Las prácticas del lenguaje escrito en el ingreso de la carrera de Ciencias de la Educación: representaciones de estudiantes del ciclo inicial
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Esta comunicación pretende presentar algunas conclusiones construidas en el marco de la
investigación “Las prácticas del lenguaje escrito en el ingreso de la carrera de Ciencias de la
Educación: representaciones de estudiantes del ciclo inicial”, cuyo interrogante central consiste en
indagar qué representaciones sobre las prácticas de lectura y escritura académicas subyacen a las
decisiones que toman los ingresantes con respecto al acompañamiento ofrecido por la universidad.
En función de los resultados arrojados por las entrevistas semi-dirigidas a estos estudiantes, se
efectuó, desde la perspectiva Sociocultural, un análisis cuantitativo y cualitativo que evidenció la
existencia de un doble desfasaje: por un lado, entre lo que los estudiantes piensan y lo que
efectivamente ponen en juego acerca de sus prácticas de lectura y escritura, y por otro, entre las
prácticas comunicativas empleadas y los modos de saber legitimados por la universidad.
Las conclusiones que se presentarán darán cuenta de las representaciones que tienen los estudiantes
acerca de sus prácticas de lectura y escritura académicas y están orientadas a contribuir en el diseño
Actas Congreso Nacional Subsede Cátedra Unesco UNR – octubre 2014
de estrategias que posibiliten una reflexión sobre dichas representaciones y una posible
modificación para que los estudiantes asistan a los espacios de acompañamiento.
This paper aims at presenting some provisional conclusions from the research “The Writing Practices at the Beginning of the Career of Education Science: First Cycle Students´ Perceptions”. The main objective of the investigation is to discover what perceptions about academic reading and writing practices underlie the decisions taken by beginners considering the supportive instruction in the area offered by the National University of Luján. The quantitative and qualitative results of the semi-structured interviews, analyzed from a Sociocultural perspective, showed a double mismatch. On the one hand, between what students think and what they effectively put into play as regards their reading and writing practices, and on the other, between the communicative practices employed and the ways of knowing required by university. The conclusions presented here account for students ‘perceptions regarding their academic reading and writing practices and are intended to contribute to the design of strategies that may help reflecting and modifying those perceptions so that students can attend the support spaces offered by our university.
This paper aims at presenting some provisional conclusions from the research “The Writing Practices at the Beginning of the Career of Education Science: First Cycle Students´ Perceptions”. The main objective of the investigation is to discover what perceptions about academic reading and writing practices underlie the decisions taken by beginners considering the supportive instruction in the area offered by the National University of Luján. The quantitative and qualitative results of the semi-structured interviews, analyzed from a Sociocultural perspective, showed a double mismatch. On the one hand, between what students think and what they effectively put into play as regards their reading and writing practices, and on the other, between the communicative practices employed and the ways of knowing required by university. The conclusions presented here account for students ‘perceptions regarding their academic reading and writing practices and are intended to contribute to the design of strategies that may help reflecting and modifying those perceptions so that students can attend the support spaces offered by our university.