Alfabetización académica y cultura escrita: la perspectiva de los estudiantes sobre para qué, cómo y qué escriben en la universidad

Abstract

Reading and writing are recognized as practices and processes that demand the systematic and intentional teaching, not limited to one stage of life and schooling, raise the need for specific attention to the university context. This paper presents the results of a research project in process-oriented work with university students in reading and writing issues, where it is intended that the written language facilitates learning about the disciplines; find elements to achieve better academic literacy and incorporate youth literacy. The research design is mixed and the objective of the first stage is to identify what, how and what to write the students during their training. It was found that there is a significant difference between students of the first and last degrees; the first to recognize the writing on the school as a means of access to learning that takes time and where there are different ways of writing; second, it shows that writing is just a way of demonstrating the reading of texts and how to write depends the teacher’s view and the subject.