Views on Reading and Writing in an Architecture Graduate Program: an Academic Literacy Approach

Abstract

This article presents preliminary results of a study that seeks to contribute to the discussion on teaching and learning practices in graduate school, focusing specifically on reading and writing and adopting a sociocultural approach has been assumed, which coincides with the Academic Literacies perspective. As a general objective, our research aims to describe the reading and writing views of teachers and students, as well as the curriculum of a graduate program in Architecture. It is a qualitative, descriptive and transversal study conducted in a public university in the state of Veracruz, Mexico, and divided into two methodological stages. The first stage, a self-administered questionnaire with open-ended questions, has been completed. The results presented here show that those who have transmissive views understand that reading and writing are processes of encoding and decoding written messages, which serve to obtain or transmit information, whereas those who have transactional views conceive reading and writing as dialogic, creative and meaning-building processes that serve to reflect with others and transform their own thinking.