Academic writing: an analysis of an autoethnographic research developed in a national Master’s degree professional program

Abstract

This work discusses the academic writing production process in the realm of literacy studies based on the Bakhtinian concepts of chronotope and exotopy in order to contribute to a way of reading the other with empathy and outreach. The data came from part of a professional master's degree research developed in Languages (PROFLETRAS), and the work keeps track of the autoethnographic approach of the author to her thesis during the implementation of her project of pedagogic intervention with 7^th grade Primary School students to analyze literacy practices experienced during the study based on the concept of surplus of vision. The analysis showed how the teacher activated, within a dialogic process, the knowledge and previous experiences to the "new" academic literacy practices while searching for the solution to the activities put forward to the students. During this two-fold activity, it was possible to observe how literacy processes "take place" and how they are related to different reading, writing and linguistic awareness practices, as well as integrated into cultural and identity aspects. Finally, while the teacher-researcher developed her intervention project in her classes, she elaborated her research project, which resulted in an exercise of authorship, identity and production of knowledge (educational and scientific), and this was directly reflected on the construction of her academic writing.