Authors
Abstract
The link with writing of a group of professors assigned to the Bachelor of Arts program is explored in this article. With data collected through in-depth interviews with professors of Arts, their self-perception as writers, the images and functions they attribute to writing at the university level, and their beliefs about writing teaching and learning were analyzed. Although the results show a strong and positive appropriation of writing —understood as a practice linked to teaching with epistemological, professional and personal functions— this does not translate into favorable attitudes towards the teaching of writing. It is concluded that the didactics of writing in the Arts Bachelor’s programs needs an urgent intervention within the framework of an institutional policy that ensures its presence throughout the training and that be formulated taking into account the language of the arts and its practices, which are reflected in particular ways of writing.
Keywords:
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