Relationship to knowledge of writing culture in university students

an academic literacy experience at UPM-Mexico

Abstract

Newly-enrolled students arrive to university life with ways of relating to the knowledge of academic writing culture. Life at the university shows ways of relationship to knowledge that, on occasion, confront acquired dispositions. The meeting is not always lucky. A team of teachers considers that habits are not destiny; through the pedagogical accompaniment supported both in a pedagogical tact, as well as with assumptions from the perspective of academic literacy and with collaborative work between teachers, the relationship to knowledge of the academic writing culture in higher education can be transformed. The text presents advance on a pedagogical intervention that turns out to be successful in the construction of educative trajectories that allow the formation of a different professional capital.