Writing centers: between academic levelling and knowledge construction

Detalhes bibliográficos
Autor(a) principal: Calle Arango, Lina
Data de Publicação: 2017
Outros Autores: Pico, Angie Lizeth, Murillo, Javier H.
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3882
Resumo: Writing centers, originally called laboratories or clinics, were born from the need of American universities to correct writing problems of their students. Thus, their initial motivation gave way to a remedial character: after the second half of the century, there was a modification in this denomination, underlying a change in the way of conceiving language teaching. This indicates that the writing center is now an open space not only for students with difficulties in a discipline, but for everyone. An element that has remained in these spaces from the beginning and that until now has shown to be effective is collaborative learning through peer tutoring. The purpose of this article is to assess the role of this type of learning within the trajectory of writing centers, establishing the scope and limitations that they currently face.  
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spelling Writing centers: between academic levelling and knowledge constructionLos centros de escritura: entre nivelación académica y construcción de conocimientoLes ateliers d’écriture: entre la mise à niveau académique et la construction du savoirOs centros de escrita: entre a nivelação acadêmica e a construção do conhecimentoTutoriaProcesso de AprendizagemEnsino SuperiorEscritaPrécept OratApp RentissageEnseignement SupérieurÉcritureTutoríaProceso de Ensenanza-aprendizajeEnsenanza SuperiorEscrituraTutoringLearning ProcessHigher EducationWritingWriting centers, originally called laboratories or clinics, were born from the need of American universities to correct writing problems of their students. Thus, their initial motivation gave way to a remedial character: after the second half of the century, there was a modification in this denomination, underlying a change in the way of conceiving language teaching. This indicates that the writing center is now an open space not only for students with difficulties in a discipline, but for everyone. An element that has remained in these spaces from the beginning and that until now has shown to be effective is collaborative learning through peer tutoring. The purpose of this article is to assess the role of this type of learning within the trajectory of writing centers, establishing the scope and limitations that they currently face.  Los centros de escritura, originalmente llamados laboratorios o clínicas, nacieron de la necesidad de las universidades norteamericanas de subsanar los problemas de escritura de sus estudiantes. Así, su motivación inicial redundó en un carácter remediador. Avanzada la segunda mitad del siglo, se genera un cambio de denominación al que le subyace un cambio en la manera de concebir la enseñanza del lenguaje, y que indica que el centro de escritura ahora es un espacio abierto no solo para los estudiantes más atrasados o con problemas en alguna asignatura, sino para todos. Un elemento que se ha mantenido en estos espacios desde sus inicios, y que hasta ahora ha demostrado efectividad, ha sido el aprendizaje colaborativo mediante la tutoría entre pares. El propósito de este artículo es evaluar el papel de ésta dentro de la trayectoria de los centros de escritura, y establecer los alcances y las limitaciones que enfrenta en la actualidad.  Les ateliers d’écriture, appelés originellement laboratoires ou cliniques, sont apparus dans les universités américaines pour palier aux difficultés d’écriture rencontrées par les étudiants. Cette motivation initiale revêtait à l’époque d’un caractère palliatif. Dans la seconde moitié du XX siècle, il y a eu un changement de dénomination qui sous-tend aussi un changement dans la manière de concevoir l’enseignement du langage, maintenant l’atelier d’écriture est devenu un espace ouvert, à tous et non seulement aux élèves en retard ou ayant des problèmes dans une discipline quelconque. Un élément présent dans ces espaces dès le début et qui, aujourd’hui encore, s’avère efficace est l’apprentissage collaboratif à travers des pairs mentors. L’objectif de cet article est d’évaluer le rôle de ce type d’aprentissage dans la trajectoire des ateliers d’écriture, tout en analysant sa portée aussi bien que les limites auxquelles il est actuellement confronté.  Os centros de escrita, originalmente chamados de laboratórios ou clínicas, nasceram da necessidade das universidades americanas de corrigir os problemas de escrita de seus estudantes. Assim, sua motivação inicial deu origem a um caráter remediador. Após a segunda metade do século, ocorreu uma mudança de denominação, na qual também subjaz uma mudança na maneira de conceber o ensino da linguagem, indicando que o centro de escrita agora é um espaço aberto, não só para os alunos mais atrasados ou com problemas em alguma disciplina, mas para todos. Um elemento que permaneceu nesses espaços desde o início e que até agora demonstrou ser eficiente foi a aprendizagem colaborativa mediante a tutoria entre pares. O objetivo deste artigo é avaliar o papel desse tipo de aprendizagem dentro da trajetória dos centros de escrita, estabelecendo os alcances e limitações que atualmente enfrenta.Fundação Carlos Chagas2017-09-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3882Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 872-895Cadernos de Pesquisa; Vol. 47 Núm. 165: jul./set.2017; 872-895Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 872-895Cadernos de Pesquisa; v. 47 n. 165: jul./set.2017; 872-8951980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/3882/pdfCopyright (c) 2017 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCalle Arango, LinaPico, Angie LizethMurillo, Javier H.2022-12-02T14:47:16Zoai:ojs.publicacoes.fcc.org.br:article/3882Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-02T14:47:16Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Writing centers: between academic levelling and knowledge construction
Los centros de escritura: entre nivelación académica y construcción de conocimiento
Les ateliers d’écriture: entre la mise à niveau académique et la construction du savoir
Os centros de escrita: entre a nivelação acadêmica e a construção do conhecimento
title Writing centers: between academic levelling and knowledge construction
spellingShingle Writing centers: between academic levelling and knowledge construction
Calle Arango, Lina
Tutoria
Processo de Aprendizagem
Ensino Superior
Escrita
Précept Orat
App Rentissage
Enseignement Supérieur
Écriture
Tutoría
Proceso de Ensenanza-aprendizaje
Ensenanza Superior
Escritura
Tutoring
Learning Process
Higher Education
Writing
title_short Writing centers: between academic levelling and knowledge construction
title_full Writing centers: between academic levelling and knowledge construction
title_fullStr Writing centers: between academic levelling and knowledge construction
title_full_unstemmed Writing centers: between academic levelling and knowledge construction
title_sort Writing centers: between academic levelling and knowledge construction
author Calle Arango, Lina
author_facet Calle Arango, Lina
Pico, Angie Lizeth
Murillo, Javier H.
author_role author
author2 Pico, Angie Lizeth
Murillo, Javier H.
author2_role author
author
dc.contributor.author.fl_str_mv Calle Arango, Lina
Pico, Angie Lizeth
Murillo, Javier H.
dc.subject.por.fl_str_mv Tutoria
Processo de Aprendizagem
Ensino Superior
Escrita
Précept Orat
App Rentissage
Enseignement Supérieur
Écriture
Tutoría
Proceso de Ensenanza-aprendizaje
Ensenanza Superior
Escritura
Tutoring
Learning Process
Higher Education
Writing
topic Tutoria
Processo de Aprendizagem
Ensino Superior
Escrita
Précept Orat
App Rentissage
Enseignement Supérieur
Écriture
Tutoría
Proceso de Ensenanza-aprendizaje
Ensenanza Superior
Escritura
Tutoring
Learning Process
Higher Education
Writing
description Writing centers, originally called laboratories or clinics, were born from the need of American universities to correct writing problems of their students. Thus, their initial motivation gave way to a remedial character: after the second half of the century, there was a modification in this denomination, underlying a change in the way of conceiving language teaching. This indicates that the writing center is now an open space not only for students with difficulties in a discipline, but for everyone. An element that has remained in these spaces from the beginning and that until now has shown to be effective is collaborative learning through peer tutoring. The purpose of this article is to assess the role of this type of learning within the trajectory of writing centers, establishing the scope and limitations that they currently face.  
publishDate 2017
dc.date.none.fl_str_mv 2017-09-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3882
url https://publicacoes.fcc.org.br/cp/article/view/3882
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3882/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 872-895
Cadernos de Pesquisa; Vol. 47 Núm. 165: jul./set.2017; 872-895
Cadernos de Pesquisa; Vol. 47 No. 165: jul./set.2017; 872-895
Cadernos de Pesquisa; v. 47 n. 165: jul./set.2017; 872-895
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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