Resumo:
This dissertation engages with a practice that permeates daily life in graduate studies: academic writing. Through a reflection on its experiential dimension, it explores the uniqueness of the writer’s journey. The study seeks to answer the following question: which aspects of the life history of master’s students shape the experience of producing academic texts? To this end, the research adopts a qualitative and exploratory approach, employing the autobiographical case study as a technical procedure. The methodology aligns with the perspective of autobiographical research with life histories in formation, in which the researcher draws on her own experience and is simultaneously subject and object of investigation. Through an analysis of her life history, the author revisits memories and experiences to understand how knowledge and values constructed over time intertwine with the learning of writing in the university context. The dissertation is organized in a multipaper format and presents two outputs: an article mapping the scientific production on the relationship between writing and the subject, and an autobiographical essay narrating the author’s personal experience. The findings show that although academic writing is commonly regarded as a technical and formal domain, it is shaped by biographical and emotional elements as well as everyday experiences of the writer. The research suggests that satisfaction with writing in higher education is intrinsically linked to the value students attribute to their own formation and their ability to recognize writing as a formative experience rather than merely a technical obligation. The dissertation therefore argues for the importance of expanding formative spaces dedicated to writing in the university, considering the agency of the writer and the unique elements of their experience, thus supporting students in recognizing the value of their educational journey.
