English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This paper investigates the learning and the production of theoretical thinking in International Relations (IR) undergraduate courses in Brazil. We argue that students’ inability to read and write academic texts is related to metacognitive issues and theoretical choices taken in academic se ings. This hypothesis is grounded both in the context of Brazilian educational system, which emphasizes conceptualization rather than analytical thinking, and the predominance of traditional positivist approaches, which are unrelated to the context of developing countries like Brazil. The theoretical basis of this article comprehends principles from critical pedagogy and cognitive sciences, focusing on four metatextual language functions: report, summarize, analyze and theorize (NEVES, 2015). In order to describe students’ production, a diagnostic questionnaire about a coursebook chapter was proposed to 35 students a ending the course “IR Theory I”. The answers for four of the questions show that lack of autonomous thinking in the discipline is refl ected in students’ understanding expressed through perfunctory writing. Consequently, the possibility of students becoming active subjects in both understanding and transformation of international politics is denied. In terms of reading and writing, metacognitive refl ections must be included not only in language teaching, but also in theoretical courses, especially when dealing with academic texts.

Knowledge production, learning, and (meta)cognition in international relations theory: a case study in Brazil