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The problem of text production in academic genres has been a challenge for undergraduate and graduate students as well as for writing teachers from different departments. Previous research has provided important results on the structural aspects of academic genres (Swales, 1990) and the discursive construction of identity in academic writing (Ivanic, 1998). However, few studies have concentrated on the contributions of exploration and reflection on context to actual teaching practices. From the perspective of Systemic-Functional Linguistics (SFL), in this paper I would like to focus on the reciprocal relationship between text and context, i.e., the way context can be recreated by analysis of text and vice versa. The aim is to point out some practical implications derived from the use of SFL principles in academic writing teaching and research through context exploration. The focus will be on writing activities that aim at fostering students' awareness about the connections between contextual features (activity, identity, relations as well as the role performed by text in the situation) and their respective linguistic realizations (expression of content, instantiation of relationships between interlocutors, and organization of text). One of the main challenges in language education and research is to teach creative ways to negotiate the norms of the language system (grammar) within the academic culture: the set of meanings, rules, values, power relations and relevant genres that constitute the social practices of a community. Educating students about the uses of language in specific contexts depends on clear descriptions of the connections between text and context. Public discourse on academic publication in Brazil is mainly issued by the Ministry of Education through its two main Research Funding Agencies, CAPES and CNPq, which hold quantitative and qualitative expectations about scholars' intellectual production but offer no substantial line of financial support for pedagogic research and course development. Thus full-fledged writing programs are seldom found in Brazilian universities. Very often what we find is some individual or collective teaching initiatives that have survived defying all the odds (e.g., lack of personnel and financial resources) situated in specific institutions. In my context of pedagogic practice in academic writing at the Federal Uni

The Role of Context in Academic Text Production and Writing Pedagogy