TEACHING OF ABNT: A PROPOSAL EXECUTED IN A BRAZILIAN UNIVERSITY
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Published in Vol. 4 No. 1 (2019) of Revista Prática Docente (Journal Practice Teacher).
The Journal Revista Prática Docente (RPD) is a free publication of the Federal Institute of Education, Science and Technology of the State of Mato Grosso, campus Confresa. Its aims to give visibility to the scientific production in the areas of Education contributing to the consolidation of teaching, research and extension, as well as to act as an instrument for the dissemination of studies and research carried out by national and international authors and / or groups. Therefore, the journal publishes works in the areas that support the pillars of Education, in the following areas: Human sciences and their technologies; Nature sciences and their technologies; Languages, codes and their technologies and Mathematics and its technologies, in national and international institutions.
Prefixo DOI: 10.23926
ISSN: 2526-2149
Qualis 2013-2016: B2 Ensino, B5 Ciências Ambientais, B5 Ciência Política e Relações Internacionais e C Química.
Abstract
Although knowledge of some Brazilian Norms of References (NBRs) is required for the written production of academic texts, these norms are not always taught to students. Considering this context, a project of extension courses directed to the systematic and reflexive teaching of NBRs related to the written production is developed in a Brazilian federal university. In this report, the objective is to describe a teaching proposal of the ABNT that is being implemented in these courses, destined to undergraduates and post-graduates, each lasting fifteen hours. To that end, the theoretical-methodological foundations used in the classes are based on the approach of academic literacies (LEA; STREET, 1998). The result of the implementation of the proposal of articulation between the study of NBRs and the reflection on their meanings and wider issues involved is productive and relevant. The course participants confirm the need for academic writing to be explicitly taught and reflected.
References
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