Abstract

ZABALA., María Teresa; SAGRARIO TELLO., Ana María; LUCERO ARRUA., Graciela  and  SOCHOR., Ana Inés. University culture and the teaching of reading in English. InterCambios [online]. 2020, vol.7, n.2, pp.39-51.  Epub Dec 01, 2020. ISSN 2301-0118.  https://doi.org/10.2916/inter.7.2.6.

This paper attempts to share some preliminary results of a research project conducted at the National University of San Luis (Argentina) which seeks to articulate labour process and teachers’ knowledge concepts. In earlier stages, we made efforts to characterize and bring to light those practices that some teachers could have developed within their work spaces, at a micro-labour level. From this perspective, we focus on the teaching practices of foreign languages educators who teach language comprehension courses to students from the Faculty of Physico-Mathematical and Natural Sciences. A survey and analysis of the didactic material allowed us to observe teachers’ theoretical and methodological stances regarding their conceptions of reading and writing, the correlation knowledge-power, pluri- and trans-disciplinarity, and the construction of alternatives in order to recover the control over their labour process. Thus, the conditions that shape daily work and the practices that give rise to emerging knowledge within this teaching team become visible.

Keywords : labour process; teachers’ knowledge; reading comprehension; foreign language; higher education.

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