<b>Academic community: orientation as interlocution and pedagogical work

Abstract

This article describes the experience in academic community, systematizing it as an interlocution process and, accordingly, as a pedagogic work. The empirical field is the coexistence in a research group with undergraduate and graduate students on Education that need to do research, writing, discussing and systematizing. The goal is to analyze an experience and to demonstrate that, in dialogue with other authors and subjected to systematization, it produces knowledge. In this sense, academic community is dialectically set as a choice and as a possibility, even in conditions that cooperates with the production-academic individualism. According to this position, the text is organized in a sequence in which arguments will be performing and structuring three sections that are interdependent. Initially, it is discussed the concept of academic community; then it is emphasized its relation to the concept of interlocution to, finally, understand the work of academic advising as a pedagogic work. Thus, the concept of academic community can disrupt the understanding of academic advice simply as a demand else imposed on the pedagogic work. The discussion points out that, from the inside of this work, it is possible to explore ways to interactively recreate it and, in consequence, make people increasingly be involved as subjects of the academic process. .