In this article we report an experience about pedagogical practices developed within a course offered by the Education Master’s Program at UNIOESTE – Universidade Estadual do Oeste do Paraná, campus of Cascavel, Paraná, Brazil. The report, for being reflexive, seeks to answer the following question: “What contributions can a course dealing with the critical analysis of research articles in Science and Mathematics Teaching offer to the initial formation of the researcher?” This issue has a phenomenological connotation, for we question both our lived experience as a teacher of the discipline and the students’ manifestations. In order to do so, we describe the pedagogical approach adopted within this experience and interpret its implications for the formation of new researchers in "productivity" times. Among the main aspects, we emphasize the development of writing and critical reading. We believe that the designed and implemented model surpasses mere academic “productivism” and contributes to minimize the problems faced by graduate students regarding academic writing, resulting directly or indirectly in the improvement of the production quality.