Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU

Autores/as

  • David R. Russell owa State University

DOI:

https://doi.org/10.4995/redu.2013.5596

Palabras clave:

Escritura en las disciplinas, la escritura para aprender, las contradicciones, la escritura a través del currículo, género

Resumen

En este artículo se describe la tradición de la investigación anglófona de América del Norte acerca del rol de la escritura en la enseñanza y el aprendizaje en la educación superior. La tradición de investigación está asociada con un movimiento de reforma de la educación de más de cuarenta años, denominado “escritura a través del currículo” (Writing Across the Curriculum; WAC) o “escritura en las disciplinas” (Writing in the Disciplines; WID). El movimiento anima a los profesores de las diferentes disciplinas a interesarse por mejorar la escritura de sus estudiantes y su formación disciplinar a través de la escritura. La investigación desarrollada bajo los movimientos WAC y WID utiliza métodos propios de la investigación educativa (y, en menor medida, de la lingüística aplicada) para comprender los roles que juega la escritura en el trabajo y la formación disciplinar, a menudo en relación con la escritura en otras instituciones (empresas, gobierno, etc.). Situar en primer plano la escritura en los movimientos WAC y WID ha revelado seis contradicciones estructurales e institucionales en la educación superior de los EEUU: 1) la escritura como herramienta transversal frente a la escritura especializada, 2) la concepción del género como un contenedor de contenido –dualismo forma/contenido- versus su concepción como acción social, 3) la escritura como medio para evaluar el aprendizaje de contenidos frente a la escritura como una herramienta de desarrollo intelectual, profesional o personal, 4) la escritura para conseguir la meta social de la escolarización (epistémica) versus escribir para contribuir a la meta social del trabajo (pragmática) 5) las tesis de máster o doctorado como el último obstáculo educativo versus su consideración como la primera actuación profesional, 6) y la escritura (y su enseñanza) para la reproducción social y/o disciplinar versus la escritura (y su enseñanza) para el cambio social y/o disciplinar.

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Biografía del autor/a

David R. Russell, owa State University

David R. Russell is professor of English at Iowa State University, where he teaches in the programs in Rhetoric and Professional Communication and Applied Linguistics and Technology. His research interests are in writing in the disciplines, international writing instruction, and, recently online multi-media case studies. His book, Writing in the Academic Disciplines: A Curricular History, examines the history of United States writing instruction since 1870. He has published more than 50 articles on writing in the disciplines and professions, drawing mainly on cultural historical activity theory and rhetorical genre theory.

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Publicado

30-04-2013