Analysis of Reading and Writing Practices in Historian Training. A Case Study Based on Curricular Analysis and Actor’s Vision.

• Autor(a) principal: Daniel Eudave-Muñoz
• Data de Publicação: 2021
• Outros Autores: Ana Cecilia Macías-Esparza, Margarita Carvajal-Ciprés
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.7.2021.153-162
• topic: Reading and writing; Academic Literac; Disciplinary Literac; Writing across the curriculum; Higher education; Lectura y escritura; Alfabetización Académica; Alfabetización Disciplinar; Escritura a través del Currículum; Educación Superior

In higher education, reading and writing are required skills to learn the discursive culture of each profession. In theoretical views perspective of the Academic Literacy and Disciplinary Literacy, reading and reading skills development most be offered through the curriculum, which means starting from specific context and formative situations of each degree. In this research is described the role of reading and writing task in Historian degree training, in a Mexican public university. A qualitative study was made consisting of three complementary strategies: documentary analysis of the curriculum, semi-structured interviews with teachers and a focus group with students. The information provide by teachers is complemented and contrasted with student’s perspective, which in turn, let identify the comprehension that both actors have of the curriculum. Results let us identify curricular elements and teaching practice that shape the academic culture in this academic program. Two types of task are dominant: a) the ones that are focus on compliment of escolar requirements of teaching and evaluation support; b) the ones that pretend replay professional practices that alumni most deal in professional world. Both areas have as referent the objective of train Historian focus on research.