Heterogeneidade enunciativa e presumidos sociais na escrita de estudantes no início da graduação

Abstract

Situated within the field of Academic Literacies studies, this paper aims to describe the emergence of forms of manifest heterogeneity in texts produced by students at the beginning of an undergraduate Language and Literature program, with the purpose of identifying evidence of the operation of social presuppositions related to the academic literacy process during this initial stage of students’ integration into university life. The theoretical framework is grounded in the concept of social presuppositions from the dialogical perspective of the Bakhtin Circle (Voloshinov/Bakhtin, 1976) and in Authier-Revuz’s (1998, 2004) notions of constitutive heterogeneity and manifest heterogeneity. The analyzed data consist of a corpus of nine texts produced by first-year undergraduate students enrolled in a Language and Literature program at a state university in Paraná, Brazil, collected at the beginning of the second semester of 2025. The findings indicate that, from the outset of their undergraduate studies, students already demonstrate engagement with social presuppositions concerning the management of voices in academic genres. This engagement is evidenced by the emergence of discursive forms that simultaneously signal both distancing—perhaps due to a still limited appropriation of academic discursive practices—and the permeation of the authorized discourse’s voice.