Lectores exploradores and lectores náufragos. Academic literacy at university level

Abstract

The present work is part of a wider research process regarding the relationship that is established between academic literacy, political literacy and subjectivity. The purpose of this work is to show the first results of the research about the reading practices of students of education careers at UNSL and their processes of academic literacy. The categories for the analysis of the interviews come from theoretical frameworks where the links between reader-context, reader-author, reader-text and reader-himself are emphasized. From the process of interpretation of data, two characterizations which were called “lectores exploradores” and “lectores náufragos” emerged. “Lectores exploradores” are those who have managed to establish a certain form of connection with academic texts, authors, institutional context and themselves in a creative and articulate way, according to a formative project that will ensure them membership of the scientific or professional community. “Lectores náufragos”, on the contrary, are those who are in the process of overcoming the frailty of the links they have established with academic texts, authors, context and themselves during their formative process.