Programa de Tutorías Académicas en Competencias de Lectura y Escritura: su enfoque pedagógico

Abstract

The teaching of reading and writing in Higher Education implies pedagogical practices linked to institutional cultures and  conceptions shared by  their members, which are not always explicit. At the present, academic literacy becomes relevant as a practice incorporated into the different disciplinary fields with the purpose of promoting a better learning: integrating reading and writing as activities of the university chairs. This vision presents a research work about a program of academic tutoring in reading and writing competences which is implemented in a specific institutional context. The purpose has been to contribute to the understanding of the pedagogical approach of the program, from the perspective of the main actors that implement it, taking into account the following dimensions of analysis: problems that the project seeks to respond to; meanings attributed to the relationship between the knowledge to be taught and academic writing; the construction of the didactic link between teachers and tutors; the strengths and weaknesses of the program and future-driven changes. The methodology used is qualitative and exploratory. In addition, this work presents contributions and propositive lines to enrich the current pedagogical approach.