La escritura académica : un estudio sobre el sentido y los efectos de prácticas pedagógicas inclusivas
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2023-11-21
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En este informe final se presentan los resultados alcanzados en el proyecto de investigación “La escritura académica: un estudio sobre el sentido y los efectos de prácticas pedagógicas inclusivas” (convocatoria UNAJ 2017, Resolución N° 148/18), que se enmarca en el Taller de Lectura y Escritura y del Taller Complementario de Lengua, materias dictadas en la Universidad Nacional Arturo Jauretche (UNAJ). Para este proyecto nos propusimos estudiar, como su nombre lo indica, el sentido y los efectos de determinadas prácticas pedagógicas desarrolladas en los talleres de lectoescritura de la Universidad. La escritura académica es una práctica anclada en un determinado espacio, condicionada no solamente por variables cognitivas y disciplinares, sino también institucionales y sociohistóricas. Por tal razón, consideramos esencial investigar esta problemática desde un abordaje local y territorial, e interrogar tanto las producciones de las estudiantes y los estudiantes que asisten a la UNAJ como las prácticas pedagógicas que se efectúan en las aulas. Por un lado, analizamos los escritos realizados por quienes cursan estas materias con la finalidad de identificar dificultades relativas al nivel oracional, a la polifonía y a la reformulación que surgen de estos textos, que entendemos deben ser profundizadas en los distintos lineamientos pedagógicos. Por el otro, estudiamos, a partir de algunas experiencias, el vínculo entre la tecnología y la enseñanza de la lectoescritura.
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This final report presents the results achieved in the research project “Academic writing: a study on the meaning and effects of inclusive pedagogical practices” (UNAJ 2017 call, Res. 148/18) that is part of the Workshop on Reading and Writing and the Complementary Language Workshop, subjects taught at the Universidad Nacional Arturo Jauretche. For this project, we study, as its name indicates, the meaning and effects of certain pedagogical practices developed in the university's literacy workshops. Academic writing is a practice anchored in a certain space, conditioned not only by cognitive and disciplinary variables but also by institutional and socio historical. For this reason, we consider that it is essential to investigate this problem from a local and territorial approach, and to interrogate both the productions of the students who attend the university and the pedagogical practices that are carried out in the classrooms. On the one hand, in this study we analyze the writings made by those who take these subjects to identify difficulties related to the sentence level, the inclusion of citation and the reformulation that arise from these texts, which we understand must be deepened in the different pedagogical guidelines. On the other, we investigate, based on some experiences, the link between technology and the teaching of literacy.
This final report presents the results achieved in the research project “Academic writing: a study on the meaning and effects of inclusive pedagogical practices” (UNAJ 2017 call, Res. 148/18) that is part of the Workshop on Reading and Writing and the Complementary Language Workshop, subjects taught at the Universidad Nacional Arturo Jauretche. For this project, we study, as its name indicates, the meaning and effects of certain pedagogical practices developed in the university's literacy workshops. Academic writing is a practice anchored in a certain space, conditioned not only by cognitive and disciplinary variables but also by institutional and socio historical. For this reason, we consider that it is essential to investigate this problem from a local and territorial approach, and to interrogate both the productions of the students who attend the university and the pedagogical practices that are carried out in the classrooms. On the one hand, in this study we analyze the writings made by those who take these subjects to identify difficulties related to the sentence level, the inclusion of citation and the reformulation that arise from these texts, which we understand must be deepened in the different pedagogical guidelines. On the other, we investigate, based on some experiences, the link between technology and the teaching of literacy.
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Lectura académica, Escritura académica, Didáctica de la lectoescritura, Aula virtual, Estudios del lenguaje, Academic reading, Academic writing, Literacy didactics, Virtual classroom, Language studies
Citación
Savio, K. y Schere, J. (2023). La escritura académica: un estudio sobre el sentido y los efectos de prácticas pedagógicas inclusivas. Contribuciones de Ciencia y Tecnología, 1(1). https://rid.unaj.edu.ar/handle/123456789/2834