La escritura en el aula como instrumento de aprendizaje. Estudio en universidades.

Abstract

Objective: to establish whether writing is used intentionally as a teachinglearning tool in the classrooms of the Universities in Manizales and to identify writing strategies implemented in the classroom as well as possible curricular guidelines on the matter.

Methodology: a survey with closed-ended and open-ended questions and an interview with open-ended questions were administered to 200 professors from five universities of Manizales. The aim was to prove two hypotheses: a) Writing is not intentionally used as a teaching-learning tool in the university classroom b) Professors consider that writing should be taught in the subjects of literacy skills.

Results: the first hypothesis was confirmed by 99% of the answers, 198 out of 200 professors answered that they did not use writing intentionally and explicitly in order to underpin the teaching-learning process in the classroom. Although 8 professors answered that they use writing in the classroom, they stated that they do no not do it with the conscious and explicit purpose of learning and that they do not communicate
it openly in class. Hypothesis B was not confirmed. Only 2% of professors said that it is not necessary to practice writing in the classroom in disciplines different from literacy. The variable Transversality emerged in the answers of 98% of the professors to indicate the status that writing should have in the classroom.

Conclusions: professors are not trained to practice disciplinary writing in the classroom and curricula do not consider it. Teaching generally transmits and reproduces, i.e., it focuses more on the act of teaching that it is concerned with the student understanding and appropriation.