AUTOR DA DISSERTAÇÃO - Unisul

7ABSTRACTThis research is about learning as a reading component of the scientific article genre in theacademic environment. It discusses the inference of previous and current learning in thereading comprehension and the dynamics of reading-learning relations. In order to considerthis problem, the process of reading of the scientific article genre was investigated through anexperiment in what the introspective methodology and the technique of verbal protocol wereboth used. This research was accomplished with three subjects – master program students –along their dissertation elaboration. It was asked them to read an article of their own choice,because it was wanted to observe the reading process in the most natural way possible(without the artificiality of a laboratory situation). It was observed as a subject readerconsiders his/her reading process, according to the knowledge which rules this practice in theacademic discursive community and according to the new knowledge which is beingconstructed along the reading act itself, there is, how the academic reader manages (and/or ismanaged by) what he/she knows and by what is presented as new in reading in this specificcondition (the academic environment). Considering all the subjectivity that is implicit in aresearch like that, the data were qualitatively analyzed. To treat this phenomenon, it wasapplied a theoretical foundation basis on Sociointeractionism, precisely upon the studies ofThe School of Genebra (Piaget, 1974), the Russian School (Vygostsky, 1991), the Self-Poietics theory (Maturana & Varela, 1995), and the Pragmatics Reading Approach(Cavalcanti, 1989).The results point out the fact that not always the reader has the genreknowledge and contents related to the text for not being an experienced member of thementioned discursive community and it interferes in the reading process, not allowing thereader’s entrance into the writer’s, generating the reader’s structural disarticulation andontogenics related to the article environment.Key-Words: reading, cognition, textual genre, scientific article.