Herramientas para la alfabetización académica en la formación inicial docente: comprensión y producción de textos.

Abstract

Reading and writing in the university must be rethought because of the urgency it demands. Academic literacy demands contextual and continuos work to ensure that students can Access, criticize, or produce scientific knowledge throgh the curriculum allows us to develop forms of appropriation for disciplinary knowledge throgugh Reading and writing. This work accounts for the inclusión of these tolos: the Numerical Reading Scheme, as a tool for critical Reading and meaningful learning; and the Didactic Writing Sequence, as a collaborative writing and teamwork tool, both carried out with first-cycle students at the National University of Education. Results of the work carried out by the students are presented, wich are comentented base don the theory and, finally, a survey carried out to the same students is exposed to address their perceptions about the use of these tolos and their relevance os use in other subjects.