Lectura y escritura académicas en Colombia: desafíos para la orientación de políticas educativas en el marco de una investigación interuniversitaria

Abstract

The reflection from the findings confirms that both disciplinary and professional heritages define, in part, what is read and written; that scientific writing and creative writing are understood differently in public and institutional policies; and, thus, academic writing is a heterogeneous concept. Consequently, a policy guideline should take in account differences tied to the institutional histories and disciplinary and professional traditions of the universities