Inclusión académica universitaria. Cómo inciden las concepciones de los docentes sobre la lectura, sobre la escritura y sobre los estudiantes en su actitud inclusiva al inicio de tres carreras universitarias

Abstract

This work analyzes faculty conceptions about reading and writing as well as their roles in the teaching of academic literacies to university first year students. In order to determine the level of the faculty´s academic inclusiveness this qualitative study explored professors´ beliefs, knowledge, and interpretation of classroom phenomena and their practices. Content analysis from data gathered from in-depth interviews indicates that those professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate students. Those who taught writing courses considered writing as a general skill, susceptible to be transferred to other contexts and spheres of knowledge. Less-inclusive teachers in our sample claimed that students should already master reading and writing skills and that the university setting was not the time and place to do so. They considered that teaching these skills implied being overprotective and not allowing learners to mature, reason why they did not offer guidance or proposed remedial solutions.