Jóvenes, competencias discursivas y universidad: Las prácticas discursivas académicas de los estudiantes en el umbral de ingreso a la universidad: el caso de la carrera de Comunicación Social de la UNR
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2011
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[es] El desafío de la vida universitaria supone, entre otras destrezas, la construcción de textos escritos capaces de dar cuenta de procesos de comprensión crítica de lecturas complejas y elaboraciones que evidencien un más allá del pensamiento común. Esta investigación pretende responder a las preguntas por las estrategias de puesta en discurso que los ingresantes a la Universidad construyen en diversas situaciones de comunicación escrita de la vida académica y en relación con el registro de lenguaje característico de las TICs, en el caso puntual de la cohorte 2010 de la licenciatura en Comunicación Social de la Universidad Nacional de Rosario.
La categoría semiótica de umbral es central en este trabajo en tanto permite situar los discursos analizados en un mundo simbólico en transición y transicional que recorren los ingresantes a la universidad. Se parte de la hipótesis de que las prácticas discursivas de los ingresantes en el umbral de ingreso están atravesadas por los códigos de las TICs y esto produce un desfase con los códigos del género académico que da lugar a crecientes conflictos de comunicación.
El informe da cuenta del análisis de tres corpus discursivos formados por textos escritos por los ingresantes en tres momentos del umbral –el inicio, el final y el “durante”– con características propias cada uno de ellos, que permiten realizar algunas consideraciones respecto de los modos de construcción de subjetividades actuales en relación con los siguientes ejes: nativos digitales, lectura, escritura, academia, recursos digitales, blogs.
[en] The challenge of university life involves, among other skills, the ability to develop written texts which demonstrate the student’s ability to follow and engage in critical comprehension processes when reading complex texts and to produce written pieces beyond conventional thinking. This research seeks to answer the questions about the discourse strategies created by freshmen in diverse written communication situations that occur in academic life and related to the register typical of ICTs, based on a case study of the 2010 freshman class of the 5-year university degree in Social Communications at the Universidad Nacional de Rosario. The semiotic category of threshold is key to this research piece since it allows us to situate the analyzed corpus of discourse within the transitioning and transitional symbolic world that freshmen inhabit. The hypothesis is that freshmen discourse practices at the freshman threshold are marked by ICTs codes, which creates a gap between student’s discourse and the codes of the academic genre, resulting in ever growing communication conflicts. In this report three discourse corpuses have been analyzed. They are composed of texts written by freshmen at three different stages of the threshold –beginning, end, and “during”– with characteristics typical of each of these stages, based on which some conclusions can be drawn about the current ways of building subjectivity in relation to the following: digital natives, reading, writing, academia, digital resources, and blogs.
[en] The challenge of university life involves, among other skills, the ability to develop written texts which demonstrate the student’s ability to follow and engage in critical comprehension processes when reading complex texts and to produce written pieces beyond conventional thinking. This research seeks to answer the questions about the discourse strategies created by freshmen in diverse written communication situations that occur in academic life and related to the register typical of ICTs, based on a case study of the 2010 freshman class of the 5-year university degree in Social Communications at the Universidad Nacional de Rosario. The semiotic category of threshold is key to this research piece since it allows us to situate the analyzed corpus of discourse within the transitioning and transitional symbolic world that freshmen inhabit. The hypothesis is that freshmen discourse practices at the freshman threshold are marked by ICTs codes, which creates a gap between student’s discourse and the codes of the academic genre, resulting in ever growing communication conflicts. In this report three discourse corpuses have been analyzed. They are composed of texts written by freshmen at three different stages of the threshold –beginning, end, and “during”– with characteristics typical of each of these stages, based on which some conclusions can be drawn about the current ways of building subjectivity in relation to the following: digital natives, reading, writing, academia, digital resources, and blogs.
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Educación, Universidades, Semiótica, Análisis del discurso, Education, Universities, Semiotics, Discourse analysis, Estudiantes, Students