Enseñar escritura en ingeniería: entre la inclusión educativa y la inclusión disciplinar

Abstract

This article analyzes research on proposals for teaching reading and writing in Latin American engineering degrees. It works in two lines: educational inclusion and disciplinary inclusion. The first one allows us to think about the relationship between these educational practices with the massification of admission to universities in the region. Disciplinary inclusion, from which the teaching and learning of academic reading and writing are linked and tense with the enculturation processes of Engineering.This topic is considered a novel area of study, which articulates the inquiry into the teaching of writing in higher education with a disciplinary approach. Educational challenges generated by increasing demands for communication and writing skills in the labor market are identified. Furthermore, resistance arises (in institutions, teachers and students) to working on these practices in the classroom, fueled by identity, epistemological-discursive and pedagogical aspects.In this text, levels of intervention are differentiated (didactic sequences, subjects and programs) and they are considered in relation to current theoretical approaches. After an experience at the Universidad Nacional de Río Negro (Argentina), the trend towards the development of programs is concluded, and some guidelines are detailed to consider their implementation.