Estratégias retóricas: uma análise da seção introdução do gênero dissertação de mestrado nas áreas de letras e matemática

Abstract

This work is based on studies of genre analysis from the socio-rhetorical perspective, aiming to analyze the rhetorical steps reporting the experience in the classroom, indicating research problems and reporting the research objectives in the introduction section of masters dissertations in the area of Languages and Mathematics from the State University of Piauí (UESPI). In the research, some specific objectives were also established: to verify the recurrence of the three rhetorical steps mentioned above; analyze the lexical-grammatical resources in the steps to be analyzed; examine in which context the Masters dissertations in the areas of Languages and Mathematics are produced; and compare the rhetorical strategies used in these two areas. Regarding the methodological procedures, this work is a descriptive field and documentary research with a qualitative and quantitative approach. The corpus consists of 20 copies of Masters dissertations, 10 (ten) introductions from the area of Languages of the Professional Master's - (PROFLETRAS) and 10 (ten) introductions from the area of Mathematics of the Professional Master's - (PROFMAT) offered on a network in that the State University of Piauí is an institution participating in this network. After analyzing these samples, we examined the information collected via a questionnaire applied to professors and students of the above mentioned master's degrees. The theoretical framework focuses mainly on authors such as Swales (1990), Askehave and Swales (2009), Bhatia (1993), Hyland (2004), Alves Filho (2018), Biasi-Rodrigues (1998), Munhoz (2014), Hendges and Motta-Roth (2010), among others. The analysis of the 20 copies revealed that the rhetorical steps reporting the research objectives and indicating research problems had greater recurrence in the corpus of the two analyzed areas. While the step reporting the classroom experience proved to be less recurrent in the corpus of the two areas. Furthermore, we observed the context in which the masters dissertations were produced and identified some differences in the way members of disciplinary cultures act rhetorically. Other information was collected in this study through questionnaires, in which we can understand, from the experiences of PROFLETRAS and PROFMAT teachers and students, how they understand the masters dissertation genre and the introductory section. The results show that the writing of the dissertation genre, as well as the introduction section, is related to academic literacy practices. Knowledge of the genre is essential when authors are faced with the need to produce texts in the academic environment.