agricultural Sciences at the Pau dos Ferros Campus of IFRN. From the performance records and questionnaires, we selected for analysis excerpts and answers that allude to the participants' conceptions regarding elements that constitute the events and practices of literacy they would have experienced in scientific initiation: participants/groups, settings/domain, artifacts/resources, and activities/routines. As a theoretical foundation, we draw on New Literacy Studies, which consider language as a situated social practice, and on the Academic Literacies approach, which offers an understanding of academic literacy practices involved in epistemological and identity issues. The article is structured as follows: first, we present our theoretical framework, namely, concepts and categories of New Literacy Studies and the Academic Literacy approach; then, we describe the methodology we adopted to obtain and analyze the data; after that, we present and discuss the results; and finally, we make our final considerations. We hope, therefore, to offer contributions to the understanding of the characteristics, possibilities, and limitations of scientific initiation regarding academic literacy practices in the context of basic education. Literature Review Our work is theoretically grounded in the New Literacy Studies, based mainly on the works of Brian Street ( 1984 ) and further developments – such as David Barton, Mary Hamilton and Roz Ivanič (2000) – from which emerged a theoretical and methodological strand specifically dedicated to the analysis of reading and writing practices in the academic domain, called Academic Literacies, whose founding principles are the works of Mary Lea and Brian Street (1998, 2014). The basic premise of Street's (1984, p. 1) pioneering work, which we share, is that "[...] what the particular practices and concepts of reading and writing are for a given society depends upon the context; that they are already embedded in an ideology and cannot be isolated or treated as 'neutral' or merely 'technical'". In this sense, the author proposes to approach writing from an ideological perspective, from the interaction between people, as a social use and practice associated with power relations, values, and beliefs of certain groups, through the historical and cultural conditions of a community. Thus, meanings depend on the participants and the institutions in which the reading and writing practices occur. These are the directions that underlie the concepts that authors and researchers have subscribed to for theorizing and researching literacy. To study the uses and functions of writing for a particular social group(s), studies in the field work with the concepts of literacy events and literacy practice. The concept of a literacy event emerged in the work of Shirley Heath ( 1982 , p. 50) to designate the "occasions in which written language is integral to the nature of participations' interactions and their interpretative processes and strategies." It is about a unique communicative situation, performed by participants in a given physical context and mediated by a written text. Since it involves dimensions that are observable in situations of writing, it constitutes the most basic unit for capturing and understanding them. Although Brian Street ( 2000 ) recognizes the importance of this concept, not failing to make reservations about it, for judging it as too descriptive, therefore not grasping the meanings of reading and writing. Therefore, he coined the term "literacy practices" to name these articulated events to conceptions about them. Literacy events are guided, shaped, and reshaped by values, beliefs, ideologies, social models, identities, and attitudes. Thus, the practices account for the meanings that participants build for the events based on the cultural and institutional context in which reading and writing are situated. These are closely related concepts. To differentiate events and literacy practices, Mary Hamilton ( 2000 ) presents the elements of each. He claims that events consist of visible and observable aspects on the occasions of reading and writing: the interacting participants; the setting or physical environment; the indexes, tools, and accessories of textual nature or not; and the activities, or actions, performed by the participants. On the other hand, the practices are by nonvisible elements, but inferable from the events: the hidden participants (people or groups) involved in the social relations of production, circulation, reception, and regulation of writing; the domain in which the event develops, determining its meaning and purpose; the nonmaterial resources that can be inferred such as knowledge, conceptions, feelings, values; and the routines and rules that regulate and legitimize actions, as well as define the criteria for participation and appropriation of knowledge in these actions. Since the main interest of the studies is the uses and meanings ascribed to reading and writing, which are mainly inferable, the observation of literacy events aims mainly at conceptualizing the literacy practices in which individuals interact. In conceiving literacy from the perspective of social practices, we argue that such literacy is situated since the contexts of writing are diverse. This is not to say that some knowledge cannot be adapted or even transposed to other contexts, but it enables stating that literacies acquired in different contexts can be distinct and mobilize significantly different knowledge from others. We therefore argue that there are multiple literacies due to the conventions, values, institutions, and social roles of the participants, and texts function in specific ways in each domain. In this paper, we focus on the observation of literacy events to interpret literacy practices in the academic domain according to the Academic Literacies approach. In the inaugural work of this strand of studies, Lea and Street ( 1998 , paragraph 2) define academic literacy practices and their approach as follows: Academic literacy practices – reading and writing within disciplines – constitute central processes through which students learn new subjects and develop their knowledge about new areas of study. A practical approach to literacy considers the cultural and contextual component of writing and reading practices, and this in turn has important implications for understanding student learning. In this excerpt, the authors defend the need to understand the uses of writing in the academic field as situated in two senses: because they are established in a particular domain of language functioning, with their own rules, genres, themes, activities, and participants; and because they understand that this knowledge is even more specific since each field of knowledge (subject) has its specificities, hence the preference for the designation "academic literacies" (plural form). Thus, academic literacy practices demand new knowledge about subjects but also about the understanding of cultural and institutional issues that are created, validated, and transmitted by members of a subject, permeating their reading and writing practices – such as behaviors, discourses, conventions, rules of belonging, ways of constructing knowledge, power relations, values, and beliefs – hence the term disciplinary cultures (Hyland 2014 ). Given the understanding that formal skills and textual models do not fully explain the complexity of academic literacy practices nor that their acquisition is, by itself, sufficient to ensure students' participation in these interaction contexts, the Academic Literacies approach is not sufficient to ensure students' participation in these interaction contexts (1998, paragraph 6): ... sees literacies as social practices, in the way we have suggested. It views student writing and learning as issues at the level of epistemology and identities rather than skill or socialization. An academic literacies approach views the institutions in which academic practices take place as constituted in, and as sites of, discourse and power. It sees the literacy demands of the curriculum as involving a variety of communicative practices, including genres, fields, and disciplines. From the student's point of view, a dominant feature of academic literacy practices is the requirement to switch practices between one setting and another, deploy a repertoire of linguistic practices appropriate to each setting, and handle the social meanings and identities that each evokes ... Thus, this approach is affiliated with the ideological model of literacy, considering it social practice. This means understanding the writing included in a social and historical context, which brings important theoretical and methodological implications, given the need to include elements (beyond) the text, or inferable from it. This means understanding writing within a social and historical context, which has important theoretical and methodological implications, given the need to include elements (beyond) the text or inferable from it, such as authority, identities, institutional relations, and conceptions that act in defining the form and function that the texts assume in these practices. Therefore, we seek to combine the texts and the practices in which they are immersed. Furthermore, it draws attention to the myriad of academic literacies through the epistemological variations between disciplines. Methodological Procedures At the Pau dos Ferros Campus of IFRN, there were, between 2015 and 2017, two scientific initiation programs that high school students could take part in. One of them was the Institutional Scientific Initiation Scholarship Program for the High School of the National Council for Scientific and Technological Development (PIBIC-EM/CNPq). The other was the Institutional Research Support Program - Development of Research Projects (PIBIC-IFRN), which unfolded in two modalities: with and without scholarship for the participating students. Between 2015 and 2017, 32 scientific initiation projects were developed and completed on campus in various areas of knowledge, in which 60 high school students and 24 advisors participated (some with activities in more than one project). In Brazil, there are eight major areas of knowledge, defined by the National Council for Scientific and Technological Development (CNPq): Agricultural Sciences; Biological Sciences; Health Sciences; Exact and Earth Sciences; Engineering; Human Sciences; Applied Social Sciences; Linguistics, Languages, and Arts. Among the data we obtained from all the major areas of knowledge, we selected two records of project execution and 10 questionnaires applied to participants (three advisors and seven high school students, scholarship recipients, or volunteers) in the area of Agricultural Sciences, to which two technical courses of integrated high school technical professional education offered by the institution belong: one in the area of Agricultural Sciences and the other in the area of Technical Professional Education of Agricultural Sciences, to which two secondary-level technical courses integrated into the technical professional education that the institution offers belong: Technical Course in Food and Technical Course in Apiculture. All the data were made available to us voluntarily through the signing of a consent form by the institution and free and informed consent (or assent) for students and advisors, whose identity is kept confidential. All data analyzed in this study are available in Leite ( 2020 ). The execution log functions as an activity report. It is filled in by the project coordinator in a form in a computerized system of the institution, which manages all their academic activities and aims at presenting all the stages of the project development, from its proposition to its conclusion. Thus, it contains the project itself, as submitted and approved, the executing team, the budget detailing (when there is financing), and the execution. Our interest in the records of research activities lies in the fact that they are valuable instruments from which we can identify and analyze academic literacy events and practices that involve advisors and students. The questionnaires were distributed between June and July 2018 through Google Forms to advisors and students who completed participation in a scientific initiation project between 2015 and 2017. We prepared two types of questionnaires: one for scholarship students and volunteers (without distinction) and another for the advisors of the different focused scientific initiation programs. The primary purpose of the questionnaires is to capture the meanings that the participants construct for the events, an essential dimension of studies of literacy as a contextualized and situated social practice. The questions we analyze are common to both students and advisors, aiming at comparing the two groups' understanding of the same aspects. Our data analysis, qualitative and interpretative, addresses aspects more specifically related to participant profiles, activities/routines, artifacts/resources, and settings/domains, attempting to understand, through the uses of reading and writing that constitute literacy events, the interactions and meanings that participants attribute to the academic literacy practices in which they engage. The transcriptions we make of all the data that make up our corpus are faithful to the originals, translated from Portuguese to English. Results And Discussion The participants of the present study, as mentioned above, are advisors and high school students actively participating in scientific initiation at the Pau dos Ferros Campus of IFRN. For the guidance advisors who answered the questionnaire, there are two associated teachers and one substitute, working only in high school – two of them for more than two years and one of them for less than a year, considering the date the questionnaire was applied. For the highest degrees obtained, there are two Ph.D. and one master's degree. These teachers’ performance in scientific initiation was shown to be very disparate: while one of them declared to have participated in only one project, the other two stated that they had each participated in seven projects in just three years. As we can see, there is a large concentration of projects developed in a short period by a small number of professors, which certainly demands a large amount of time for students' orientation. There are five students from the Integrated High School Technical Course in Apiculture and two from the Integrated High School Technical Course in Food, both in the regular modality, all of them coming from public schools, where they had attended the entire elementary school. Three students claimed to have participated in only one research project, while the others participated in two or more projects, either voluntarily or in a paid capacity. In addition, four students declared they had joined the scientific initiation when they were in year 3 and one when he was in year 4 — only one in year 1 and one in year 2. At IFRN, the High School technical programs in the regular modality, in which all the participating students were enrolled, last four years. In Brazil, the high school stage is usually three years long. The two projects whose records we analyzed had the following composition: Project 1 was developed in the PIBIC-EM/CNPq program in 2016 and had a master's advisor and a scholarship student; Project 2 was developed in the PIBIC-IFRN program in 2015 and had two advisors (one doctor and one master’s) and two students (one scholarship student and one volunteer). The average profile of the scientific initiation participants, as we can see, is that of students in the second half of the course, with some experience acquired in curricular components, who remain integrated into scientific initiation in more than one project and/or for more than one year. In particular, the advisors bet on the continuity of the work with their students, taking into account – we suppose – that the verticalization of knowledge may hinder the insertion of other students in this experience if the objective is the formation of an investigative attitude. The criteria that guided the choice of students ratify the search for this profile, both from the students' and the advisors' points of view. Let us look at the answers from the questionnaires applied to students/guides and advisors: Student 1 At first I participated in two of them, one by teacher’s choice and the other by selection. Student 2 Selection for Research Fellowship. Student 3 At the time I was already a scholarship holder of the beekeeping nucleus, so professor XXXXX explained his innovative project to me and I was already interested in the area so I asked him to participate in the research. Student 4 Referral from a former project participant. Student 5 Suggestion to the teacher in working. Student 6 The choice was due to interest in research and guidance, parallel to the research project, in which the advisor noticed interest in joining the PIBIC. In addition to collaborating on the writing of the project. Student 7 When I was choosing what I wanted to work on for my project, my advisor referred me to another teacher who was working on the topic I had chosen. Advisor 1 Students come to me with an interest in a certain area, and we develop the research. Advisor 2 Classroom/laboratory observation of student interest/commitment/promotion to research or to extend knowledge Advisor 3 Responsible students with good academic performance. The criteria mentioned are the most diverse, including selection, personal choice of the advisor according to student's interest, a referral to the advisor by another professor, and even a suggestion made by the students themselves, one of them even resulting in a final research paper (TCC). The students highlight an affinity with the area, the theme, and/or the advisor. The qualities that the advisors value in students are interest and commitment, as well as good academic performance. In most cases, these are aspects that emphasize a certain experience of the student in the area for having already participated in a previous project or been part of a research group, in addition to some degree of affinity or previous contact with the advisor. Under these conditions, both the students can familiarize and better evaluate the possibilities in the area, and the instructors can recognize those students who best fit the desired profile, that is, individuals with some insertion, even if minimal, in the area. Thus, prior disciplinary literacies already exert a strong influence on the students' choice. We also inquired about the activities performed by the participants of the scientific initiation projects, more specifically in situations of interaction such as meetings, between students and their advisors. Here are the responses from students and advisors: Student 1 There wasn’t any. Student 2 They were tips on how to proceed in the next steps of the research. Student 3 Collection of research data in the field, discussions about what had been done and what could be done to improve the development of the research. Student 4 Orientation on the writing and methodology of the project. Student 5 Practical development of the project and preparation of the scientific article. Student 6 Discussion of published academic papers; discussion of some procedures performed and data obtained; reflection on mechanisms that were being adopted in the methodology, etc. Student 7 Deciding what to do, testing and presenting the results. Advisor 1 Meetings, field activities, lab activities, and event participation. Advisor 2 Lab activities, discussion of results, article research. Advisor 3 The activities proposed in the goals described in Suap, such as literature survey, writing the theoretical framework, data collection, data analysis, writing the results, and discussions. In these orientation meetings of the project team, the main activities reported are meetings between the project team, field and laboratory activities, participation in events, guidance on the planning, execution and evaluation of tasks, and guidance on literature survey, data collection and analysis. In addition, both groups also report activities related to reading/listening and to the production of texts ("writing", "discussion of published academic papers", "preparation of a scientific article", “published academic papers", "elaboration of scientific articles"); the advisors, on the other hand, refer to the preparation of technical visits and reading activities and production of oral and written texts. Although we are talking about literacy practices and, by extension, the uses and functions of academic writing, we consider that some genres of the oral modality can establish very close relations with writing and thus integrate literacy events and practices. In this sense, we evoke Luiz Marcuschi ( 2007 ), for whom there is a typological continuum of social practices of textual production that marks the relation between speech and writing, between the genres of these two modalities, and, consequently, between orality and literacy; and Roxane Rojo and Bernard Schneuwly (2006), who, when dealing with formal and public oral genres, such as the academic conference, argue that oral texts come into contact with written texts and even depend on them to exist in complex relationships and mutual effect. Consulting the reports also allows us to identify a series of activities associated with indexes (genres) that mediate the performance of the participants, especially the students in different environments in carrying out the research, corroborating the answers provided in the questionnaire. Observe this example of a research project execution record: Project 2: "Goal 1– 01/09/15 to 02/02/16 Goal Description Goal: To prepare a literature review on the plants under investigation. ... Goal 2 –09/01/15 to 01/01/16 Goal Description 2. Goal: Multiplication of the bees in the field. ... Goal 3 − 01/09/15 to 01/02/16 Goal Description Carrying out a literature review on preliminary prospecting tests to identify classes of organic compounds as well as phytochemical tests ... Goal 4 − 01/09/15 to 01/01/16 Goal Description 4. Goal: Collection and classification of botanical material. ... Goal 5 − 01/09/15 to 01/01/16 Goal Description 5. Goal: To offer parts of the plant to bees and thus identify the mortality rate of bees. ... Goal 6 − 01/10/15 to 01/01/16 Goal Description 6. Goal: Preparation of extracts and phytochemical prospection tests. ... Goal 7 − 03/01/16 to 03/31/16 Goal Description 7. Goal: Static analysis of bee survival data and write papers for journals and conferences." We can see quite clearly that the goals set in the project correspond to the actions/steps and phases of the research and the construction of scientific knowledge, most of them associated with the reading and production of texts. By following a sequence of actions, the research project gradually proposes their systematization in texts that mediate different stages of the research. Thus, Goal 1 is to review the literature; goals 2, 3, and 4 are to generate the data; and goals 5, 6, and 7 are to analyze the data. Even more practical activities, which seem to be quite common in the context of research in the so-called "hard" sciences, especially in field and/or laboratory contexts, are mediated by texts, either those produced in the laboratory itself or others outside it. Bruno Latour and Steve Woolgar (1986), when studying the research process and the construction of knowledge in a laboratory, point out that individuals who perform experiments in this environment, when they are not manipulating devices and instruments, are performing activities such as listing columns on sheets of paper and writing on labels of test tubes, which in the end translate into different forms of written artifacts such as card indexes and other texts. This is the procedure verified in research project execution records and in field and/or laboratory activities. Let us look at two examples (Project 1 and Project 2): Project 1 Goal 2: Data collection in the dry period Activities 1 Preparation of spreadsheets to assist in data collection in the field. Note: Attached spreadsheet. 2 Data collection of the dry period, planned to be carried out in the period from 7th to November 11 th, 2016, during which there will be a ten-minute observation every hour from 7 AM to 5 PM counting the number of worker bees that will enter the colony with pollen, nectar or water (bees without apparent load), with some building material (e.g., clay or resin), the number of workers that will leave with garbage from the colony and those with no load on the corbiculae, which will possibly go in search of resources. Note: Attached is a photo of the entrance to the nest, from which the data were collected, during the dry period. 3 Tabulation of the collected data Note: Tabulated data from the dry period are attached. Project 2 Goal 4: Collection and classification of botanical material. Activities 4 The plant species studied will be collected in the state of Rio Grande do Norte, especially in the Upper West Potiguar Region. The plant species must be collected, exsiccata prepared, and botanical identification followed by air-drying, grinding, and weighing of the material to be studied. Note: Description of the methodology adopted. Both records list activities of a more practical nature concerning the obtaining of data in the field or laboratory. In the first register, the field observation is planned and carried out with the mediation of textual artifacts: prior preparation of a spreadsheet to note the phenomena to be observed in the field, filling in this spreadsheet during the observations, recording in photos, and tabulation of the data. In the second, the construction of a description of the methodology used to obtain and prepare the botanical material to be used in the research is reported. Thus, based on the understanding that scientific practice in this and other areas of knowledge occurs in and through linguistic actions, we listed, in the questionnaires applied to advisors and students, some genres of the academic domain that could mediate literacy events in scientific initiation, both in reading and listening activities and in oral and written textual production. In the academic domain, we must also consider genres more related to technical and professional training since they combine, according to Elizabeth Hoadley-Maidment ( 2000 ), traditional academic literacy with the development of professional competence to relate academic concepts and theories with professional practice. Edna Souza ( 2008 ), when studying genres taught in high school professional education and those required to the student's performance in the work world, lists some genres of technical-vocational training, such as technical manual, standard, report, project, and technical opinion. Thus, we will use the denomination academic genres, pointing out that sometimes scientific initiation activities also require experience with genres of technical-professional training. We also defined a scale for the degree of difficulty of students participating in scientific initiation in using these genres. This degree of difficulty, it must be noted, should not be understood from the perspective of a deficit or an ideal level of literacy to be pursued and achieved. Instead, it should be seen, from the point of view of the participants, as the way students, as beginners, interact with (and mean) reading/listening and text production of the academic domain and its specificities. Regarding the perception about the students' use and degree of difficulty in reading/listening to texts belonging to genres of the academic domain, advisors and advisees offered us the following answers: Table 1 Use and degree of difficulty of students/advisees in reading/listening to academic domain texts Genres Beginning Intermediate Advanced Absent in reading/listening Scientific paper 1 8 1 - Essay 1 4 - 5 Interview 4 1 - 5 Oral presentation 4 2 1 3 Annotation 3 3 - 4 Technical Manual 2 4 1 3 Roundtable 2 1 1 6 Final Research Project 1 2 6 1 Lecture 3 - 2 5 Poster 5 2 - 3 Report 4 5 - 1 Review 1 4 - 5 Summary 7 3 - - TOTAL 38 39 12 41 According to the table, the genres most used for reading/listening are scientific paper, abstract, final research project, and report, followed by poster, technical manual, and oral presentation. On the other hand, the least required are round tables, lectures, interviews, essays, and college summaries. Some of these genres, such as college summary, are of a nature more internal to the laboratory and, therefore, more prone to production than to reading/listening; others may be less accessible to students, such as oral presentations, round tables, and lectures, since their experience would depend on their participation in scientific events. Others may be less accessible to students, such as oral presentations, round tables, and lectures because their experience would depend on participation in scientific events; still others, such as interviews, may be less common to scientific practice in the area of Agricultural Sciences. If we take into account only the most commonly used genres, those with which students have more difficulty are scientific articles and final research projects, followed by technical manuals and reports, with a degree of difficulty that can be classified as average. The abstract, poster, and oral presentation seem to be the least difficult in the participants' perception. In addition to the genres we have listed, two of the instructors informed us that they recommended reading other genres: "Master's dissertations for methodologies" (Advisor 2) and "Books, dissertations and theses on the subjects studied. In dissertations and theses, students always complain a lot. I believe that it is not so much difficulty, sometimes I think it is laziness to do the reading" (Advisor 3). Both answers emphasize the reading of longer texts, with the function of acquiring information "about the subjects studied", to constitute the theoretical and/or methodological basis of the research. Although they are quite complex genres in all senses (scientific concepts and terms, amount of new information for a high school student, vocabulary, textual organization of the thematic content, etc. ), the dissertation and thesis are produced at the graduate level by more experienced researchers. In the case of the dissertation and the thesis, they are produced at the graduate level by more experienced researchers. The fact that one of the instructors believes that the complaints come not primarily from the specificities of the genres and the knowledge required for the experience with them (especially if we consider the profile of the students) but from the "laziness" of the students (we do not know if it is to read itself or to read longer texts, such as those indicated in the answer). The project execution records corroborate the information in the questionnaires by mentioning the carrying out of a bibliographical survey. Here are two examples: Project 1 Goal 1: Bibliographic survey. Activities 1 Conducting a literature survey that will serve as a basis for enhancing the discussion of the results and writing papers throughout the duration of the project. Note: Bibliographical survey enclosure. Project 2 Goal 1: Preparation of a literature review on the plants under study. Activities 1 During the execution of the project, we will initially conduct a literature review on the plants under study (Piptadenia stipulacea Benth, also known as Jurema Branca; Ricinus communis, commonly known as Mamona; Mimosa tenuiflora Willd. Poir, Jurema preta and Azadirachta indica A. Juss, known as neem) in periodicals, newspapers, and books. Note: Literature review has only been done on neem and Jurema Preta In both entries, the construction of a theoretical foundation ("literature survey", "literature review") is the first activity performed. It presupposes, initially, the reading of texts from specialized literature on the topic, which can even include the research and selection of these texts by the students, if not made available by the instructor. It is also worth noting the reference to supports such as books, periodicals and newspapers to serve as a source of research. This process has as its purpose and product the preparation of a literature review, "which will serve as a basis for enhancing the discussion of results and paper writing". The data on reading obtained from questionnaires and activity records lead us to conclude that the most frequent genres in comprehension activities are external to the laboratory, which can serve, in the development of the project, as a source of research and theoretical reference about the theme under study. These are genres that, belonging to a new context, are challenging in terms of difficulty, especially scientific articles and final research projects, which, being the most difficult, are among the most widely used. This reality is understandable when we are dealing with beginners who intend to learn a series of knowledge, norms, and uses referring to a disciplinary culture. Thus, these difficulties can be related to the subject matter of the texts and the concepts used in them, which are reflected in the lexicon, or even the genre, the textual organization of the thematic content, and the establishment of the positioning present therein, for example. Regarding the oral and written text production activities, we also listed some genres in the student and counselor questionnaires, inquiring about the use and degree of difficulty of the task. Let us observe: Table 2 Use and degree of difficulty of the students/supervised in the production of texts of the academic domain Genres Beginning Intermediate Advanced Absent in production Scientific paper 1 6 3 - Essay 1 2 1 6 Interview 3 - 1 6 Oral presentation 3 5 1 1 Summary 3 2 1 4 Technical Manual 1 2 3 4 Roundtable 2 - 1 7 Final Research Project 1 - 6 3 Lecture 2 1 1 6 Poster 4 3 1 2 Report 4 5 - 1 Review 2 1 1 6 Summary 5 4 - 1 TOTAL 32 31 20 47 The texts that students produced the most, according to the participants, belong to the genres of a scientific article, abstract, oral presentation, report, poster, and final research project. These are genres that conventionally promote the publicizing of research results, through participation in events and other forms of dissemination, or serve as an institutional record of the development and/or completion of the project, as is the case of the report; the less produced genres are round tables, reviews, lectures, interviews, and essays. Among those less produced, we noticed the summary and review, which could serve as documentation and record of readings and, consequently, as support for the production of the most requested genres. Lucilia Garcez ( 2008 ) defends the need, in certain reading practices such as the ones we have studied, to take notes, record, summarize and schematize what one reads to retain information that can be reused later in writing texts, which are mostly composed of information gleaned from others. In academic texts, this information can be reused in the form of direct and/or indirect quotations. Interview and technical manuals do not seem to be part of the repertoire of genres produced by this disciplinary culture. On the other hand, the production of lectures and round tables, for example, would depend on the experience of academic literacy practices that would require greater knowledge in the area and even the condition of a specialist known and respected by his peers, which is not the case with the profile of the students considered here. In addition to the genres listed by us, one of the advisors mentions in the questionnaire the production of final research projects as a result of project development. In the case of the technical courses in Food and Beekeeping of the Pau dos Ferros Campus , which belong to the area of Agricultural Sciences, the genres that can function as a TCC, according to the syllabus matrix (Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte [IFRN], 2012a, 2012b), are scientific articles and technical-scientific reports (of internship or research). Among the most produced genres, the most difficult, according to the responses represented in Table 2 , are final research projects and scientific papers, followed by reports and oral presentations; the easiest are abstracts and posters. This alleged difficulty seems to stem from producing longer texts, which demand more research work, such as the final research project and the scientific article, and more work in the process of textual planning. Text production practices from the academic domain, which already appear in the records of the methodology construction and literature review activities of the research, appear in a more systematized way in the conclusion and dissemination/socialization of the results stage. Here are two examples: Project 1 Goal 5: Preparation of final reports and scientific papers Activities 1 Preparation of final reports and production of scientific papers. Note: The final report is attached in goal 3. The results will be disseminated through the publication of a book chapter that has already BEEN ACCEPTED at the V National Congress of Environmental Education & VII Northeastern Meeting of Biogeography, to be held at UFPB-João Pessoa, from October 9th to 12th, 2017. Attached is the acceptance letter for the event. Project 2 Goal 7: Static analysis of bee survival data and writing papers for journals and conferences. Activities 7 [...] Literature review, writing papers in proceedings, writing semiannual technical reports, writing full papers in periodicals, and final report writing. Obs: Production of two Final Research Projects: Title: Evaluation of the toxic potential of neem leaves (Azadirachta Indica A. Juss) FOR BEES Apis mellifera L. Authors: XXXX Title: EVALUATION OF THE TOXIC POTENTIAL OF BLACK JUREMA (Mimosa tenuiflora) LEAVES FOR BEES Apis mellifera L. Authors: XXXX. The records give an account of the socialization of the results coming from the projects. Although both plan, as a goal, the writing of a range of texts, we noticed, effectively, two types of socialization: one directed to the institution managing the research, related to the production of a final report; and another directed to the academic community, in the form of complete papers and a paper presented at a national event and published in proceedings (e-book ). In the Project 2 execution record, event participation appears in the project conclusion: "The results of this project were submitted to the XXI Brazilian Apiculture Congress and VII Brazilian Meliponiculture Congress to be held in Fortaleza-CE on May 4–7, 2016". The production of academic texts is confirmed in another question in the questionnaire, which allows us to identify genres and their circulation environments and, consequently, to infer the students' engagement in these practices. Four students list papers (articles and abstracts) presented and/or published through participation in scientific events, and one student mentions the publication of two papers in journals, always in coauthorship with the advisor. Of the three students who do not refer to publicizing the results to the community outside the school, two acted as volunteers and one as both a volunteer and a scholarship recipient in different projects. Among the advisors, two mention joint participation with their students in events and the publication of papers (articles and abstracts) in them, in addition to the publication of an article in a book (e-book ); one points out the publication of articles in periodicals. The advisor who did not publish research results with his students cites institutional issues as an impediment: "unfortunately no, since I was an adjunct teacher, the contract expired and the data got shelved" (Advisor 2). This grouping of texts around certain activities structures the routines that guide the construction of scientific knowledge in its various phases and shows how much students can interact with a large repertoire of academic genres and knowledge with specific purposes and motivations and grasp their characteristics. Such uses and knowledge are recognized by the participants as significant learning moments. In this regard, we asked students and advisors to provide, in a discursive way, their impressions about knowledge related to language and academic literacy practices experienced in scientific initiation. In general, the participants talk about the construction of a body of knowledge: they consider literacy practices essential for student learning and for the development of the scientific initiation project. Let us observe how the participants express this sentiment in their answers when we ask them about their knowledge of reading, listening, and producing texts from the academic domain: Student 1 I gained experience as I went along Student 2 I liked the practical part better, I needed some help with the writing Student 3 I need to improve my writing. Student 4 A great improvement acquired in the course of the project. Student 5 Since I started at the school, articles and some genres were worked on in class, which facilitated the elaboration of the project. Student 6 Considering the weekly readings Student 7 Some demand too much Advisor 1 However, it varies from student to student, there are students who recoil from this improvement and finish the project without progress Advisor 2 They have been acquiring it through reading Advisor 3 There is always academic production developed by the students. Overall, students and advisors discuss reading and writing skills developed during the scientific initiation experience, showing that they were developed in the effective interaction with the genres. Some participants, however, consider that the apprehension of this knowledge did not always happen as expected, because such is a slow process - which is natural, considering the new environment they were entering - or even a conflictive one, for reasons they did not make themselves known. One of the students also mentions that the teaching activities already provided experience with academic genres, giving an idea of contact prior to scientific initiation. The practice of reading is even regarded as the main source of acquisition of concepts in scientific initiation. When we asked how the participants evaluated the students' learning of scientific concepts in the scientific initiation activities, we received the following answers: Student 1 This was the first contact I had Student 2 With time I became more experienced Student 3 Some concepts related to the product of the research (apitoxin) covered chemical and medical content, which I had no experience with, just reading and doing research on the terms. Student 4 Great understanding of the content. Student 5 Since I started at the school, articles and some genres were worked on in class, which facilitated the elaboration of the project. Student 6 by publication in a Qualis B2 journal, but I still have a lot to learn Student 7 There are very specific topics. Advisor 1 proficiency improves because the practice of the theories fosters this knowledge Advisor 2 They have been acquiring it through reading Advisor 3 The reading and field practice enables them to master the project theme well. The participants portray the acquisition of scientific concepts during the scientific initiation project. Some condition the acquisition of concepts in reading and writing: since scientific concepts materialize in texts, interaction with genres in reading/listening and production would be an essential factor for their acquisition and subsequent use in language actions. Other participants relate it to the performance of practical tasks, which refers to learning by doing, relating theory to activities in the field and the laboratory. In this regard, Student 3's answer is quite representative, as he implies that the concept was only truly grasped when it was experienced and not only when he read texts in which it was discussed. It is worth emphasizing that the epistemological characteristics of the area guide not only the doing of the subjects but also the way the students are inserted in it, as to the learning process and the way it is evaluated or referenced. Thus, the participants recognize that students performed comprehension and production activities of texts belonging to genres in the academic domain, indicating that they did not just relate to the performance of practical, managerial tasks. In this process, we evaluate that the students were able to expand their repertoire of genres and use them in concrete communicative situations at different stages of the research. Therefore, integrating into these literacy practices allowed students to build knowledge and ways of participating in scientific doing. Conclusion In our work, we aimed to analyze the uses, interactions, and meanings of literacy in the scientific initiation of high school students at the Pau dos Ferros Campus of IFRN, according to the conception of the participants themselves. From records of research project development and answers given to a questionnaire, we were able to deduce the properties of these practices regarding the uses, feelings, and knowledge that characterize them. Regarding the profile of the participating students, they generally have some degree of motivation, contact, and previous interaction with knowledge and practices recommended in the area, either by participating in previous projects, by requiring certain knowledge of writing and good academic performance, or even by the course itself in previous projects, by the requirement of certain knowledge of writing and good academic performance, or even by the formative itinerary of the course that the student has already followed. In this way, previous literacies, more or less related to the area, already exert a strong influence on this process. In analyzing the different activities, we understand that students have the opportunity to interact with a wide range of text genres from the academic domain. Knowledge dissemination genres are those that tend to be more complex for students, especially scientific articles, final research projects, and reports. By interacting with this repertoire of genres that structure and organize certain activities, students would experience and be able to learn specificities of experiences that are quite characteristic of scientific work: in addition to the genres themselves, the environments in which they would circulate, such as scientific events and publication in specialized journals. As we observe, texts are central to students' insertion in scientific doing and in taking a place as participants in practices of the academic domain. Through them, students acquire instruments for action and social participation in scientific initiation activities. This is the reason why scientific initiation participants give a central role to literacy practices as a tool for knowledge construction and learning in scientific practice in the area of Agricultural Sciences. Declarations Evandro Gonçalves Leite is Ph.D. in Letters. He is Portuguese Language teacher on Federal Institute of Education, Science, and Technology of Rio Grande do Norte, Brazil. His studies focuse on literacy, academic literacy, and science education. Regina Celi Mendes Pereira is Ph.D. in Letters. She is Full Professor of Linguistics on Federal University of Paraíba, Brazil. She is researcher of National Council for Scientific and Technological Development (CNPq) in Brazil, and editor of a linguistics journal entitled “Prolíngua”. Her studies focuse on genre, literacy, academic literacy, writing, and science education. Maria do Socorro Maia Fernandes Barbosa is Ph. D. in Language Studies. She is Retired Professor of Linguistics on State University of Rio Grande do Norte, Brazil. Her studies focuse mainly on literacy, dialogic pedagogy, and discourse analysis. The dataset analyzed in this article is available in Evandro Gonçalves Leite’s doctoral dissertation, on the website: https://www.uern.br/controledepaginas/Defendidas-em-2019/arquivos/530902_tese_evandro_gona%C2%A7alves_leite.pdf The authors declare the following personal relationships, which may be considered potential competing interests: Evandro Goncalves Leite reports a relationship with the Federal Institute of Education, Science, and Technology of Rio Grande do Norte that includes employment. References Barton. D., Hamilton, M., & Ivanič, R. (Eds.). (2000). Situated literacies: reading and writing in context . London: Routledge. Conceição, A. J. (2012). Contribuições do programa de iniciação científica júnior na universidade estadual de londrina (UEL): a formação de um habitus adequado ao campo científico [Master’s thesis, Universidade Estadual de Maringá]. Repositório Institucional da Universidade Estadual de Maringá. http://repositorio.uem.br:8080/jspui/bitstream/1/4079/1/000199154.pdf Demo, P. (2011a). Educar pela pesquisa (9th ed.). Campinas: Autores Associados. Demo, P. (2011b). Pesquisa: princípio científico e educativo (14th ed.). São Paulo: Cortez. Ferreira, C. A. (2010). O programa de vocação científica da Fundação Oswaldo Cruz: fundamentos, compromissos e desafios. In C. A. Ferreira, S. O. Peres, C. N. Braga, & M. L. M. Cardoso (Orgs.), Juventude e iniciação científica: políticas públicas para o ensino médio (pp. 27-52). Rio de Janeiro: EPSJV, UFRJ. http://www.epsjv.fiocruz.br/sites/default/files/l167.pdf Garcez, L. H. C. (2008). Técnica de redação: o que é preciso saber para bem escrever (2nd ed.). São Paulo: Martins Fontes. Gilliland, B. (2015). High school teacher perspectives and practices: second language writing and language development. Language and Education , 29 (4), 287-301. https://doi.org/10.1080/09500782.2014.1001398 Giorgi, M. C., & Almeida, F. S. (2018). Práticas de letramento na iniciação científica e tecnológica: um estudo do gênero resumo acadêmico no CEFET/RJ. Raído , 12 (3), 105-122. https://doi.org/10.30612/raido.v12i30.9385 Hamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: reading and writing in context (pp. 15-32). London: Routledge. Heath, S. B. (1982). What no badtime story means: narrative skills at home and school. Language in society , 11 , 49-76. Hyland, K. (2014). Disciplinary discourses: social interactions in academic writing (5th ed.). Ann Arbor: The University of Michigan Press. Hoadley-Maidment, E. (2000). From personal experience to reflective practitioner: academic literacies and professional education. In M. R. Lea, & B. Stierer (Eds.), Student writing in higher education: new contexts (pp. 165-195). Milton Keynes: Open University Press; Philadelphia: Society for Research into Higher Education. Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte. (2012a). Projeto Pedagógico do Curso Técnico de Nível Médio em Alimentos na forma Integrada, presencial . IFRN. http://portal.ifrn.edu.br/ensino/cursos/cursos-tecnicos-de-nivel-medio/tecnico-integrado/alimentos/view Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte. (2012b). Projeto Pedagógico do Curso Técnico de Nível Médio em Apicultura na forma Integrada, presencial . IFRN. http://portal.ifrn.edu.br/ensino/cursos/cursos-tecnicos-de-nivel-medio/tecnico-integrado/tecnico-em-apicultura/view Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts . Princeton: Princeton Paperbacks. Lea, M. R., & Street, B. V. (1998). Student writing in higher education: an academic literacies approach. Studies in higher education , 23 (2), 157-152. https://doi.org/10.1080/03075079812331380364 Lea, M. R., & Street, B. V. (2014). O modelo de “letramentos acadêmicos”: teoria e aplicações. Revista Filologia e Linguística Portuguesa , 16 (2), 477-493. https://www.revistas.usp.br/flp/article/view/79407/95916 Leite, E. G. (2020). Letramentos acadêmicos na iniciação científica de alunos de ensino médio do Campus Pau dos Ferros do IFRN . [Doctoral dissertation, Universidade do Estado do Rio Grande do Norte]. Repositório institucional do Programa de Pós-Graduação em Letras – UERN. https://www.uern.br/controledepaginas/Defendidas-em-2019/arquivos/530902_tese_evandro_gona%C2%A7alves_leite.pdf Leite, E. G., Barbosa, M. S. M. F., & Pereira, R. C. M. (2017). A configuração de relatórios de estágio de alunos concluintes de curso técnico de nível médio integrado. Nonada: Letras em Revista , 28 (1), 4-24. https://www.redalyc.org/pdf/5124/512454262002.pdf Marcuschi, L. A. (2007). Oralidade e letramento como práticas sociais. In L. A. Marcuschi, & A. P. Dionisio (Orgs.), Fala e escrita (pp. 31-55). Belo Horizonte: Autêntica. Massi, L. (2008). Contribuições da iniciação científica na apropriação da linguagem científica por alunos de graduação em química [Master’s thesis, Universidade de São Paulo]. Biblioteca Digital de Teses e Dissertações da USP. http://www.teses.usp.br/teses/disponiveis/75/75132/tde-18042008-112848/pt-br.php Massi, L., & Queiroz, S. L. (Orgs.). (2015). Iniciação científica: aspectos históricos, organizacionais e formativos da atividade no ensino superior brasileiro . São Paulo: Editora UNESP Digital. https://editoraunesp.com.br/catalogo/9788568334577,iniciacao-cientifica Palacios, G. G. (2016). Letramento acadêmico no ensino médio: uma experiência pedagógica a partir do material didático autoral “Manual do jovem pesquisador” [Master’s thesis, Universidade Federal do Pampa]. Repositório Institucional da Unipampa. http://dspace.unipampa.edu.br:8080/jspui/handle/riu/2399 Principe, G. S. (2017). A escrita de monografia no ensino técnico integrado ao médio: uma prática dialógica de letramento acadêmico [Doctoral dissertation, Universidade Estadual de Campinas]. Biblioteca Digital da UNICAMP. https://doi.org/10.47749/T/UNICAMP.2017.987965 Rojo, R.; Schneuwly, B. (2006). As relações oral/escrita nos gêneros orais formais e públicos: o caso da conferência acadêmica. Linguagem em (Dis)curso , 6 (3), 463-493. https://archive-ouverte.unige.ch/unige:34220/ATTACHMENT01 Silva, M. A., & Silva, R. M. L. (2016). A construção de conceitos científicos por bolsistas de iniciação científica-Jr sobre extinção, degradação ambiental e simetria. Indagatio Didactica , 8 (1), 368-387. https://doi.org/10.34624/id.v8i1.3232 Souza, E. G. (2008). Gêneros textuais na perspectiva da educação profissional [Doctoral dissertation, Universidade Federal de Pernambuco]. Repositório Digital da UFPE. https://repositorio.ufpe.br/handle/123456789/7162 Street, B. V. (1984). Literacy in theory and practice . New York: Cambridge University Press. Street, B. V. (2000). Literacy events and literacy practices: theory and practice in the New Literacy Studies. In M. Martin-Jones, & K. Jones (Orgs.), Multilingual literacies: reading and writing different worlds (pp. 17-29). Amsterdam: John Benjamins Publishing Company. Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students. Written Communication , 30 (1), 36–62. https://doi.org/10.1177/0741088312469013 Additional Declarations Competing interest reported. The authors declare the following personal relationships, which may be considered potential competing interests: Evandro Goncalves Leite reports a relationship with the Federal Institute of Education, Science, and Technology of Rio Grande do Norte that includes employment. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-2820622","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":193345564,"identity":"265f3300-778a-4ac1-85cb-84dd30dce9bd","order_by":0,"name":"Evandro G. Leite","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABFUlEQVRIiWNgGAWjYLACHiDmY2BsYGCoYGAwgIka4NYA0cLGwNjYwHCGNC1AaxjbiNDCL5H87MHbPTZ2bezN7Q8+zjssb87efIDhR8U2BnPpA1i1SM5IMzec8ywtuY3nYGPjzG2HDXf2HEtg7Dlzm8GyLwGrFoMzB8ykeQ4cTmaTSGxs5t12mHHDjRwDZsa220Ap7A6zP3P8G0SL/MPG5r9zDtsT1GLA3gO2xY5NgrGxmbHhcCJBLRLHe8ok5xxIS2DjSWyc2XMsPXnDmWMJB4F+4bHswRFizezbJN4csLHnZz/+4MOPGmvbDcebDz74UXFbzpwHuxYYSGyA0M1g8gADJLLwAnsoXUdI4SgYBaNgFIxAAAAjxGSspBay8gAAAABJRU5ErkJggg==","orcid":"","institution":"Federal Institute of Education, Science, and Technology of Rio Grande do Norte","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Evandro","middleName":"G.","lastName":"Leite","suffix":""},{"id":193345565,"identity":"125bd778-f992-4642-ba66-e24078349c1b","order_by":1,"name":"Regina C. M. Pereira","email":"","orcid":"","institution":"Federal University of Paraíba","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Regina","middleName":"C. M.","lastName":"Pereira","suffix":""},{"id":193345566,"identity":"10dc0d24-f9ae-4c01-a049-330e7be2975a","order_by":2,"name":"Maria S. M. F. Barbosa","email":"","orcid":"","institution":"State University of Rio Grande do Norte","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Maria","middleName":"S. M. F.","lastName":"Barbosa","suffix":""}],"badges":[],"createdAt":"2023-04-15 11:44:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-2820622/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-2820622/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":43092385,"identity":"04fa721b-07d0-4744-8a9a-b25264395992","added_by":"auto","created_at":"2023-09-13 20:22:20","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":337039,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-2820622/v1/3e87c9a3-b14e-4326-8bf1-81ed4a296ad2.pdf"}],"financialInterests":"Competing interest reported. The authors declare the following personal relationships, which may be considered potential competing interests:\nEvandro Goncalves Leite reports a relationship with the Federal Institute of Education, Science, and Technology of Rio Grande do Norte that includes employment.","formattedTitle":"Academic literacy practices in scientific initiation of high school students: uses, interactions, and meanings","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn Brazil, scientific initiation can be understood as an educational practice through research, aiming at introducing students to scientific work in a certain field of science. Education through research, according to Pedro Demo (\u003cspan class=\"CitationRef\"\u003e2011a\u003c/span\u003e), asserts itself against mere transmissive methods in educational practices at all levels of education. To overcome such methods, the author emphasizes the need to create paradigms and methodological postures for formal education that invest in investigative, reflective, and questioning attitudes, providing improvement in the teaching and learning process. In the specialized literature in Brazil, there are different meanings for the term \"scientific initiation\". In a broad sense, it refers to all the educational experiences, including in teaching, of an educational institution aimed at scientific training or focusing on research as an educational principle (Demo \u003cspan class=\"CitationRef\"\u003e2011b\u003c/span\u003e). In a strict sense, which we consider in this paper, it is a research project designed and developed by a student under faculty guidance (Massi \u003cspan class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eGenerally, references to scientific initiation are associated with the context of higher education, the environment where it is traditionally practiced and studied in the country (Massi and Queiroz \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e). More recently, however, scientific initiation policies have expanded to basic education, starting with Oswaldo Cruz Foundation's pioneering programs (Ferreira \u003cspan class=\"CitationRef\"\u003e2010\u003c/span\u003e). When focusing on scientific initiation in the context of basic education, works carried out in Brazil commonly address the apprehension of scientific concepts (e.g., Silva and Silva \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e), scientific activities (e.g., Concei\u0026ccedil;\u0026atilde;o \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e) and methods (e.g., Santos 2011), mostly in the areas of pedagogy and science, technology, and society.\u003c/p\u003e\n\u003cp\u003eIn the area of linguistics, however, little thought has been given to the practices of literacy (uses and meanings of reading and writing) in language interactions in this context. Language studies have already focused on the teaching and learning of academic genres in elementary education. Abroad, we see teaching being primarily focused on the essay genre (Gilliland \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e) and on academic language resources (Uccelli, Dobbs and Scott 2012). In Brazil, we highlight the teaching of technical-scientific reports (Leite, Barbosa and Pereira \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e), college summaries (Palacios \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e), and monographs (Principe \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e), but few works address genres and practices such as these in the context of scientific initiation, e.g., Maria Giorgi and Fabio Almeida (2018), who analyze the academic abstract genre, and Evandro Leite (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e), who studies academic literacy pactices in scientific initiation. Regardless of the focus, these works consider that these are practices that involve academic language (reading and writing), despite being in the context of basic education, which reinforces the conception of Mary Lea and Brian Street (2014, p. 477) that, \"although the term 'academic literacies' was originally developed to study literacies at the college level, the concept is also applicable to both preschool and high school\".\u003c/p\u003e\n\u003cp\u003eSharing the understanding that high school students can interact in academic literacy practices, our work seeks to expand the literature on the subject to study the uses, interactions, and meanings of academic reading and writing in the scientific initiation of high school students. We intend to investigate the perception (conception) that participants (students and their advisors) have of the practices in which they interact from records of execution of research projects and questionnaires. We consider categories from New Literacy Studies such as participants/groups, artifacts/resources, settings/domain, and activities/routines.\u003c/p\u003e\n\u003cp\u003eThe \u003cem\u003ecorpus\u003c/em\u003e is composed of two sets of data. One of them is the development records - species of activity reports - of two research projects in the area of Agricultural Sciences, developed with high school students at the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN), in Brazil, between 2015 and 2017. The other one is answers to a questionnaire we applied to high school students and advisors between 2015 and 2017, considering those who participated in scientific initiation projects in the area of Agricultural Sciences at the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of IFRN.\u003c/p\u003e\n\u003cp\u003eFrom the performance records and questionnaires, we selected for analysis excerpts and answers that allude to the participants' conceptions regarding elements that constitute the events and practices of literacy they would have experienced in scientific initiation: participants/groups, settings/domain, artifacts/resources, and activities/routines. As a theoretical foundation, we draw on New Literacy Studies, which consider language as a situated social practice, and on the Academic Literacies approach, which offers an understanding of academic literacy practices involved in epistemological and identity issues.\u003c/p\u003e\n\u003cp\u003eThe article is structured as follows: first, we present our theoretical framework, namely, concepts and categories of New Literacy Studies and the Academic Literacy approach; then, we describe the methodology we adopted to obtain and analyze the data; after that, we present and discuss the results; and finally, we make our final considerations. We hope, therefore, to offer contributions to the understanding of the characteristics, possibilities, and limitations of scientific initiation regarding academic literacy practices in the context of basic education.\u003c/p\u003e\n\u003ch3\u003eLiterature Review\u003c/h3\u003e\n\u003cp\u003eOur work is theoretically grounded in the New Literacy Studies, based mainly on the works of Brian Street (\u003cspan class=\"CitationRef\"\u003e1984\u003c/span\u003e) and further developments \u0026ndash; such as David Barton, Mary Hamilton and Roz Ivanič (2000) \u0026ndash; from which emerged a theoretical and methodological strand specifically dedicated to the analysis of reading and writing practices in the academic domain, called Academic Literacies, whose founding principles are the works of Mary Lea and Brian Street (1998, 2014).\u003c/p\u003e\n\u003cp\u003eThe basic premise of Street's (1984, p. 1) pioneering work, which we share, is that \"[...] what the particular practices and concepts of reading and writing are for a given society depends upon the context; that they are already embedded in an ideology and cannot be isolated or treated as 'neutral' or merely 'technical'\". In this sense, the author proposes to approach writing from an ideological perspective, from the interaction between people, as a social use and practice associated with power relations, values, and beliefs of certain groups, through the historical and cultural conditions of a community. Thus, meanings depend on the participants and the institutions in which the reading and writing practices occur. These are the directions that underlie the concepts that authors and researchers have subscribed to for theorizing and researching literacy. To study the uses and functions of writing for a particular social group(s), studies in the field work with the concepts of literacy events and literacy practice. The concept of a literacy event emerged in the work of Shirley Heath (\u003cspan class=\"CitationRef\"\u003e1982\u003c/span\u003e, p. 50) to designate the \"occasions in which written language is integral to the nature of participations' interactions and their interpretative processes and strategies.\" It is about a unique communicative situation, performed by participants in a given physical context and mediated by a written text. Since it involves dimensions that are observable in situations of writing, it constitutes the most basic unit for capturing and understanding them.\u003c/p\u003e\n\u003cp\u003eAlthough Brian Street (\u003cspan class=\"CitationRef\"\u003e2000\u003c/span\u003e) recognizes the importance of this concept, not failing to make reservations about it, for judging it as too descriptive, therefore not grasping the meanings of reading and writing. Therefore, he coined the term \"literacy practices\" to name these articulated events to conceptions about them. Literacy events are guided, shaped, and reshaped by values, beliefs, ideologies, social models, identities, and attitudes. Thus, the practices account for the meanings that participants build for the events based on the cultural and institutional context in which reading and writing are situated. These are closely related concepts.\u003c/p\u003e\n\u003cp\u003eTo differentiate events and literacy practices, Mary Hamilton (\u003cspan class=\"CitationRef\"\u003e2000\u003c/span\u003e) presents the elements of each. He claims that events consist of visible and observable aspects on the occasions of reading and writing: the interacting participants; the setting or physical environment; the indexes, tools, and accessories of textual nature or not; and the activities, or actions, performed by the participants. On the other hand, the practices are by nonvisible elements, but inferable from the events: the hidden participants (people or groups) involved in the social relations of production, circulation, reception, and regulation of writing; the domain in which the event develops, determining its meaning and purpose; the nonmaterial resources that can be inferred such as knowledge, conceptions, feelings, values; and the routines and rules that regulate and legitimize actions, as well as define the criteria for participation and appropriation of knowledge in these actions. Since the main interest of the studies is the uses and meanings ascribed to reading and writing, which are mainly inferable, the observation of literacy events aims mainly at conceptualizing the literacy practices in which individuals interact.\u003c/p\u003e\n\u003cp\u003eIn conceiving literacy from the perspective of social practices, we argue that such literacy is situated since the contexts of writing are diverse. This is not to say that some knowledge cannot be adapted or even transposed to other contexts, but it enables stating that literacies acquired in different contexts can be distinct and mobilize significantly different knowledge from others. We therefore argue that there are multiple literacies due to the conventions, values, institutions, and social roles of the participants, and texts function in specific ways in each domain.\u003c/p\u003e\n\u003cp\u003eIn this paper, we focus on the observation of literacy events to interpret literacy practices in the academic domain according to the Academic Literacies approach. In the inaugural work of this strand of studies, Lea and Street (\u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e, paragraph 2) define academic literacy practices and their approach as follows:\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eAcademic literacy practices \u0026ndash; reading and writing within disciplines \u0026ndash; constitute central processes through which students learn new subjects and develop their knowledge about new areas of study. A practical approach to literacy considers the cultural and contextual component of writing and reading practices, and this in turn has important implications for understanding student learning.\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eIn this excerpt, the authors defend the need to understand the uses of writing in the academic field as situated in two senses: because they are established in a particular domain of language functioning, with their own rules, genres, themes, activities, and participants; and because they understand that this knowledge is even more specific since each field of knowledge (subject) has its specificities, hence the preference for the designation \"academic literacies\" (plural form). Thus, academic literacy practices demand new knowledge about subjects but also about the understanding of cultural and institutional issues that are created, validated, and transmitted by members of a subject, permeating their reading and writing practices \u0026ndash; such as behaviors, discourses, conventions, rules of belonging, ways of constructing knowledge, power relations, values, and beliefs \u0026ndash; hence the term disciplinary cultures (Hyland \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eGiven the understanding that formal skills and textual models do not fully explain the complexity of academic literacy practices nor that their acquisition is, by itself, sufficient to ensure students' participation in these interaction contexts, the Academic Literacies approach is not sufficient to ensure students' participation in these interaction contexts (1998, paragraph 6):\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e... sees literacies as social practices, in the way we have suggested. It views student writing and learning as issues at the level of epistemology and identities rather than skill or socialization. An academic literacies approach views the institutions in which academic practices take place as constituted in, and as sites of, discourse and power. It sees the literacy demands of the curriculum as involving a variety of communicative practices, including genres, fields, and disciplines. From the student's point of view, a dominant feature of academic literacy practices is the requirement to switch practices between one setting and another, deploy a repertoire of linguistic practices appropriate to each setting, and handle the social meanings and identities that each evokes ...\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eThus, this approach is affiliated with the ideological model of literacy, considering it social practice. This means understanding the writing included in a social and historical context, which brings important theoretical and methodological implications, given the need to include elements (beyond) the text, or inferable from it. This means understanding writing within a social and historical context, which has important theoretical and methodological implications, given the need to include elements (beyond) the text or inferable from it, such as authority, identities, institutional relations, and conceptions that act in defining the form and function that the texts assume in these practices. Therefore, we seek to combine the texts and the practices in which they are immersed. Furthermore, it draws attention to the myriad of academic literacies through the epistemological variations between disciplines.\u003c/p\u003e"},{"header":"Methodological Procedures","content":"\u003cp\u003eAt the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of IFRN, there were, between 2015 and 2017, two scientific initiation programs that high school students could take part in. One of them was the Institutional Scientific Initiation Scholarship Program for the High School of the National Council for Scientific and Technological Development (PIBIC-EM/CNPq). The other was the Institutional Research Support Program - Development of Research Projects (PIBIC-IFRN), which unfolded in two modalities: with and without scholarship for the participating students.\u003c/p\u003e \u003cp\u003eBetween 2015 and 2017, 32 scientific initiation projects were developed and completed on \u003cem\u003ecampus\u003c/em\u003e in various areas of knowledge, in which 60 high school students and 24 advisors participated (some with activities in more than one project). In Brazil, there are eight major areas of knowledge, defined by the National Council for Scientific and Technological Development (CNPq): Agricultural Sciences; Biological Sciences; Health Sciences; Exact and Earth Sciences; Engineering; Human Sciences; Applied Social Sciences; Linguistics, Languages, and Arts. Among the data we obtained from all the major areas of knowledge, we selected two records of project execution and 10 questionnaires applied to participants (three advisors and seven high school students, scholarship recipients, or volunteers) in the area of Agricultural Sciences, to which two technical courses of integrated high school technical professional education offered by the institution belong: one in the area of Agricultural Sciences and the other in the area of Technical Professional Education of Agricultural Sciences, to which two secondary-level technical courses integrated into the technical professional education that the institution offers belong: Technical Course in Food and Technical Course in Apiculture. All the data were made available to us voluntarily through the signing of a consent form by the institution and free and informed consent (or assent) for students and advisors, whose identity is kept confidential. All data analyzed in this study are available in Leite (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe execution log functions as an activity report. It is filled in by the project coordinator in a form in a computerized system of the institution, which manages all their academic activities and aims at presenting all the stages of the project development, from its proposition to its conclusion. Thus, it contains the project itself, as submitted and approved, the executing team, the budget detailing (when there is financing), and the execution. Our interest in the records of research activities lies in the fact that they are valuable instruments from which we can identify and analyze academic literacy events and practices that involve advisors and students.\u003c/p\u003e \u003cp\u003eThe questionnaires were distributed between June and July 2018 through \u003cem\u003eGoogle Forms\u003c/em\u003e to advisors and students who completed participation in a scientific initiation project between 2015 and 2017. We prepared two types of questionnaires: one for scholarship students and volunteers (without distinction) and another for the advisors of the different focused scientific initiation programs. The primary purpose of the questionnaires is to capture the meanings that the participants construct for the events, an essential dimension of studies of literacy as a contextualized and situated social practice. The questions we analyze are common to both students and advisors, aiming at comparing the two groups' understanding of the same aspects.\u003c/p\u003e \u003cp\u003eOur data analysis, qualitative and interpretative, addresses aspects more specifically related to participant profiles, activities/routines, artifacts/resources, and settings/domains, attempting to understand, through the uses of reading and writing that constitute literacy events, the interactions and meanings that participants attribute to the academic literacy practices in which they engage. The transcriptions we make of all the data that make up our corpus are faithful to the originals, translated from Portuguese to English.\u003c/p\u003e"},{"header":"Results And Discussion","content":"\u003cp\u003eThe participants of the present study, as mentioned above, are advisors and high school students actively participating in scientific initiation at the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of IFRN.\u003c/p\u003e\n\u003cp\u003eFor the guidance advisors who answered the questionnaire, there are two associated teachers and one substitute, working only in high school \u0026ndash; two of them for more than two years and one of them for less than a year, considering the date the questionnaire was applied. For the highest degrees obtained, there are two Ph.D. and one master's degree. These teachers\u0026rsquo; performance in scientific initiation was shown to be very disparate: while one of them declared to have participated in only one project, the other two stated that they had each participated in seven projects in just three years. As we can see, there is a large concentration of projects developed in a short period by a small number of professors, which certainly demands a large amount of time for students' orientation.\u003c/p\u003e\n\u003cp\u003eThere are five students from the Integrated High School Technical Course in Apiculture and two from the Integrated High School Technical Course in Food, both in the regular modality, all of them coming from public schools, where they had attended the entire elementary school. Three students claimed to have participated in only one research project, while the others participated in two or more projects, either voluntarily or in a paid capacity. In addition, four students declared they had joined the scientific initiation when they were in year 3 and one when he was in year 4 \u0026mdash; only one in year 1 and one in year 2. At IFRN, the High School technical programs in the regular modality, in which all the participating students were enrolled, last four years. In Brazil, the high school stage is usually three years long.\u003c/p\u003e\n\u003cp\u003eThe two projects whose records we analyzed had the following composition: Project 1 was developed in the PIBIC-EM/CNPq program in 2016 and had a master's advisor and a scholarship student; Project 2 was developed in the PIBIC-IFRN program in 2015 and had two advisors (one doctor and one master\u0026rsquo;s) and two students (one scholarship student and one volunteer).\u003c/p\u003e\n\u003cp\u003eThe average profile of the scientific initiation participants, as we can see, is that of students in the second half of the course, with some experience acquired in curricular components, who remain integrated into scientific initiation in more than one project and/or for more than one year. In particular, the advisors bet on the continuity of the work with their students, taking into account \u0026ndash; we suppose \u0026ndash; that the verticalization of knowledge may hinder the insertion of other students in this experience if the objective is the formation of an investigative attitude.\u003c/p\u003e\n\u003cp\u003eThe criteria that guided the choice of students ratify the search for this profile, both from the students' and the advisors' points of view. Let us look at the answers from the questionnaires applied to students/guides and advisors:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAt first I participated in two of them, one by teacher\u0026rsquo;s choice and the other by selection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSelection for Research Fellowship.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAt the time I was already a scholarship holder of the beekeeping nucleus, so professor XXXXX explained his innovative project to me and I was already interested in the area so I asked him to participate in the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eReferral from a former project participant.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSuggestion to the teacher in working.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe choice was due to interest in research and guidance, parallel to the research project, in which the advisor noticed interest in joining the PIBIC. In addition to collaborating on the writing of the project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 7\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhen I was choosing what I wanted to work on for my project, my advisor referred me to another teacher who was working on the topic I had chosen.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudents come to me with an interest in a certain area, and we develop the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClassroom/laboratory observation of student interest/commitment/promotion to research or to extend knowledge\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResponsible students with good academic performance.\u003c/p\u003e\n\u003cp\u003eThe criteria mentioned are the most diverse, including selection, personal choice of the advisor according to student's interest, a referral to the advisor by another professor, and even a suggestion made by the students themselves, one of them even resulting in a final research paper (TCC). The students highlight an affinity with the area, the theme, and/or the advisor. The qualities that the advisors value in students are interest and commitment, as well as good academic performance. In most cases, these are aspects that emphasize a certain experience of the student in the area for having already participated in a previous project or been part of a research group, in addition to some degree of affinity or previous contact with the advisor. Under these conditions, both the students can familiarize and better evaluate the possibilities in the area, and the instructors can recognize those students who best fit the desired profile, that is, individuals with some insertion, even if minimal, in the area. Thus, prior disciplinary literacies already exert a strong influence on the students' choice.\u003c/p\u003e\n\u003cp\u003eWe also inquired about the activities performed by the participants of the scientific initiation projects, more specifically in situations of interaction such as meetings, between students and their advisors. Here are the responses from students and advisors:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere wasn\u0026rsquo;t any.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThey were tips on how to proceed in the next steps of the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCollection of research data in the field, discussions about what had been done and what could be done to improve the development of the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOrientation on the writing and methodology of the project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePractical development of the project and preparation of the scientific article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDiscussion of published academic papers; discussion of some procedures performed and data obtained; reflection on mechanisms that were being adopted in the methodology, etc.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 7\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDeciding what to do, testing and presenting the results.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMeetings, field activities, lab activities, and event participation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eLab activities, discussion of results, article research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe activities proposed in the goals described in Suap, such as literature survey, writing the theoretical framework, data collection, data analysis, writing the results, and discussions.\u003c/p\u003e\n\u003cp\u003eIn these orientation meetings of the project team, the main activities reported are meetings between the project team, field and laboratory activities, participation in events, guidance on the planning, execution and evaluation of tasks, and guidance on literature survey, data collection and analysis. In addition, both groups also report activities related to reading/listening and to the production of texts (\"writing\", \"discussion of published academic papers\", \"preparation of a scientific article\", \u0026ldquo;published academic papers\", \"elaboration of scientific articles\"); the advisors, on the other hand, refer to the preparation of technical visits and reading activities and production of oral and written texts.\u003c/p\u003e\n\u003cp\u003eAlthough we are talking about literacy practices and, by extension, the uses and functions of academic writing, we consider that some genres of the oral modality can establish very close relations with writing and thus integrate literacy events and practices. In this sense, we evoke Luiz Marcuschi (\u003cspan class=\"CitationRef\"\u003e2007\u003c/span\u003e), for whom there is a typological continuum of social practices of textual production that marks the relation between speech and writing, between the genres of these two modalities, and, consequently, between orality and literacy; and Roxane Rojo and Bernard Schneuwly (2006), who, when dealing with formal and public oral genres, such as the academic conference, argue that oral texts come into contact with written texts and even depend on them to exist in complex relationships and mutual effect.\u003c/p\u003e\n\u003cp\u003eConsulting the reports also allows us to identify a series of activities associated with indexes (genres) that mediate the performance of the participants, especially the students in different environments in carrying out the research, corroborating the answers provided in the questionnaire. Observe this example of a research project execution record:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProject 2:\u0026nbsp;\u003c/strong\u003e\"Goal 1\u0026ndash;\u003cem\u003e01/09/15 to 02/02/16\u003c/em\u003e\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003eGoal: To prepare a literature review on the plants under investigation.\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 2\u003cem\u003e\u0026ndash;09/01/15 to 01/01/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003e2. Goal: Multiplication of the bees in the field.\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 3\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e01/09/15 to 01/02/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003eCarrying out a literature review on preliminary prospecting tests to identify classes of organic compounds as well as phytochemical tests\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 4\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e01/09/15 to 01/01/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003e4. Goal: Collection and classification of botanical material.\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 5\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e01/09/15 to 01/01/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003e5. Goal: To offer parts of the plant to bees and thus identify the mortality rate of bees.\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 6\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e01/10/15 to 01/01/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003e6. Goal: Preparation of extracts and phytochemical prospection tests.\u003c/p\u003e\n\u003cp\u003e...\u003c/p\u003e\n\u003cp\u003eGoal 7\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e03/01/16 to 03/31/16\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eGoal Description\u003c/p\u003e\n\u003cp\u003e7. Goal: Static analysis of bee survival data and write papers for journals and conferences.\"\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eWe can see quite clearly that the goals set in the project correspond to the actions/steps and phases of the research and the construction of scientific knowledge, most of them associated with the reading and production of texts. By following a sequence of actions, the research project gradually proposes their systematization in texts that mediate different stages of the research. Thus, Goal 1 is to review the literature; goals 2, 3, and 4 are to generate the data; and goals 5, 6, and 7 are to analyze the data.\u003c/p\u003e\n\u003cp\u003eEven more practical activities, which seem to be quite common in the context of research in the so-called \"hard\" sciences, especially in field and/or laboratory contexts, are mediated by texts, either those produced in the laboratory itself or others outside it. Bruno Latour and Steve Woolgar (1986), when studying the research process and the construction of knowledge in a laboratory, point out that individuals who perform experiments in this environment, when they are not manipulating devices and instruments, are performing activities such as listing columns on sheets of paper and writing on labels of test tubes, which in the end translate into different forms of written artifacts such as card indexes and other texts. This is the procedure verified in research project execution records and in field and/or laboratory activities. Let us look at two examples (Project 1 and Project 2):\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 2: Data collection in the dry period\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e1 Preparation of spreadsheets to assist in data collection in the field. Note: Attached spreadsheet.\u003c/p\u003e\n\u003cp\u003e2 Data collection of the dry period, planned to be carried out in the period from 7th to November 11\u003csup\u003eth,\u003c/sup\u003e 2016, during which there will be a ten-minute observation every hour from 7 AM to 5 PM counting the number of worker bees that will enter the colony with pollen, nectar or water (bees without apparent load), with some building material (e.g., clay or resin), the number of workers that will leave with garbage from the colony and those with no load on the corbiculae, which will possibly go in search of resources. Note: Attached is a photo of the entrance to the nest, from which the data were collected, during the dry period.\u003c/p\u003e\n\u003cp\u003e3 Tabulation of the collected data Note: Tabulated data from the dry period are attached.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 4: Collection and classification of botanical material.\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e4 The plant species studied will be collected in the state of Rio Grande do Norte, especially in the Upper West Potiguar Region. The plant species must be collected, exsiccata prepared, and botanical identification followed by air-drying, grinding, and weighing of the material to be studied. Note: Description of the methodology adopted.\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eBoth records list activities of a more practical nature concerning the obtaining of data in the field or laboratory. In the first register, the field observation is planned and carried out with the mediation of textual artifacts: prior preparation of a spreadsheet to note the phenomena to be observed in the field, filling in this spreadsheet during the observations, recording in photos, and tabulation of the data. In the second, the construction of a description of the methodology used to obtain and prepare the botanical material to be used in the research is reported.\u003c/p\u003e\n\u003cp\u003eThus, based on the understanding that scientific practice in this and other areas of knowledge occurs in and through linguistic actions, we listed, in the questionnaires applied to advisors and students, some genres of the academic domain that could mediate literacy events in scientific initiation, both in reading and listening activities and in oral and written textual production. In the academic domain, we must also consider genres more related to technical and professional training since they combine, according to Elizabeth Hoadley-Maidment (\u003cspan class=\"CitationRef\"\u003e2000\u003c/span\u003e), traditional academic literacy with the development of professional competence to relate academic concepts and theories with professional practice. Edna Souza (\u003cspan class=\"CitationRef\"\u003e2008\u003c/span\u003e), when studying genres taught in high school professional education and those required to the student's performance in the work world, lists some genres of technical-vocational training, such as technical manual, standard, report, project, and technical opinion. Thus, we will use the denomination academic genres, pointing out that sometimes scientific initiation activities also require experience with genres of technical-professional training.\u003c/p\u003e\n\u003cp\u003eWe also defined a scale for the degree of difficulty of students participating in scientific initiation in using these genres. This degree of difficulty, it must be noted, should not be understood from the perspective of a deficit or an ideal level of literacy to be pursued and achieved. Instead, it should be seen, from the point of view of the participants, as the way students, as beginners, interact with (and mean) reading/listening and text production of the academic domain and its specificities.\u003c/p\u003e\n\u003cp\u003eRegarding the perception about the students' use and degree of difficulty in reading/listening to texts belonging to genres of the academic domain, advisors and advisees offered us the following answers:\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eUse and degree of difficulty of students/advisees in reading/listening to academic domain texts\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eGenres\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eBeginning\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eIntermediate\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eAdvanced\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eAbsent in reading/listening\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eScientific paper\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e8\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eEssay\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInterview\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOral presentation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAnnotation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTechnical Manual\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eRoundtable\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFinal Research Project\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLecture\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePoster\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eReport\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eReview\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSummary\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e7\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTOTAL\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e38\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e39\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e41\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eAccording to the table, the genres most used for reading/listening are scientific paper, abstract, final research project, and report, followed by poster, technical manual, and oral presentation. On the other hand, the least required are round tables, lectures, interviews, essays, and college summaries. Some of these genres, such as college summary, are of a nature more internal to the laboratory and, therefore, more prone to production than to reading/listening; others may be less accessible to students, such as oral presentations, round tables, and lectures, since their experience would depend on their participation in scientific events. Others may be less accessible to students, such as oral presentations, round tables, and lectures because their experience would depend on participation in scientific events; still others, such as interviews, may be less common to scientific practice in the area of Agricultural Sciences. If we take into account only the most commonly used genres, those with which students have more difficulty are scientific articles and final research projects, followed by technical manuals and reports, with a degree of difficulty that can be classified as average. The abstract, poster, and oral presentation seem to be the least difficult in the participants' perception.\u003c/p\u003e\n\u003cp\u003eIn addition to the genres we have listed, two of the instructors informed us that they recommended reading other genres: \"Master's dissertations for methodologies\" (Advisor 2) and \"Books, dissertations and theses on the subjects studied. In dissertations and theses, students always complain a lot. I believe that it is not so much difficulty, sometimes I think it is laziness to do the reading\" (Advisor 3). Both answers emphasize the reading of longer texts, with the function of acquiring information \"about the subjects studied\", to constitute the theoretical and/or methodological basis of the research. Although they are quite complex genres in all senses (scientific concepts and terms, amount of new information for a high school student, vocabulary, textual organization of the thematic content, etc. ), the dissertation and thesis are produced at the graduate level by more experienced researchers. In the case of the dissertation and the thesis, they are produced at the graduate level by more experienced researchers. The fact that one of the instructors believes that the complaints come not primarily from the specificities of the genres and the knowledge required for the experience with them (especially if we consider the profile of the students) but from the \"laziness\" of the students (we do not know if it is to read itself or to read longer texts, such as those indicated in the answer).\u003c/p\u003e\n\u003cp\u003eThe project execution records corroborate the information in the questionnaires by mentioning the carrying out of a bibliographical survey. Here are two examples:\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 1: Bibliographic survey.\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e1 Conducting a literature survey that will serve as a basis for enhancing the discussion of the results and writing papers throughout the duration of the project. Note: Bibliographical survey enclosure.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 1: Preparation of a literature review on the plants under study.\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e1 During the execution of the project, we will initially conduct a literature review on the plants under study (Piptadenia stipulacea Benth, also known as Jurema Branca; Ricinus communis, commonly known as Mamona; Mimosa tenuiflora Willd. Poir, Jurema preta and Azadirachta indica A. Juss, known as neem) in periodicals, newspapers, and books. Note: Literature review has only been done on neem and Jurema Preta\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eIn both entries, the construction of a theoretical foundation (\"literature survey\", \"literature review\") is the first activity performed. It presupposes, initially, the reading of texts from specialized literature on the topic, which can even include the research and selection of these texts by the students, if not made available by the instructor. It is also worth noting the reference to supports such as books, periodicals and newspapers to serve as a source of research. This process has as its purpose and product the preparation of a literature review, \"which will serve as a basis for enhancing the discussion of results and paper writing\".\u003c/p\u003e\n\u003cp\u003eThe data on reading obtained from questionnaires and activity records lead us to conclude that the most frequent genres in comprehension activities are external to the laboratory, which can serve, in the development of the project, as a source of research and theoretical reference about the theme under study. These are genres that, belonging to a new context, are challenging in terms of difficulty, especially scientific articles and final research projects, which, being the most difficult, are among the most widely used. This reality is understandable when we are dealing with beginners who intend to learn a series of knowledge, norms, and uses referring to a disciplinary culture. Thus, these difficulties can be related to the subject matter of the texts and the concepts used in them, which are reflected in the lexicon, or even the genre, the textual organization of the thematic content, and the establishment of the positioning present therein, for example.\u003c/p\u003e\n\u003cp\u003eRegarding the oral and written text production activities, we also listed some genres in the student and counselor questionnaires, inquiring about the use and degree of difficulty of the task. Let us observe:\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eUse and degree of difficulty of the students/supervised in the production of texts of the academic domain\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eGenres\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eBeginning\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eIntermediate\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eAdvanced\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eAbsent in production\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eScientific paper\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eEssay\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInterview\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOral presentation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSummary\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTechnical Manual\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eRoundtable\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e7\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFinal Research Project\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLecture\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePoster\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eReport\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eReview\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSummary\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTOTAL\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e32\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e31\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e20\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e47\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eThe texts that students produced the most, according to the participants, belong to the genres of a scientific article, abstract, oral presentation, report, poster, and final research project. These are genres that conventionally promote the publicizing of research results, through participation in events and other forms of dissemination, or serve as an institutional record of the development and/or completion of the project, as is the case of the report; the less produced genres are round tables, reviews, lectures, interviews, and essays. Among those less produced, we noticed the summary and review, which could serve as documentation and record of readings and, consequently, as support for the production of the most requested genres. Lucilia Garcez (\u003cspan class=\"CitationRef\"\u003e2008\u003c/span\u003e) defends the need, in certain reading practices such as the ones we have studied, to take notes, record, summarize and schematize what one reads to retain information that can be reused later in writing texts, which are mostly composed of information gleaned from others. In academic texts, this information can be reused in the form of direct and/or indirect quotations. Interview and technical manuals do not seem to be part of the repertoire of genres produced by this disciplinary culture. On the other hand, the production of lectures and round tables, for example, would depend on the experience of academic literacy practices that would require greater knowledge in the area and even the condition of a specialist known and respected by his peers, which is not the case with the profile of the students considered here.\u003c/p\u003e\n\u003cp\u003eIn addition to the genres listed by us, one of the advisors mentions in the questionnaire the production of final research projects as a result of project development. In the case of the technical courses in Food and Beekeeping of the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e, which belong to the area of Agricultural Sciences, the genres that can function as a TCC, according to the syllabus matrix (Instituto Federal de Educa\u0026ccedil;\u0026atilde;o, Ci\u0026ecirc;ncia e Tecnologia do Rio Grande do Norte [IFRN], 2012a, 2012b), are scientific articles and technical-scientific reports (of internship or research).\u003c/p\u003e\n\u003cp\u003eAmong the most produced genres, the most difficult, according to the responses represented in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e, are final research projects and scientific papers, followed by reports and oral presentations; the easiest are abstracts and posters. This alleged difficulty seems to stem from producing longer texts, which demand more research work, such as the final research project and the scientific article, and more work in the process of textual planning.\u003c/p\u003e\n\u003cp\u003eText production practices from the academic domain, which already appear in the records of the methodology construction and literature review activities of the research, appear in a more systematized way in the conclusion and dissemination/socialization of the results stage. Here are two examples:\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 5: Preparation of final reports and scientific papers\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e1 Preparation of final reports and production of scientific papers. Note: The final report is attached in goal 3. The results will be disseminated through the publication of a book chapter that has already BEEN ACCEPTED at the V National Congress of Environmental Education \u0026amp; VII Northeastern Meeting of Biogeography, to be held at UFPB-Jo\u0026atilde;o Pessoa, from October 9th to 12th, 2017. Attached is the acceptance letter for the event.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u003cstrong\u003eProject 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGoal 7: Static analysis of bee survival data and writing papers for journals and conferences.\u003c/p\u003e\n\u003cp\u003eActivities\u003c/p\u003e\n\u003cp\u003e7 [...] Literature review, writing papers in proceedings, writing semiannual technical reports, writing full papers in periodicals, and final report writing. Obs: Production of two Final Research Projects: Title: Evaluation of the toxic potential of neem leaves (Azadirachta Indica A. Juss) FOR BEES Apis mellifera L. Authors: XXXX Title: EVALUATION OF THE TOXIC POTENTIAL OF BLACK JUREMA (Mimosa tenuiflora) LEAVES FOR BEES Apis mellifera L. Authors: XXXX.\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eThe records give an account of the socialization of the results coming from the projects. Although both plan, as a goal, the writing of a range of texts, we noticed, effectively, two types of socialization: one directed to the institution managing the research, related to the production of a final report; and another directed to the academic community, in the form of complete papers and a paper presented at a national event and published in proceedings \u003cem\u003e(e-book\u003c/em\u003e). In the Project 2 execution record, event participation appears in the project conclusion: \"The results of this project were submitted to the XXI Brazilian Apiculture Congress and VII Brazilian Meliponiculture Congress to be held in Fortaleza-CE on May 4\u0026ndash;7, 2016\".\u003c/p\u003e\n\u003cp\u003eThe production of academic texts is confirmed in another question in the questionnaire, which allows us to identify genres and their circulation environments and, consequently, to infer the students' engagement in these practices. Four students list papers (articles and abstracts) presented and/or published through participation in scientific events, and one student mentions the publication of two papers in journals, always in coauthorship with the advisor. Of the three students who do not refer to publicizing the results to the community outside the school, two acted as volunteers and one as both a volunteer and a scholarship recipient in different projects. Among the advisors, two mention joint participation with their students in events and the publication of papers (articles and abstracts) in them, in addition to the publication of an article in a book \u003cem\u003e(e-book\u003c/em\u003e); one points out the publication of articles in periodicals. The advisor who did not publish research results with his students cites institutional issues as an impediment: \"unfortunately no, since I was an adjunct teacher, the contract expired and the data got shelved\" (Advisor 2).\u003c/p\u003e\n\u003cp\u003eThis grouping of texts around certain activities structures the routines that guide the construction of scientific knowledge in its various phases and shows how much students can interact with a large repertoire of academic genres and knowledge with specific purposes and motivations and grasp their characteristics. Such uses and knowledge are recognized by the participants as significant learning moments. In this regard, we asked students and advisors to provide, in a discursive way, their impressions about knowledge related to language and academic literacy practices experienced in scientific initiation. In general, the participants talk about the construction of a body of knowledge: they consider literacy practices essential for student learning and for the development of the scientific initiation project.\u003c/p\u003e\n\u003cp\u003eLet us observe how the participants express this sentiment in their answers when we ask them about their knowledge of reading, listening, and producing texts from the academic domain:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI gained experience as I went along\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI liked the practical part better, I needed some help with the writing\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI need to improve my writing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA great improvement acquired in the course of the project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSince I started at the school, articles and some genres were worked on in class, which facilitated the elaboration of the project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsidering the weekly readings\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 7\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSome demand too much\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHowever, it varies from student to student, there are students who recoil from this improvement and finish the project without progress\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThey have been acquiring it through reading\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is always academic production developed by the students.\u003c/p\u003e\n\u003cp\u003eOverall, students and advisors discuss reading and writing skills developed during the scientific initiation experience, showing that they were developed in the effective interaction with the genres. Some participants, however, consider that the apprehension of this knowledge did not always happen as expected, because such is a slow process - which is natural, considering the new environment they were entering - or even a conflictive one, for reasons they did not make themselves known. One of the students also mentions that the teaching activities already provided experience with academic genres, giving an idea of contact prior to scientific initiation.\u003c/p\u003e\n\u003cp\u003eThe practice of reading is even regarded as the main source of acquisition of concepts in scientific initiation. When we asked how the participants evaluated the students' learning of scientific concepts in the scientific initiation activities, we received the following answers:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis was the first contact I had\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWith time I became more experienced\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSome concepts related to the product of the research (apitoxin) covered chemical and medical content, which I had no experience with, just reading and doing research on the terms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGreat understanding of the content.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSince I started at the school, articles and some genres were worked on in class, which facilitated the elaboration of the project.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eby publication in a Qualis B2 journal, but I still have a lot to learn\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudent 7\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere are very specific topics.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eproficiency improves because the practice of the theories fosters this knowledge\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThey have been acquiring it through reading\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdvisor 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe reading and field practice enables them to master the project theme well.\u003c/p\u003e\n\u003cp\u003eThe participants portray the acquisition of scientific concepts during the scientific initiation project. Some condition the acquisition of concepts in reading and writing: since scientific concepts materialize in texts, interaction with genres in reading/listening and production would be an essential factor for their acquisition and subsequent use in language actions. Other participants relate it to the performance of practical tasks, which refers to learning by doing, relating theory to activities in the field and the laboratory. In this regard, Student 3's answer is quite representative, as he implies that the concept was only truly grasped when it was experienced and not only when he read texts in which it was discussed. It is worth emphasizing that the epistemological characteristics of the area guide not only the doing of the subjects but also the way the students are inserted in it, as to the learning process and the way it is evaluated or referenced.\u003c/p\u003e\n\u003cp\u003eThus, the participants recognize that students performed comprehension and production activities of texts belonging to genres in the academic domain, indicating that they did not just relate to the performance of practical, managerial tasks. In this process, we evaluate that the students were able to expand their repertoire of genres and use them in concrete communicative situations at different stages of the research. Therefore, integrating into these literacy practices allowed students to build knowledge and ways of participating in scientific doing.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn our work, we aimed to analyze the uses, interactions, and meanings of literacy in the scientific initiation of high school students at the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of IFRN, according to the conception of the participants themselves. From records of research project development and answers given to a questionnaire, we were able to deduce the properties of these practices regarding the uses, feelings, and knowledge that characterize them.\u003c/p\u003e \u003cp\u003eRegarding the profile of the participating students, they generally have some degree of motivation, contact, and previous interaction with knowledge and practices recommended in the area, either by participating in previous projects, by requiring certain knowledge of writing and good academic performance, or even by the course itself in previous projects, by the requirement of certain knowledge of writing and good academic performance, or even by the formative itinerary of the course that the student has already followed. In this way, previous literacies, more or less related to the area, already exert a strong influence on this process. In analyzing the different activities, we understand that students have the opportunity to interact with a wide range of text genres from the academic domain. Knowledge dissemination genres are those that tend to be more complex for students, especially scientific articles, final research projects, and reports. By interacting with this repertoire of genres that structure and organize certain activities, students would experience and be able to learn specificities of experiences that are quite characteristic of scientific work: in addition to the genres themselves, the environments in which they would circulate, such as scientific events and publication in specialized journals.\u003c/p\u003e \u003cp\u003eAs we observe, texts are central to students' insertion in scientific doing and in taking a place as participants in practices of the academic domain. Through them, students acquire instruments for action and social participation in scientific initiation activities. This is the reason why scientific initiation participants give a central role to literacy practices as a tool for knowledge construction and learning in scientific practice in the area of Agricultural Sciences.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEvandro Gon\u0026ccedil;alves Leite is Ph.D. in Letters. He is Portuguese Language teacher on Federal Institute of Education, Science, and Technology of Rio Grande do Norte, Brazil. His studies focuse on literacy, academic literacy, and science education.\u003c/p\u003e\n\u003cp\u003eRegina Celi Mendes Pereira is Ph.D. in Letters. She is Full Professor of Linguistics on Federal University of Para\u0026iacute;ba, Brazil. She is researcher of National Council for Scientific and Technological Development (CNPq) in Brazil, and editor of a linguistics journal entitled \u0026ldquo;Prol\u0026iacute;ngua\u0026rdquo;. Her studies focuse on genre, literacy, academic literacy, writing, and science education.\u003c/p\u003e\n\u003cp\u003eMaria do Socorro Maia Fernandes Barbosa is Ph. D. in Language Studies. She is Retired Professor of Linguistics on State University of Rio Grande do Norte, Brazil. Her studies focuse mainly on literacy, dialogic pedagogy, and discourse analysis.\u003c/p\u003e\n\u003cp\u003eThe dataset analyzed in this article is available in Evandro Gon\u0026ccedil;alves Leite\u0026rsquo;s doctoral dissertation, on the website: https://www.uern.br/controledepaginas/Defendidas-em-2019/arquivos/530902_tese_evandro_gona%C2%A7alves_leite.pdf\u003c/p\u003e\n\u003cp\u003eThe authors declare the following personal relationships, which may be considered potential competing interests:\u003c/p\u003e\n\u003cp\u003eEvandro Goncalves Leite reports a relationship with the Federal Institute of Education, Science, and Technology of Rio Grande do Norte that includes employment.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBarton. D., Hamilton, M., \u0026amp; Ivanič, R. (Eds.). (2000). \u003cem\u003eSituated literacies: reading and writing in context\u003c/em\u003e. London: Routledge.\u003c/li\u003e\n\u003cli\u003eConcei\u0026ccedil;\u0026atilde;o, A. J. (2012). \u003cem\u003eContribui\u0026ccedil;\u0026otilde;es do programa de inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica j\u0026uacute;nior na universidade estadual de londrina (UEL): a forma\u0026ccedil;\u0026atilde;o de um habitus adequado ao campo cient\u0026iacute;fico\u003c/em\u003e [Master\u0026rsquo;s thesis, Universidade Estadual de Maring\u0026aacute;]. Reposit\u0026oacute;rio Institucional da Universidade Estadual de Maring\u0026aacute;. http://repositorio.uem.br:8080/jspui/bitstream/1/4079/1/000199154.pdf\u003c/li\u003e\n\u003cli\u003eDemo, P. (2011a). \u003cem\u003eEducar pela pesquisa\u003c/em\u003e (9th ed.). Campinas: Autores Associados.\u003c/li\u003e\n\u003cli\u003eDemo, P. (2011b). \u003cem\u003ePesquisa: princ\u0026iacute;pio cient\u0026iacute;fico e educativo\u003c/em\u003e (14th ed.). S\u0026atilde;o Paulo: Cortez.\u003c/li\u003e\n\u003cli\u003eFerreira, C. A. (2010). O programa de voca\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica da Funda\u0026ccedil;\u0026atilde;o Oswaldo Cruz: fundamentos, compromissos e desafios. In C. A. Ferreira, S. O. Peres, C. N. Braga, \u0026amp; M. L. M. Cardoso (Orgs.), \u003cem\u003eJuventude e inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica: pol\u0026iacute;ticas p\u0026uacute;blicas para o ensino m\u0026eacute;dio\u003c/em\u003e (pp. 27-52). Rio de Janeiro: EPSJV, UFRJ. http://www.epsjv.fiocruz.br/sites/default/files/l167.pdf \u003c/li\u003e\n\u003cli\u003eGarcez, L. H. C. (2008). \u003cem\u003eT\u0026eacute;cnica de reda\u0026ccedil;\u0026atilde;o: o que \u0026eacute; preciso saber para bem escrever\u003c/em\u003e (2nd ed.). S\u0026atilde;o Paulo: Martins Fontes.\u003c/li\u003e\n\u003cli\u003eGilliland, B. (2015). High school teacher perspectives and practices: second language writing and language development. \u003cem\u003eLanguage and Education\u003c/em\u003e, \u003cem\u003e29\u003c/em\u003e(4), 287-301. https://doi.org/10.1080/09500782.2014.1001398 \u003c/li\u003e\n\u003cli\u003eGiorgi, M. C., \u0026amp; Almeida, F. S. (2018). Pr\u0026aacute;ticas de letramento na inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica e tecnol\u0026oacute;gica: um estudo do g\u0026ecirc;nero resumo acad\u0026ecirc;mico no CEFET/RJ. \u003cem\u003eRa\u0026iacute;do\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(3), 105-122. https://doi.org/10.30612/raido.v12i30.9385\u003c/li\u003e\n\u003cli\u003eHamilton, M. (2000). Expanding the new literacy studies: using photographs to explore literacy as social practice. In D. Barton, M. Hamilton, \u0026amp; R. Ivanič (Eds.), \u003cem\u003eSituated literacies: reading and writing in context\u003c/em\u003e (pp. 15-32). London: Routledge.\u003c/li\u003e\n\u003cli\u003eHeath, S. B. (1982). What no badtime story means: narrative skills at home and school. \u003cem\u003eLanguage in society\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e, 49-76.\u003c/li\u003e\n\u003cli\u003eHyland, K. (2014). \u003cem\u003eDisciplinary discourses: social interactions in academic writing\u003c/em\u003e (5th ed.). Ann Arbor: The University of Michigan Press.\u003c/li\u003e\n\u003cli\u003eHoadley-Maidment, E. (2000). From personal experience to reflective practitioner: academic literacies and professional education. In M. R. Lea, \u0026amp; B. Stierer (Eds.), \u003cem\u003eStudent writing in higher education: new contexts\u003c/em\u003e (pp. 165-195). Milton Keynes: Open University Press; Philadelphia: Society for Research into Higher Education.\u003c/li\u003e\n\u003cli\u003eInstituto Federal de Educa\u0026ccedil;\u0026atilde;o, Ci\u0026ecirc;ncia e Tecnologia do Rio Grande do Norte. (2012a). \u003cem\u003eProjeto Pedag\u0026oacute;gico do Curso T\u0026eacute;cnico de N\u0026iacute;vel M\u0026eacute;dio em Alimentos na forma Integrada, presencial\u003c/em\u003e. IFRN. http://portal.ifrn.edu.br/ensino/cursos/cursos-tecnicos-de-nivel-medio/tecnico-integrado/alimentos/view \u003c/li\u003e\n\u003cli\u003eInstituto Federal de Educa\u0026ccedil;\u0026atilde;o, Ci\u0026ecirc;ncia e Tecnologia do Rio Grande do Norte. (2012b). \u003cem\u003eProjeto Pedag\u0026oacute;gico do Curso T\u0026eacute;cnico de N\u0026iacute;vel M\u0026eacute;dio em Apicultura na forma Integrada, presencial\u003c/em\u003e. IFRN. http://portal.ifrn.edu.br/ensino/cursos/cursos-tecnicos-de-nivel-medio/tecnico-integrado/tecnico-em-apicultura/view \u003c/li\u003e\n\u003cli\u003eLatour, B., \u0026amp; Woolgar, S. (1986). \u003cem\u003eLaboratory life: The construction of scientific facts\u003c/em\u003e. Princeton: Princeton Paperbacks.\u003c/li\u003e\n\u003cli\u003eLea, M. R., \u0026amp; Street, B. V. (1998). Student writing in higher education: an academic literacies approach. \u003cem\u003eStudies in higher education\u003c/em\u003e, \u003cem\u003e23\u003c/em\u003e(2), 157-152. https://doi.org/10.1080/03075079812331380364\u003c/li\u003e\n\u003cli\u003eLea, M. R., \u0026amp; Street, B. V. (2014). O modelo de \u0026ldquo;letramentos acad\u0026ecirc;micos\u0026rdquo;: teoria e aplica\u0026ccedil;\u0026otilde;es. \u003cem\u003eRevista Filologia e Lingu\u0026iacute;stica Portuguesa\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e(2), 477-493. https://www.revistas.usp.br/flp/article/view/79407/95916 \u003c/li\u003e\n\u003cli\u003eLeite, E. G. (2020). \u003cem\u003eLetramentos acad\u0026ecirc;micos na inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica de alunos de ensino m\u0026eacute;dio do Campus Pau dos Ferros do IFRN\u003c/em\u003e. [Doctoral dissertation, Universidade do Estado do Rio Grande do Norte]. Reposit\u0026oacute;rio institucional do Programa de P\u0026oacute;s-Gradua\u0026ccedil;\u0026atilde;o em Letras \u0026ndash; UERN. https://www.uern.br/controledepaginas/Defendidas-em-2019/arquivos/530902_tese_evandro_gona%C2%A7alves_leite.pdf \u003c/li\u003e\n\u003cli\u003eLeite, E. G., Barbosa, M. S. M. F., \u0026amp; Pereira, R. C. M. (2017). A configura\u0026ccedil;\u0026atilde;o de relat\u0026oacute;rios de est\u0026aacute;gio de alunos concluintes de curso t\u0026eacute;cnico de n\u0026iacute;vel m\u0026eacute;dio integrado. \u003cem\u003eNonada: Letras em Revista\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e(1), 4-24. https://www.redalyc.org/pdf/5124/512454262002.pdf \u003c/li\u003e\n\u003cli\u003eMarcuschi, L. A. (2007). Oralidade e letramento como pr\u0026aacute;ticas sociais. In L. A. Marcuschi, \u0026amp; A. P. Dionisio (Orgs.), \u003cem\u003eFala e escrita\u003c/em\u003e (pp. 31-55). Belo Horizonte: Aut\u0026ecirc;ntica.\u003c/li\u003e\n\u003cli\u003eMassi, L. (2008). \u003cem\u003eContribui\u0026ccedil;\u0026otilde;es da inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica na apropria\u0026ccedil;\u0026atilde;o da linguagem cient\u0026iacute;fica por alunos de gradua\u0026ccedil;\u0026atilde;o em qu\u0026iacute;mica\u003c/em\u003e [Master\u0026rsquo;s thesis, Universidade de S\u0026atilde;o Paulo]. Biblioteca Digital de Teses e Disserta\u0026ccedil;\u0026otilde;es da USP. http://www.teses.usp.br/teses/disponiveis/75/75132/tde-18042008-112848/pt-br.php \u003c/li\u003e\n\u003cli\u003eMassi, L., \u0026amp; Queiroz, S. L. (Orgs.). (2015). \u003cem\u003eInicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica: aspectos hist\u0026oacute;ricos, organizacionais e formativos da atividade no ensino superior brasileiro\u003c/em\u003e. S\u0026atilde;o Paulo: Editora UNESP Digital. https://editoraunesp.com.br/catalogo/9788568334577,iniciacao-cientifica\u003c/li\u003e\n\u003cli\u003ePalacios, G. G. (2016). \u003cem\u003eLetramento acad\u0026ecirc;mico no ensino m\u0026eacute;dio: uma experi\u0026ecirc;ncia pedag\u0026oacute;gica a partir do material did\u0026aacute;tico autoral \u0026ldquo;Manual do jovem pesquisador\u0026rdquo;\u003c/em\u003e [Master\u0026rsquo;s thesis, Universidade Federal do Pampa]. Reposit\u0026oacute;rio Institucional da Unipampa. http://dspace.unipampa.edu.br:8080/jspui/handle/riu/2399 \u003c/li\u003e\n\u003cli\u003ePrincipe, G. S. (2017). \u003cem\u003eA escrita de monografia no ensino t\u0026eacute;cnico integrado ao m\u0026eacute;dio: uma pr\u0026aacute;tica dial\u0026oacute;gica de letramento acad\u0026ecirc;mico\u003c/em\u003e [Doctoral dissertation, Universidade Estadual de Campinas]. Biblioteca Digital da UNICAMP. https://doi.org/10.47749/T/UNICAMP.2017.987965\u003c/li\u003e\n\u003cli\u003eRojo, R.; Schneuwly, B. (2006). As rela\u0026ccedil;\u0026otilde;es oral/escrita nos g\u0026ecirc;neros orais formais e p\u0026uacute;blicos: o caso da confer\u0026ecirc;ncia acad\u0026ecirc;mica. \u003cem\u003eLinguagem em (Dis)curso\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(3), 463-493. https://archive-ouverte.unige.ch/unige:34220/ATTACHMENT01 \u003c/li\u003e\n\u003cli\u003eSilva, M. A., \u0026amp; Silva, R. M. L. (2016). A constru\u0026ccedil;\u0026atilde;o de conceitos cient\u0026iacute;ficos por bolsistas de inicia\u0026ccedil;\u0026atilde;o cient\u0026iacute;fica-Jr sobre extin\u0026ccedil;\u0026atilde;o, degrada\u0026ccedil;\u0026atilde;o ambiental e simetria. \u003cem\u003eIndagatio Didactica\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(1), 368-387. https://doi.org/10.34624/id.v8i1.3232\u003c/li\u003e\n\u003cli\u003eSouza, E. G. (2008). \u003cem\u003eG\u0026ecirc;neros textuais na perspectiva da educa\u0026ccedil;\u0026atilde;o profissional\u003c/em\u003e [Doctoral dissertation, Universidade Federal de Pernambuco]. Reposit\u0026oacute;rio Digital da UFPE. https://repositorio.ufpe.br/handle/123456789/7162\u003c/li\u003e\n\u003cli\u003eStreet, B. V. (1984). \u003cem\u003eLiteracy in theory and practice\u003c/em\u003e. New York: Cambridge University Press.\u003c/li\u003e\n\u003cli\u003eStreet, B. V. (2000). Literacy events and literacy practices: theory and practice in the New Literacy Studies. In M. Martin-Jones, \u0026amp; K. Jones (Orgs.), \u003cem\u003eMultilingual literacies: reading and writing different worlds \u003c/em\u003e(pp. 17-29). Amsterdam: John Benjamins Publishing Company.\u003c/li\u003e\n\u003cli\u003eUccelli, P., Dobbs, C. L., \u0026amp; Scott, J. (2013). Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students. \u003cem\u003eWritten Communication\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(1), 36\u0026ndash;62. https://doi.org/10.1177/0741088312469013 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Scientific initiation, High school, Academic literacy, Reading, Writing","lastPublishedDoi":"10.21203/rs.3.rs-2820622/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-2820622/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn this article, we thematize the uses, interactions and meanings of academic literacy in the scientific initiation of high school students at a public educational institution in Brazil. We aim to understand participants' conception of the practices experienced in academic literacy regarding constitutive elements: participants/groups, artifacts/resources, settings/domain, and activities/routines. These elements are categories provided by New Literacy Studies. We qualitatively analyzed scientific initiation research reports and responses through a questionnaire applied to advisors and students who developed and completed scientific initiation projects in the area of Agricultural Sciences at the Pau dos Ferros \u003cem\u003eCampus\u003c/em\u003e of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (Brazil) between 2015 and 2017. The data reveal that, on scientific initiation, students have the opportunity to interact with a wide range of text genres from the academic domain. Furthermore, these students would experience and be able to learn the specificities of experiences that are quite characteristic of scientific work. Therefore, high school students can engage in comprehension and textual production activities with academic texts. As a result, scientific initiation is an experience that provides these students with knowledge of academic literacy practices.\u003c/p\u003e","manuscriptTitle":"Academic literacy practices in scientific initiation of high school students: uses, interactions, and meanings","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-04-25 19:11:27","doi":"10.21203/rs.3.rs-2820622/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"389a2598-11c6-460d-b841-256d1b80d80b","owner":[],"postedDate":"April 25th, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2023-09-13T20:14:07+00:00","versionOfRecord":[],"versionCreatedAt":"2023-04-25 19:11:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-2820622","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-2820622","identity":"rs-2820622","version":["v1"]},"buildId":"FbvkV6FR0MCFSLy54lSbu","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}