El formato en cuestión : dispositivos de lectura y escritura en la Universidad Nacional de Hurlingham (Argentina)

Abstract

This article seeks to problematize the curricular formats proposed at the National University of Hurlingham for the development of reading and writing practices in the early stages of undergraduate education. To this end, it characterizes two devices recently created within the framework of the University's political-pedagogical project: the Permanent Reading and Writing Support Service, and the Reading, Writing, and Orality course. The study emphasizes that the configuration of teaching unit formats for reading and writing practices is substantially determined by the institutional sub-framework, socio-historical conditions, the characteristics of the target student population, and the political-pedagogical project. It highlights the importance of critical reflection on the possibility of heuristic creation of formats for both the teaching of these practices and their accompaniment, taking into account the characteristics, dynamics, and results that these formats imply.