ABSTRACT
In this paper, we aim to analyze, through academic literacy practices, the building scientific initiation students belonging in communities of practice, considering the three elements that characterize them: domain of knowledge, joint enterprise and shared repertoire in practices. As material for analysis, we have defined sections of methodology for scientific initiation research reports produced by undergraduate students from two areas of knowledge: Sociology and Psychology. Such data are analyzed comparatively, through a qualitative-interpretative approach, based on the theoretical subsidies of Literacy Studies, the approach of Academic Literacies and works that reflect on the notion of community of practice. The sections of methodology of the research reports demonstrate that students, most of the time, adopt epistemological conceptions, interact with people and groups and employ more characteristic and legitimate resources and artifacts in their field of knowledge, although we have also noticed some difficulties in relation to academic conventions. We see, therefore, a complex and non-linear process of building the student’s identity as a researcher in training and integrating in the practice of communities.
Keywords:
scientific initiation; academic literacy; community of practice; research report; methodology