Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view.
This article presents some socio-anthropological reflections on the academic reading and writing practices of students who have just entered into the university. For this purpose, the contributions of studies on written culture are taken up insofar as they contribute to the construction of a socio-a...
Guardado en:
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Filosofía y Humanidades. Secretaría Académica
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/apertura/article/view/36237 |
| Aporte de: |
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I10-R295-article-36237 |
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Universidad Nacional de Córdoba |
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R-295 |
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Apertura |
| language |
Español |
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Artículo revista |
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Key-words: Written culture- University- High School- Youth- Socio-anthropology. Palabras Clave: Cultura escrita- Universidad- Escuela Secundaria- Jóvenes- Socio-antropología. Palavras chave: Cultura escrita- Universidade- Ensino médio- Juventude- Sócio-antropologia. |
| spellingShingle |
Key-words: Written culture- University- High School- Youth- Socio-anthropology. Palabras Clave: Cultura escrita- Universidad- Escuela Secundaria- Jóvenes- Socio-antropología. Palavras chave: Cultura escrita- Universidade- Ensino médio- Juventude- Sócio-antropologia. Caisso, Lucía Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| topic_facet |
Key-words: Written culture- University- High School- Youth- Socio-anthropology. Palabras Clave: Cultura escrita- Universidad- Escuela Secundaria- Jóvenes- Socio-antropología. Palavras chave: Cultura escrita- Universidade- Ensino médio- Juventude- Sócio-antropologia. |
| author |
Caisso, Lucía |
| author_facet |
Caisso, Lucía |
| author_sort |
Caisso, Lucía |
| title |
Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| title_short |
Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| title_full |
Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| title_fullStr |
Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| title_full_unstemmed |
Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. |
| title_sort |
reading and writing in the passage from high school to university level. reflections from a socio-anthropological point of view. |
| description |
This article presents some socio-anthropological reflections on the academic reading and writing practices of students who have just entered into the university. For this purpose, the contributions of studies on written culture are taken up insofar as they contribute to the construction of a socio-anthropological perspective on reading and writing. In the light of these contributions, two interviews conducted with two young students and focused on restoring both their senses around writing and academic reading as well as their broad life contexts are analyzed. Based on this analysis, it is proposed that subjects display knowledge and strategies around academic written culture that are linked to their broad life contexts, in which multiple identities and concerns are forged. Finally, it reflects on the importance of knowing these contexts and recognizing those knowledge and strategies in order to enrich the teaching practice and academic literacy processes of young people. |
| publisher |
Facultad de Filosofía y Humanidades. Secretaría Académica |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/apertura/article/view/36237 |
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| first_indexed |
2024-09-03T20:11:01Z |
| last_indexed |
2024-09-03T20:11:01Z |
| _version_ |
1809207012791156736 |
| spelling |
I10-R295-article-362372021-12-22T20:10:33Z Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view. Lectura y escritura en el pasaje de la escuela secundaria al nivel universitario. Reflexiones desde una mirada socio-antropológica Leitura e escrita na transição do ensino médio para o nível universitário. Reflexões a partir de uma perspectiva sócio-antropológica. Caisso, Lucía Key-words: Written culture- University- High School- Youth- Socio-anthropology. Palabras Clave: Cultura escrita- Universidad- Escuela Secundaria- Jóvenes- Socio-antropología. Palavras chave: Cultura escrita- Universidade- Ensino médio- Juventude- Sócio-antropologia. This article presents some socio-anthropological reflections on the academic reading and writing practices of students who have just entered into the university. For this purpose, the contributions of studies on written culture are taken up insofar as they contribute to the construction of a socio-anthropological perspective on reading and writing. In the light of these contributions, two interviews conducted with two young students and focused on restoring both their senses around writing and academic reading as well as their broad life contexts are analyzed. Based on this analysis, it is proposed that subjects display knowledge and strategies around academic written culture that are linked to their broad life contexts, in which multiple identities and concerns are forged. Finally, it reflects on the importance of knowing these contexts and recognizing those knowledge and strategies in order to enrich the teaching practice and academic literacy processes of young people. Resumen En este artículo se presentan algunas reflexiones socio-antropológicas acerca de las prácticas de lectura y escritura académica de estudiantes que acaban de ingresar a la universidad. Se retoman para ello los aportes de los estudios sobre cultura escrita, los cuales abonan a la construcción de una reflexión socio-antropológica sobre la lectura y la escritura. A la luz de estos aportes se analizan dos entrevistas realizadas a dos jóvenes estudiantes y enfocadas en restituir tanto sus sentidos en torno a la escritura y la lectura académica como sus contextos amplios de vida. En función de este análisis, se propone que los sujetos despliegan saberes y estrategias en torno a la cultura escrita académica que se vinculan con sus contextos amplios de vida, en los cuales se forjan identidades y preocupaciones múltiples. Por último, se reflexiona acerca de la importancia de conocer esos contextos y reconocer esos saberes y estrategias en vistas a enriquecer la práctica docente y los procesos de alfabetización académica de los y las jóvenes. Este artigo apresenta algumas reflexões socioantropológicas sobre as práticas acadêmicas de leitura e escrita de estudantes recém-ingressados na universidade. Para tanto, recorre-se a contribuições de estudos sobre cultura escrita, que contribuem para a construção de uma reflexão socioantropológica sobre a leitura e a escrita. À luz dessas contribuições, entrevistas com jovens estudantes são analisadas e focadas em restaurar seus significados em torno da escrita e da leitura acadêmica e seus contextos de vida mais amplos. A partir dessa análise, propõe-se que os sujeitos implantem conhecimentos e estratégias em torno da cultura acadêmica escrita que se vinculam aos seus contextos mais amplos de vida, nos quais se forjam múltiplas identidades e inquietações. Por fim, reflete sobre a importância de conhecer os contextos e redescobrir os saberes e as estratégias para enriquecer a prática docente e os processos de alfabetização acadêmica dos jovens. Facultad de Filosofía y Humanidades. Secretaría Académica 2021-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/apertura/article/view/36237 Apertura; Vol. 4 No. 4 (2021): "LEER Y ESCRIBIR EN FILO. Notes, notes and proposals for university entrance."; 31-42 Apertura; Vol. 4 Núm. 4 (2021): “LEER Y ESCRIBIR EN FILO. Apuntes, notas y propuestas para el ingreso universitario”; 31-42 Apertura; v. 4 n. 4 (2021): "LEER Y ESCRIBIR EN FILO". Notas, notas e propostas para a entrada na universidade".; 31-42 2362-1818 spa https://revistas.unc.edu.ar/index.php/apertura/article/view/36237/36514 http://creativecommons.org/licenses/by-nc/4.0 |