Reading, Writing and Oral Communication Practices in Engineering Training

This paper describes a project carried out at the Facultad de Ingeniería of the Universidad Nacional de Entre Ríos (Argentina) that investigates instances of intentional teaching of literacy practices in the subjects included in the study plans of the undergraduate courses offered by the institution...

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Autores principales: Waigandt, Diana, Perassi, Marisol, Luján Giammarini , Gabriela, Soto, María Alejandra, Monzón, Soledad, Aruga, Gabriela, Ramírez, Gretel
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Lenguas 2022
Materias:
educación superior
enseñanza explícita
enseñanza intencional
prácticas letradas académicas
WAC/WID
academic literacies
explicit teaching
intentional teaching
higher education
Acceso en línea:https://revistas.unc.edu.ar/index.php/RDPL/article/view/39872
Aporte de:
Revista Digital de Políticas Lingüísticas (RDPL) de Universidad Nacional de Córdoba
id I10-R346-article-39872
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spelling I10-R346-article-398722022-12-28T13:35:23Z Reading, Writing and Oral Communication Practices in Engineering Training Prácticas de lectura, escritura y comunicación oral en la formación de ingenieros Waigandt, Diana Perassi, Marisol Luján Giammarini , Gabriela Soto, María Alejandra Monzón, Soledad Aruga, Gabriela Ramírez, Gretel educación superior enseñanza explícita enseñanza intencional prácticas letradas académicas WAC/WID academic literacies explicit teaching intentional teaching higher education WAC/WID This paper describes a project carried out at the Facultad de Ingeniería of the Universidad Nacional de Entre Ríos (Argentina) that investigates instances of intentional teaching of literacy practices in the subjects included in the study plans of the undergraduate courses offered by the institution. It seeks to contribute to the debates and perspectives that address reading, writing and orality as highly complex and situated practices that require intentional and explicit instruction throughout the curriculum and in the disciplines. The theoretical-conceptual and normative frameworks that guide the study and the relevant antecedents that prepared the ground for its development are pointed out. The project is then described in terms of team composition and methodology, and some preliminary results are presented. En este trabajo se reseña un proyecto llevado adelante en la Facultad de Ingeniería de la Universidad Nacional de Entre Ríos (Argentina) que indaga acerca de la enseñanza intencional de las prácticas letradas en las asignaturas incluidas en los planes de estudio de las carreras de grado ofrecidas en la institución. Se ubica en los debates y perspectivas que abordan la lectura, la escritura y la oralidad como prácticas altamente complejas y situadas que requieren ser enseñadas a lo largo del currículum y en las disciplinas. Se puntualizan los marcos teórico-conceptuales y normativos que orientan la investigación y los antecedentes relevantes que prepararon el terreno para su desarrollo. Luego se describe el proyecto en términos de conformación del equipo y metodología utilizada y se presentan algunos resultados preliminares. Facultad de Lenguas 2022-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/RDPL/article/view/39872 Revista Digital de Políticas Lingüísticas (RDPL); Núm. 17 (2022) 1853-3256 spa https://revistas.unc.edu.ar/index.php/RDPL/article/view/39872/40081 https://revistas.unc.edu.ar/index.php/RDPL/article/view/39872/40082 http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-346
container_title_str Revista Digital de Políticas Lingüísticas (RDPL)
language Español
format Artículo revista
topic educación superior
enseñanza explícita
enseñanza intencional
prácticas letradas académicas
WAC/WID
academic literacies
explicit teaching
intentional teaching
higher education
WAC/WID
spellingShingle educación superior
enseñanza explícita
enseñanza intencional
prácticas letradas académicas
WAC/WID
academic literacies
explicit teaching
intentional teaching
higher education
WAC/WID
Waigandt, Diana
Perassi, Marisol
Luján Giammarini , Gabriela
Soto, María Alejandra
Monzón, Soledad
Aruga, Gabriela
Ramírez, Gretel
Reading, Writing and Oral Communication Practices in Engineering Training
topic_facet educación superior
enseñanza explícita
enseñanza intencional
prácticas letradas académicas
WAC/WID
academic literacies
explicit teaching
intentional teaching
higher education
WAC/WID
author Waigandt, Diana
Perassi, Marisol
Luján Giammarini , Gabriela
Soto, María Alejandra
Monzón, Soledad
Aruga, Gabriela
Ramírez, Gretel
author_facet Waigandt, Diana
Perassi, Marisol
Luján Giammarini , Gabriela
Soto, María Alejandra
Monzón, Soledad
Aruga, Gabriela
Ramírez, Gretel
author_sort Waigandt, Diana
title Reading, Writing and Oral Communication Practices in Engineering Training
title_short Reading, Writing and Oral Communication Practices in Engineering Training
title_full Reading, Writing and Oral Communication Practices in Engineering Training
title_fullStr Reading, Writing and Oral Communication Practices in Engineering Training
title_full_unstemmed Reading, Writing and Oral Communication Practices in Engineering Training
title_sort reading, writing and oral communication practices in engineering training
description This paper describes a project carried out at the Facultad de Ingeniería of the Universidad Nacional de Entre Ríos (Argentina) that investigates instances of intentional teaching of literacy practices in the subjects included in the study plans of the undergraduate courses offered by the institution. It seeks to contribute to the debates and perspectives that address reading, writing and orality as highly complex and situated practices that require intentional and explicit instruction throughout the curriculum and in the disciplines. The theoretical-conceptual and normative frameworks that guide the study and the relevant antecedents that prepared the ground for its development are pointed out. The project is then described in terms of team composition and methodology, and some preliminary results are presented.
publisher Facultad de Lenguas
publishDate 2022
url https://revistas.unc.edu.ar/index.php/RDPL/article/view/39872
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first_indexed 2024-09-03T21:34:51Z
last_indexed 2024-09-03T21:34:51Z
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