Desafios e percepções sobre a escrita acadêmica: um estudo com pós-graduandos stricto sensu: A STUDY WITH STRICTO SENSU GRADUATE STUDENTS

This article investigates the perceptions of stricto sensu postgraduate students regarding the challenges of academic writing, based on the experience lived by students enrolled in the Academic Writing course offered by the Federal Institute of the Triângulo Mineiro (IFTM), Uberaba Campus. The study was developed under a qualitative approach, grounded in participant research, which values the active listening of subjects and recognizes their experiences as constitutive of the formative process. Data collection was carried out through an online questionnaire with openended questions, answered by nine of the fourteen students enrolled in the aforementioned course. The responses revealed recurrent difficulties in the production of academic texts, such as insecurity, creative blocks, methodological doubts, and challenges in articulating personal experience with theoretical grounding. Autonomous strategies for overcoming these difficulties were also mentioned, including the use of digital technologies and the search for external support. The data point to the need for greater attention to the process of scientific writing training in postgraduate education, not only as an institutional requirement, but as a continuous formative practice. It is concluded that understanding academic writing as a social and pedagogical practice is fundamental to strengthening students’ autonomy and authorship throughout the stricto sensu formative pathway.