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Representações discursivas sobre a escrita acadêmica e seu ensino no contexto do IsF

This work aims to analyse some representations of academic writing and its teaching built by teachers that participated in the Language without Borders Program. Based on the studies of Applied Linguistics, in the theories of literacy and of discourse, we investigate posts from a discussion forum on Moodle, in which participants took a stance on their experiences concerning academic writing both as teachers and as learners. From the analysis of the enunciative regularities, present in the posts of the teachers, we observe the representation of writing as uncommon and demanding and its teaching as boring. The analyses point to the constitution of a discursive memory that (un)veils the tense relation of the Brazilian English teacher with academic writing.