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Academic summary; Psychological Activity Approach; Theoretical System of P. Ya. Galperin; Formative experience; Linguistic awareness
Write to learn has become a perspective incorporated into professional training at the university level. Under the Emphasis of Activity Theory of Psychology, based on authors such as L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, N. F. Talízina, and N. Nechaev, this approach isjustified by its contribution to the investigation of writing, related to the cognitive,communicative, and self-regulatory functions of the student in study activity. In this thesis, the initial levels of the activity to write academic summaries of didactic texts by Chemistry licentiate students were investigated, and the initial levels of linguistic awareness as a possibility for gaining consciousness of the aforementioned activity with implications for the regulation of learning content within professional activity. This diagnosis is important insofar as it can provide information about the current state of development of this skill as a condition for its enhancement in programmes aimed at professional development. As for methodology, an initial diagnosis was utilised, based on a Formative Experience developed by Núñez, Ramalho, and Pereira, of a qualitative nature, and grounded in the research method of Galperin. The research findings evidenced that the research participants exhibit a low level of control in the action to write academic summaries of didactic texts, which reveals an unfamiliarity with the structural pattern of this discursive genre, as well as a low level of linguistic awareness thatlimits critical reflection and the self-regulation of learning based on this type of academic written production