In the academic environment, when
asked to write academic genres, the
undergraduate students in general have difficulties related to their content and
textual organization. Therefore, these reading and writing practices are in general inhibitors of motivation and autonomy. From this perspective, I developed an action research
with students of the sixth semester of the English Letters Course at UFPA aiming to verify in which way the application of a pedagogical proposition composed of the appropriation, production and publication of academic genres
can develop those undergraduate students’ motivation and autonomy. This research is
based on the theories of motivation (DÖRNYEI, 2001; USHIODA, 1996), autonomy (BENSON, 2001; SCHARLE & SZABÓ, 2000), and textual genres in
the socio-rhetorical perspective (SWALES, 1990; BAZERMAN, 2006). The results presented try to offer possibilities of a systematic teaching
that prepares the undergraduate Letters student to a more motivating and autonomous text production. Moreover, after experiencing a meaningful application of genres, it is expected that those future teachers will deal more effectively with other genres in their classrooms.
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