ABSTRACT This paper stems from discussions between the authors about the research survey Ramos held throughout the year 2013, focusing on research in the analysis of teaching practices considered positive, in order to create/foster a culture of reading and writing in Higher Education. Data collection for the study was conducted with 150 students from discipline Education and Children’s Literature, which is developed during the third semester of Pedagogy Undergraduate (Faculty of Education) at Pontifical Catholic University of Rio Grande do Sul-PUCRS, of which 11 testimonies were selected intentionally, why they answered all questions. The theoretical framework is based on approaches that understand the issue of reading and writing as a commitment to be assumed by the university, teachers and students, in order to identify potential for this crop is established, as well as vantages and limitations that challenge to overcome. Qualitative analysis of content showed that empathy with the teacher contributed to the rapprochement of students with writing and reading, both technically and by delight; the scarcity of reading and writing in this Higher Education stage; the need to undertake a joint and collective work between students and their teachers to the practice of reading and writing is seen as a commitment from all disciplines; the need to improve these skills; and the need for a work aimed to scientific literacy in Graduation, for the welfare of students in the institution. At the final of the article we present some suggestions for the development of reading and writing in Higher Education.
Cite this paper
Ramos, M. , Stobäus, C. , Victoria, M. and Mosquera, J. (2014) Reading and Writing in Graduation: Requirement or Pleasure?. Creative Education, 5, 1608-1614. doi: 10.4236/ce.2014.517178.
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