ACADEMIC WRITING: REPERCUSSIONS AND RESONANCES PROPAGATED IN COLLECTIVITY

Abstract

This paper aims to promote discussions on the production of academic writing. Its purpose is to investigate the repercussions and resonances that were propagated in the movement of reading, writing and sharing research in a postgraduate research group in Education. The intention is to question and investigate the  movements and thinking that underlie academic writing when produced in the collectivity. Some questions were present in this research: what texts/readings came out of this sharing of readings? What texts/readings overflowed into the participant’s academic writings? What repercussions and resonances were propagated through the experience of reading their classmates’ investigations and writing their own research? Seeking to achieve the research goals, a narrative approach was adopted, which was materialized through the crossing of multiple voices and in the sharing of experiences of those involved, in order to reflect on what could be learned from this process. Some concepts formed the basis of thought underlying this research: repercussion and resonance (BACHELARD, 1993), reading and writing (BARTHES, 2007a, 2007b, 2012; DELEUZE, 2006a, 2006b; DELEUZE and GUATTARI, 1995a, 1995b, 2005; SKLIAR, 2014). The investigations prompted by these authors, and the participants’ narratives, acted as a vector of resonances, bringing the opportunity to think about some possibilities in relation to academic writing.