Scientific Reading and communication for a master profile of the university pedagogical

Abstract

This article considers the linguistic content that enhances the construction of scientific communication within the research and theoretical frameworks developed by researchers pursuing doctoral degrees in Pedagogical Sciences. This is done in accordance with the characteristics and theoretical requirements of each professional context specific to each university program, aiming to achieve optimal discursive development and efficiency in the construction of epistemological texts. Therefore, the authors of this work believe that refining, enriching, and strengthening the linguistic foundation of professionals in doctoral training are fundamental aspects for the efficient development of reading and communication skills, as reflected in the quality of the scientific texts and discourse they produce. In accordance with this intention, this work presents analyses and reflections on the articulation of methods and paradigms in pedagogical research, based on the appropriate use of lexico-functional structures and the enriching lexico-discursive interrelations of the communicative dynamic embodied in the construction of written memory, as well as the arguments and meanings that are defended. The modeling and holistic-dialectical methods, as a result of the research, allowed for the interpretation of doctoral training in Pedagogical Sciences as a complex, holistic, and dialectical process in which efficient scientific communication mobilizes intellectual resources, research experience, and linguistic culture to energize the logic of understanding and interpreting the pedagogical processes that are investigated, modeled, and transformed.