The Autoethnographic Writing: A Proposal in the University Setting
DOI:
https://doi.org/10.33064/2019docere212478Keywords:
self-reflection, university students, educational interventionAbstract
In recent years, I have observed that academic reading and writing skills have begun to play a substantial role in the training of university professionals for the design and composition of textual genres in their field. Upon graduation, they are expected to have extensive knowledge of their discipline and, at the same time, deep capabilities for oral and written communication. I perceive that the university culture is not very permissive to curricular innovations that encourage them. I faced my reality through the course "Scientific Essay," through an educational intervention proposal, under the Process-Genre Approach (PGA), with students from the 2nd B group of the Surgeon career, under the question "What activities can strengthen their skills and abilities towards academic reading and writing?" From this question, I made various curricular transformations.
Translated by Alexia Carolina Cruz Rodríguez
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