Dificuldades e resistências às tarefas de escrita

I analyze semi-structured interviews conducted with nine students of Engineering and Computational Science who participated in the Brazil Scientific Mobility Program (BSMP), or Sciences without Borders (in Brazil), at University of California Santa Barbara (UCSB - USA) between 2015 and 2016, in order to understand difficulties and resistances related to writing. They supposedly show these difficulties and resistances because they come from study areas in which calculus is the predominant practice, and because they are usually dissociated from interactive writing practice. The results show that students’ difficulties and resistances are basically originated in the lack of didactic situations, like those experienced at UCSB, giving them the opportunity of a legitimate intellectual (metacognitive and metalinguistic) activity that develops their social literacy, especially those which are typical of the academic milieu.