Browsing by Author "Navarro, Federico"

Now showing 1 - 6 of 6
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    ¿Formamos docentes que escriben? Oportunidades para escribir a través del currículum en Pedagogía en Educación Básica
    (2022) Avila Reyes, Natalia Alejandra; Morales, Solange; Figueroa Miralles, Javiera; Navarro, Federico; Calle-Arango, Lina; Cortés Lagos, Ana María
    La escritura se incluye en el repertorio de saberes y habilidades propios de la Formación Inicial Docente (FID), tal como manifiestan las políticas y marcos normativos FID y las investigaciones sobre su rol formativo. No obstante, es escaso el conocimiento sobre la instanciación curricular de la escritura en las trayectorias FID. Este estudio de casos múltiples analiza la carrera de Pedagogía en Educación Básica en tres universidades chilenas acreditadas. Se construyó una muestra intencionada de programas de curso y se identificaron competencias y prácticas pedagógicas escritas para describir la presencia de la escritura en el currículum diseñado. Estos datos fueron triangulados con grupos focales de estudiantes y profesores en cada institución, que recogieron evidencias del currículum experimentado. Los resultados dan cuenta de una importante presencia de la escritura en el currículum FID en todas las instituciones, aunque mayoritariamente de forma implícita. Los cursos con mayor potencial para trabajar la escritura a través del currículum no necesariamente son identificados como tales por docentes y estudiantes, ya que hay un alto impacto de la implementación que cada docente hace de los programas. Finalmente, se releva la necesidad de transversalizar y secuenciar la enseñanza de la escritura.
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    Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras.
    (2020) Navarro, Federico; Ávila Reyes, Natalia; Calle Arango, Lina; Cortés Lagos, Ana
    La llamada “sociedad del conocimiento” requiere escritores y oradores expertos, que participen en contextos ciudadanos, administrativos y profesionales complejos y dinámicos. Sin embargo, estudios previos sugieren que esta formación se relega al currículum oculto en educación superior. Este artículo busca identificar la presencia de la lectura, la escritura y la oralidad en algunos instrumentos curriculares clave del sistema de educación superior chileno. Se seleccionaron diez universidades con rasgos institucionales diferenciados y cinco carreras diversas; se recolectaron 50 perfiles de egreso públicos y diez modelos educativos; y se codificaron cualitativamente las competencias letradas implícitas y explícitas, junto con las concepciones subyacentes, con cuantificación posterior. Los resultados muestran que la lectura, la escritura y la oralidad aparecen invisibilizadas o con baja frecuencia y con una visión reproductiva y generalista en los perfiles de egreso universitarios chilenos, en particular en carreras como Pedagogía en Educación Básica. A partir de estos hallazgos, se sugiere que los procesos de innovación por competencias y acreditación de carreras e instituciones estén informados por una concepción contemporánea de la lectura, la escritura y la oralidad como competencias complejas, retóricas, epistémicas y disciplinarmente situadas, que requieren un lugar explícito y un compromiso institucional en la formación de profesionales.
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    Multilingual Contributions to Writing Research: Towards an Equal Academic Exchange
    (University Press of Colorado, 2021) Ávila Reyes, Natalia; Lillis, Theresa; Broad, Bob; Meneses, Alejandra; Uccelli, Paola; Ruiz, Marcela; Bazerman, Charles; Brasil Tonelli, Jaci; Lousada, Eliane G.; Donoso, Alejandra; Österberg, Rakel; Sologuren, Enrique; Eisner, Laura; López Pérez, Olga; Chávez López, Joanna Koral; Mullin, Joan; Rieman, Jan; Narváez, Elizabeth; González, Blanca; García, Luz Ángela; Gómez, Marisol; Luengas, Ingrid; Jiménez, Hermínsul; Navarro, Federico; Uribe Gajardo, Fernanda; Montes, Soledad; Lovera Falcón, Pablo; Mora Aguirre, Bárbara; Sologuren Insúa, Enrique; Álvarez, Martín; Castro Acuña, Claudia; Vargas Pérez, Sebastián; Moyano, Estela Inés; Vian, Orlando Jr.; Blanco Fernández, Juana María; Ávila Reyes, Natalia
    This edited collection offers chapters based on presentations at the Second Latin American Association of Writing Studies in Higher Education and Professional Contexts International Congress (II ALES) held in Santiago, Chile, in 2018. Together, the contributors to the collection—drawn from nine countries and writing in three languages—highlight the many perspectives, resources, and traditions that enrich and expand international conversations about writing, writing instruction, and writing research. The multiple locations from which the chapters in this collection emerge contribute significantly to the situated findings and concerns they address, with the authors of each chapter considering the social, lingual, and institutional contexts shaping their work. Drawing on both robust traditions and cutting-edge research, this collection makes a distinctive contribution to discussions of writing in and beyond Latin America.
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    "My Abilities Were Pretty Mediocre": Challenging Deficit Discourses in Expanding Higher Education Systems
    (2021) Avila Reyes, Natalia; Navarro, Federico; Tapia Ladino, Monica
    Perceiving new student populations as underprepared is a common response to the expansion of university systems and the diversification of the student body. Latin America, as other developing regions, has increased its university enrolment of underrepresented, historically excluded students, through a variety of policies. This study analyzes the experiences of the first cohort of a national inclusive admissions program in Chile. Drawing from 45 in-depth interviews, it aims to understand how students perceive themselves and the obstacles they face, using academic literacy as a lens. Results show a recurring reproduction of dominant deficit discourses by the students, as they feel at a disadvantage and blame their previous education; additionally, negative self-perceptions are more frequent in students from the most competitive programs. Nevertheless, these perceptions contrast with student agency, resilience, and self-sponsored strategies that emerged in the interviews as resources for making sense of university, an unforeseen environment for the participants and their families. Furthermore, interviews reveal that these students face additional challenges pertaining to adverse material conditions that shape their university experience, such as commuting extremely long distances or working for a living. Overall, this research depicts a complex picture of intertwined factors that challenges the deficit framework and should be considered in developing equitable admissions policies. Both the structural disadvantages and the varied forms of agency found in this study offer insights for policy implementation and student support mechanisms, moving them away from the simple idea of individual underpreparedness toward institutionalized inclusive practices in expanding higher education systems.
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    Rethinking English as a lingua franca in scientific-academic contexts
    (2022) Avila Reyes, Natalia Alejandra; Navarro, Federico; Lillis, Theresa; Donahue, Tiane; Curry, Mary Jane; Gustafsson, Magnus; Zavala, Virginia; Lauría, Daniela; Lukin, Annabelle; McKinney, Carolyn; Feng, Haiying; Motta-Roth, Désirée
    We aim to challenge assumptions made about the use of English as a “lingua franca” in scientific-academic contexts, identify the impact of such assumptions on trajectories of knowledge production and uptake, and legitimize the use of multiple languages for transnational scholarly exchange. We set out ten principles: Using English as a scientific-academic “lingua franca” does not always promote inclusion; A language positioned as a scientific-academic “lingua franca” can act as a language of domination; Positioning English as the “lingua franca” policy may discourage translations and exclude participation; Policies which position English as being the contemporary scientific-academic “lingua franca” may convey the idea that knowledge produced in English is the only knowledge that exists; The imposition of English as a presumed scientific-academic “lingua franca” is a manifestation of the unequal distribution of knowledge production and uptake; Languages/varieties function as powerful resources for knowledge making; Choosing a language for publishing or presenting is a sociolinguistic right; Choosing a language to publish or present in is a political act; Convention organizers should have the right to promote the language(s) of their choice; Convention organizers and scholars should be as creative and sensitive to including as diverse an audience as possible.
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    Twenty Years of Research on Reading and Writing in Latin American Higher Education: Lessons Learned from the ILEES Initiative
    (The Wac Clearinghouse, 2023) Ávila Reyes, Natalia; Narváez Cardona, Elizabeth; Navarro, Federico