Abstract

COLANZI, Irma. A escrita como estratégia de orientação profissional em estudantes universitários do curso de Bacharelado em Psicologia (UNLP). Humanidades (Montevideo. En línea) [online]. 2024, n.15, pp.83-111.  Epub June 01, 2024. ISSN 1510-5024.  https://doi.org/10.25185/15.4.

This article analyzes writing as a resource for scientific-academic production, in the training of professionals in Psychology and mental health.

We will start from the notion of discursive ethos, in order to analyze the precise conditions for the formulation of research proposals in university students. For this, a didactic-pedagogical experience that included the implementation of surveys, with two work samples: first, a sample of 120 students from the Bachelor's degree in Psychology, from the Faculty of Psychology of La Plata; Secondly, a sample of 24 students from the same career at the Headquarters in the town of Chivilcoy. The survey, as a data collection technique, was administered in the practical work spaces, in order to collect resources necessary for the didactic-pedagogical planning of teaching the research methodology, and at the same time delimit the necessary strategies to strengthen students' academic writing.

In this article we will consider the methodology, as a scientific discipline in itself, in which epistemological aspects typical of Psychology are combined, and technical aspects for data collection. Epistemological specificity is also related to the processes of academic reading and writing, firstly, through the characteristics that Bakhtin (1982) points out about academic-scientific discourse, whose main objective is to provide information about an object of study. , in a given field; Secondly, based on the definition of academic literacy proposed by Paula Carlino (2013, 2017), academic reading and writing contemplates disciplinary specificity. The author takes both the developments of the “writing across the curriculum” movement (Bazerman et al., 2005; Russell, 2002. In Carlino, 2013), and the contributions in Australia of “teaching writing in context”, pointing out the importance of The epistemic function in academic writing.

The main difficulties that students refer to when developing academic writing through the development of a field design proposal are then presented. We will also delimit the acquired resources, as academic literacy skills, through editing strategies of the different logical moments of the design of a research proposal.

The article proposes some work resources to promote reading and writing strategies in the classroom context, in order to promote scientific-academic research skills in the field of Human Sciences, and Psychology in particular.

Keywords : academic writing - discursive ethos - research methodology..

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