The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)

This article seeks to problematize the curricular formats proposed at the National University of Hurlingham for the development of reading and writing practices in the early stages of undergraduate education. To this end, it characterizes two devices recently created within the framework of the Univ...

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Autores principales: Glozman, Mara, Quiroga, Macarena
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025
Materias:
reading
writing
university
curriculum formats
lectura
escritura
universidad
formatos curriculares
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/9025
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-9025
record_format ojs
spelling I48-R154-article-90252025-12-29T11:23:12Z The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina) El formato en cuestión: dispositivos de lectura y escritura en la Universidad Nacional de Hurlingham (Argentina) Glozman, Mara Quiroga, Macarena reading writing university curriculum formats lectura escritura universidad formatos curriculares This article seeks to problematize the curricular formats proposed at the National University of Hurlingham for the development of reading and writing practices in the early stages of undergraduate education. To this end, it characterizes two devices recently created within the framework of the University's political-pedagogical project: the Permanent Reading and Writing Support Service, and the Reading, Writing, and Orality course. The study emphasizes that the configuration of teaching unit formats for reading and writing practices is substantially determined by the institutional sub-framework, socio-historical conditions, the characteristics of the target student population, and the political-pedagogical project. It highlights the importance of critical reflection on the possibility of heuristic creation of formats for both the teaching of these practices and their accompaniment, taking into account the characteristics, dynamics, and results that these formats imply. Este artículo procura problematizar los formatos de unidad curricular propuestos en la Universidad Nacional de Hurlingham para el desarrollo de las prácticas de lectura y escritura en las etapas iniciales de la formación de grado. Para ello, caracteriza dos dispositivos creados recientemente en el marco del proyecto político-pedagógico de la Universidad: el Servicio de Atención Permanente en Lectura y Escritura, y la materia Lectura, Escritura y Oralidad. El estudio subraya que la configuración de los formatos de unidades de enseñanza para las prácticas de lectura y escritura está determinada de manera sustancial por el submarco institucional, las condiciones sociohistóricas, la población estudiantil a la cual están destinados y el proyecto político-pedagógico. Se destaca la importancia de una reflexión crítica sobre la posibilidad de una creación heurística de formatos tanto para la enseñanza de estas prácticas como para su acompañamiento, atendiendo a las características, dinámicas y resultados que estos formatos implican. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025-12-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/zip https://revistas.unne.edu.ar/index.php/clt/article/view/9025 10.30972/clt.289025 Cuadernos de Literatura; No. 28 (2025): Diciembre; 1-17 Cuadernos de Literatura; Núm. 28 (2025): Diciembre; 1-17 Cuadernos de Literatura; n. 28 (2025): Diciembre; 1-17 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/9025/8707 https://revistas.unne.edu.ar/index.php/clt/article/view/9025/8708 https://revistas.unne.edu.ar/index.php/clt/article/view/9025/8709 https://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic reading
writing
university
curriculum formats
lectura
escritura
universidad
formatos curriculares
spellingShingle reading
writing
university
curriculum formats
lectura
escritura
universidad
formatos curriculares
Glozman, Mara
Quiroga, Macarena
The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
topic_facet reading
writing
university
curriculum formats
lectura
escritura
universidad
formatos curriculares
author Glozman, Mara
Quiroga, Macarena
author_facet Glozman, Mara
Quiroga, Macarena
author_sort Glozman, Mara
title The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
title_short The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
title_full The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
title_fullStr The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
title_full_unstemmed The Format in Question: Reading and Writing Devices in the Universidad Nacional de Hurlingham (Argentina)
title_sort format in question: reading and writing devices in the universidad nacional de hurlingham (argentina)
description This article seeks to problematize the curricular formats proposed at the National University of Hurlingham for the development of reading and writing practices in the early stages of undergraduate education. To this end, it characterizes two devices recently created within the framework of the University's political-pedagogical project: the Permanent Reading and Writing Support Service, and the Reading, Writing, and Orality course. The study emphasizes that the configuration of teaching unit formats for reading and writing practices is substantially determined by the institutional sub-framework, socio-historical conditions, the characteristics of the target student population, and the political-pedagogical project. It highlights the importance of critical reflection on the possibility of heuristic creation of formats for both the teaching of these practices and their accompaniment, taking into account the characteristics, dynamics, and results that these formats imply.
publisher Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
publishDate 2025
url https://revistas.unne.edu.ar/index.php/clt/article/view/9025
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first_indexed 2026-01-17T05:01:02Z
last_indexed 2026-01-17T05:01:02Z
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