El acto de escribir en la universidad. Una experiencia a partir de la autobiografía

Abstract

Writing in the university environment requires the accompaniment and guidance of the teacher. It is clear that written composition cannot be approached solely as a duty apart from the needs and interests of the students. The purpose of the following study is that a group of seven students of in training to be teachers, with previous professional careers, could experience the process of writing from the construction of an autobiography. In this sense, it was possible to relate the learning of the subprocesses involved in the act of writing with the production of an autobiographical story that generated spaces for subjectivity and introspection to emerge. A qualitative and ethnographic approach was adopted, which made it possible to detail positive changes in the texts produced, according to a sequence of drafts or intermediate versions. It was concluded that writing at the university requires specific didactic situations that lead students to reflect on and re-dimension the role that written language plays, not only in terms of the handling of discursive genres, but also in the construction of their own voice and in the reaffirmation of their identity as social and cultural beings.