O desenvolvimento das capacidades de linguagem no processo de escrita dos estudantes universitários: o Projeto de Pesquisa para Iniciação Científica em foco

This article aims to demonstrate the role that the Academic Literacy Laboratory at the University of São Paulo (LLAC) plays in improving students' textual production in the genre of Research Project for Scientific Initiation. This article is part of a master's research project that aims to go beyond a merely descriptive analysis, seeking to illustrate the interaction between theories of texts and genres and teaching practices. Based on the analysis of LLAC's impact on the textual production of genres in the university context, the article tracks the development of language capacities: action capacity, discursive capacity, and linguistic-discursive capacity (Dolz, Pasquier, Bronckart, 1993) of university students. In this sense, the article provides analyses of the development of written production in Portuguese, as a mother tongue, aiming to identify how students develop their language capacities based on the teachable characteristics of the Research Project genre. Through the analysis of various excerpts, it was observed that the interventions during the sessions played the role of a mediating tool in students' language actions, highlighting the importance of the monitor-tutor's role in the reformulation of texts.