Senses and Meanings Attributed by Students to Academic Writing at the end of Teachers’ Education Course Final Work

Abstract

This article presents the analysis of the answers of five students from UFRJ Teachers’ Education Course to a structured questionnaire through which we sought to understand the senses and meanings attributed to academic writing at the end of the course. The analysis was based on theoretical framework of socio-historical psychology, with Vygotsky as central author. The search for understanding of the senses and meanings followed the methodology of meaning core (Aguiar & Ozella, 2006). The study reached four cores meaning: (1) I didn’t know how to write; (2) Papers and tests were returned with grades, but nothing enlightening about how to write; (3) My writing monograph was a wonderful experience; and (4) Writing charged over the university served as support for writing the monograph.