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

Abstract

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 settings. 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 (AUTHOR, 2015). In order to describe students’ production, a diagnostic questionnaire about a coursebook chapter was proposed to 35 students attending the course “IR Theory I”. The answers for four of the questions show that lack of autonomous thinking in the discipline is reflected 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 reflections must be included not only in language teaching, but also in theoretical courses, especially when dealing with academic texts.