Cultura institucional y su impacto en las prácticas de lectura y escritura en la universidad Cultura institucional y su impacto en las prácticas de lectura y escritura en la universidad

Abstract

This paper constitutes a segment of the research about the
production of written texts in the university field, developed at the
University of Los Andes, Núcleo Táchira. It is presented a section of the
results linked to Institute culture and its impact on reading and writing
practices in the University. We rely on the theoretical foundation
provided by the academic literacy theory, the conceptions of teachers,
the language policies at the universities, and the notion of institutional
culture seen as the set of practices, values, conventions, knowledge,
symbols, languages, traditions and beliefs rooted in institutions and
transmitted by means of group monitoring, through social approval
or disapproval. The qualitative paradigm was assumed under the
interpretive approach, and the method used was the Grounded Theory
to analyze the information obtained through in-depth interviews with
ten teachers of the aforementioned career. The results that emerged
show some elements that make up the institutional practices with regard
to reading and writing in the Education career: which teachers should
be responsible for teaching written language, lack of institutional
support to guide, motivate and publish textual productions of teachers,
inappropriate uses of writing by students (for example, textual
plagiarism), and absence of language policies. It concludes on the need
for the university to specify policies that guide academic literacy, which
must include —among other aspects— the training of teachers and the
commitment of the different institutional components to achieve this
purpose.
lengua escrita, carencia de acompañamiento institucional para orientar,
motivar y publicar las producciones textuales de los profesores, usos
inadecuados de la escritura por parte de los estudiantes (por ejemplo,
plagio textual), y ausencia de políticas lingüísticas. Por otra parte, se
advierte la necesidad de que en la universidad se expliciten políticas
que orienten la alfabetización académica, las cuales deben incluir —
entre otros aspectos— la formación de los docentes y el compromiso
de los distintos componentes institucionales para que se alcance este
propósito.