Cognitive operations used in the production of academic texts

Abstract

Being aware of the implications of the writing process and the challenge assumed by our students to achieve it, we propose the following article aiming to expose the role played by mental (cognitive) operations in relation to the written production, considered as a complex communicative act by virtue of the linguistic, pragmatic and cognitive processes involved in this act, which at the same time becomes a social practice. Being this a theoretical-methodological proposal, we use deduction as a strategic method, so that, from general premises, and in light of theoretical and methodological references, experiences and concrete actions, we offer a proposal based on didactic and linguistic principles that favor and guarantee cognitive writing processes destined to satisfy communication needs and intentions inherent to academic contexts.  Its application is expected to impact the learning strategies and writing activities, allowing the teacher to provoke critical, analytical and reflective spaces in the classroom, so that the class is a space for action and knowledge building through written production.