revisão de texto por pares como metodologia ativa para o aprimoramento da escrita acadêmica

In this article, we aim at presenting the application of the peer instruction methodology adapted to an academic text revision activity, particularly the review of a master’s thesis abstract. For the development of this proposal, we sought the theoretical contribution that deals with active methodologies, as well as interaction, and writing as a recursive process, which is part of the revision stage. It is understood that approaching the teaching of academic writing from the perspective of such methodologies allows to align it with the * Professora titular da Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, SP, Brasil. ** Pós-doutoranda na Pontifícia Universidade Católica de São Paulo – PUC-SP, São Paulo, SP, Brasil; bolsista PNPD/Capes. Linha D’Água, São Paulo, v. 34, n. 01, p. 137-158, jan.-abr. 2021 138 A revisão de texto por pares como metodologia ativa para o aprimoramento da escrita acadêmica Todo conteúdo da Linha D’Água está sob Licença Creative Commons Attribution-NonCommercial 4.0 International License current paradigm, according to which the student has an active role in his own learning, and the teacher becomes an advisor of paths who enables the construction of the individual and collective knowledge.