Summary: this revision article deals with practices around the literality of law training in some Latin American universities. To this end, the way in which different theoretical and conceptual perspectives have been used to talk about textual understanding and production in the legal field, in higher education institutions, was reviewed until the end of literature. An analysis was carried out of the articles published in 2007-2017 in Latin American magazines, relating to reading and writing processes in the legal field, both in training and in the world of work. The results showed that literality practices have focused on the repetition, conceptual and textual ownership of discursive genders, the adaptation of texts to the diverse realities of the partners and the importance of intertextuality in the textual construction of legal arguments.

Resumen: este artículo de revisión aborda las prácticas alrededor de la literacidad propias de la formación del campo del Derecho, en algunas universidades latinoamericanas. Para ello, se revisó la forma como se han empleado diferentes perspectivas teóricas y conceptuales para hablar de la comprensión y la producción textual en el ámbito jurídico, en instituciones de educación superior, hasta llegar al término literacidad. Se realizó un análisis de los artículos publicados en 2007-2017 en revistas latinoamericanas, relacionados con procesos de lectura y escritura en el ámbito jurídico, tanto en la formación como en el mundo laboral. Los resultados mostraron que las prácticas de literacidad se han centrado en la repetición, la apropiación conceptual y textual de los géneros discursivos, la adaptación de los textos a las realidades diversas de los interlocutores y la relevancia de la intertextualidad en la construcción discursiva de la argumentación jurídica.

Review of legal literature research in some higher education institutions in Latin America 

Revisión de las investigaciones sobre literacidad en el ámbito jurídico en algunas instituciones de educación superior en América Latina

Architecture, Western (Western countries)

Μεταδευτεροβάθμια εκπαίδευση

This article analyses the literature in Tumaco through the characteristics, uses and assessments assigned to it in reading and writing by its inhabitants. The information collection strategy was observation and semi-structured interview. Participants were the inhabitants recognised for their academic and cultural activities, as well as those who shared their reading and writing exercises in everyday life. Among the most outstanding findings, we find that Tumaco has a diversity of literature: aesthetic, community organisation, administrative, legal and school organisation.

Este artículo analiza la literacidad en Tumaco a través de las características, los usos y las valoraciones que sus habitantes le asignan a la lectura y la escritura. La estrategia de recolección de información fue la observación y la entrevista semiestructurada. Los participantes fueron los habitantes reconocidos por sus actividades académicas y culturales, así como los que compartieron sus ejercicios de lectura y escritura en la vida diaria. Entre los hallazgos más sobresalientes, encontramos que en Tumaco se encuentra diversidad de literacidades: estética, de organización comunitaria, administrativa, jurídica y escolar.

The literature in the Afrocolombia community in Tumaco 

La literacidad en la comunidad afrocolombia de tumaco

The LITERACITY IN THE Afro-Colombian COMMUNITY OF Tumaco 

LA LITERACIDAD EN LA COMUNIDAD AFROCOLOMBIANA DE TUMACO

The study of transition to university seeks to respond to the increase in school failure during the first year of university. The transition is problematic as a standardised phenomenon that does not know students’ irregular literality trajectories. This study aims to cross-check academic and non-academic advocacy practices to account for the process of ownership of the legal culture in the transition, its emerging disruptions and learning identities. A descriptive qualitative study, using a phenomenological approach, is proposed to account for hierarchically structured categories of description. It is based on two sets of focus groups (70 students) and eight interviews. The most relevant results indicate that there is a hybridisation of legal practices that coexist with the discourse of the deficit. There is a need to assess the identities of the governing context and, at the same time, to provide progressive access to dominant forms of legal practice.

O estudo da transição para a universidade tenta dar respostas ao aumento do insucesso escolar durante o primeiro ano da universidade. A transição é problematizada como um fenômeno padronizado que ignora as trajetórias iletradas irregulares dos alunos. Este estudo visa contrastar práticas académicas e não académicas literárias para dar conta do processo de apropriação da cultura literária em transição, das suas perturbações e das identidades literárias emergentes. É proposto um estudo descritivo qualitativo, com uma abordagem fenomenológica para dar conta de categorias de descrição hierarquicamente estruturadas. É baseado em duas séries de grupos focais (70 alunos) e 8 entrevistas. Os resultados mais relevantes indicam que existe uma hibridização das práticas jurídicas que coexistem com o discurso deficitário. É levantada a necessidade de valorizar as identidades de leitura dos contextos vernáculos e, ao mesmo tempo, proporcionar acesso às formas dominantes de prática jurídica.

The study of the transition to university attempts to provide insights into the increase in school failure during the first year of university. Transition is problematized as a standardized phenomenon that ignores students' irregular literate trajectories. This study aims to contrast academic and non-academic literate practices to account for the process of appropriation of literate culture in transition, its disruptions and emerging literate identities. A qualitative descriptive study is proposed, with a phenomenological approach to account for hierarchically structured categories of description. It is based on two series of focus groups (70 students) and eight interviews. The most relevant results indicate that literate practices coexist with the deficit discourse. The need to value reading identities from vernacular contexts and at the same time provide progressive access to dominant forms of literate practice is considered.

El estudio de la transición a la universidad intenta dar respuestas al aumento del fracaso escolar durante el primer año de universidad. Se problematiza la transición como un fenómeno estandarizado que desconoce las trayectorias de literacidad irregular de los estudiantes. Este estudio pretende contrastar las prácticas letradas académicas y no académicas para dar cuenta del proceso de apropiación de la cultura letradaen la transición, sus disrupciones e identidades lectoras emergentes. Se plantea un estudio cualitativo descriptivo, con un enfoque fenomenológico, para dar cuenta de categorías de descripción estructuradas jerárquicamente. Se basa en dos series de grupos focales (70 estudiantes) y ocho entrevistas. Los resultados más relevantes señalan que existe una hibridación de prácticas letradas que conviven con el discurso del déficit. Se plantea la necesidad de valorar las identidades lectoras de contexto vernáculo y, al mismo tiempo,proporcionar progresivo acceso a formas dominantes de las prácticas letradas.

Discontinuous reading trajectories: apprenticeships during the transition to university 

Trayectorias lectoras discontinuas: prácticas letradas durante la transición a la universidad

Grammar, Comparative and general--Context

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Review of legal literature research in some higher education institutions in Latin America

The literature in the Afrocolombia community in Tumaco

The LITERACITY IN THE Afro-Colombian COMMUNITY OF Tumaco

Discontinuous reading trajectories: apprenticeships during the transition to university

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