The dialogic process of academic guidance in the monograph writing event at a federal university

Abstract

This article aims to present the results of a bibliographic survey, of a state-of-the-art type, conducted on the Capes and SciELO platforms, on academic guidance in the process of preparing undergraduate thesis papers, specifically the monograph genre. The theoretical-methodological framework used was Dialogical Discourse Analysis (DDA), based on Bakhtinian theory, along with the exercise of Comparison in the reading, interpretation, and appreciation of circulating discourses about the pedagogical work of academic guidance. In the analysis emerge points of convergence and tension, consonances and dissonances, typical of the dialogue between social voices which, when they collide, (re)create meaning; after all, every word is occupied and permeated by the words of others. As main results, the sayings/enunciations express social voices in dialog according to which academic guidance is pedagogical work, given its political nature and the relationship of interlocution, humanity and dialog (Ferreira, 2017) established between historical subjects. The few studies found in the survey point to the supervisor’s interventions in the advisee’s text as an awakening to writing and to the authorial constitution of the writer (Rodrigues, 2012). In this way, the advisor's exotopic gaze (Bakhtin, 2011), which contemplates a horizon yet to be explored by the student - through their reading and writing - makes it possible for the student to change their position in relation to their writing process. Thus, the practice of writing, as we could see from the bibliographic surveys, is procedural, so that with each return to the text, with each assessment made by the supervisor, a change is generated in the student's writing, which broadens the view of their monograph. That said, the support and presence of the supervisor during all the stages of writing the academic text nurtures the student's confidence, minimizing their insecurities.