Search

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The core objective with this study is to analyze under a dialectical methodological perspective, the different forms of participation in reading and writing practices promoted by two master programs, considering different analysis units, the graduate center regulations, study plans, specific programs for some courses and feedback from students and graduates regarding the experience of writing a thesis. Some recent literature states that the low rates of completion in master programs derives from the difficulty to write a thesis. According to social-cultural approaches this phenomenon is understood not a implicating the student alone, but the educational situations in which he/she takes part. It is confirmed with data indicating that the reading and writing prevail as tools for the evaluations of the course contents, rather than improving a thesis. These data come from the previous reviews by peers or advisors. This way, this work suggests some changes that would impact both the master program organization and the regulations of the graduate centers. [ABSTRACT FROM AUTHOR]