The objective of the research was to investigate the production of the textual genre "Abstract"
as a responsive dialogic practice in academic textual production, carried out by students
entering the Language undergraduate course at a public university in the state of Tocantins,
and its consequent contribution to the development of Academic Literacy. This research is
inserted in the area of Applied Linguistics (AL), supported by the qualitative approach of the
research (MOITA LOPES, 2006), and sought to answer the following questions: 1. What is
the conception of the writing of the subjects participating in the research? 2. How do
academics responsively constitute themselves in the production of the academic summary? 3
How does the guided rewriting process contribute to the development of writing competence?
The research takes as theoretical-methodological orientation the dialogic conception of
language (BAKHTIN, 2003), the New Literacy Studies (STREET, 2014), and research papers
that deal with the subject in question. The instruments used for data collection were the semi structured interview, to understand the student‘s academic path in about writing, and the
Didactic Sequence - SD (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) of the academic
summary genre. Thus, with the data, we found that: i) a conception of writing that masters
grammatical rules as determinants for critical writing still predominates in the academic
context; ii) previous experiences (basic education) with written production influence the
development of academic productions; iii) students are responsive insofar as they understand
and interpret the source text, critically and articulately transposing such understanding in the
production of the abstract; iv) the guided rewriting process allowed students to reflect on their
writing critically considering: use-reflection-use. Finally, with the development of the
research, it was possible to verify the need to (re)think and give new meaning to teacher
education to act didactically with activities that enable the development of writing
competence in a reflexively and critically.
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