Alfabetización Académica: Significados desde una Postura Psicológica Sistémica del proceso de Formación Profesional en la Facultad de Psicología de la USTA Villavicencio.

Abstract

This research work was carried out with the aim of understanding the construction of meanings of the academic literacy process around vocational training at the Faculty of Psychology of the Santo Tomás University, Villavicencio headquarters, from the epistemological position of constructivism and social constructionism, taking the emerging paradigm as a paradigmatic notion, understanding the psychological view of the phenomenon of academic literacy as pertinent and understanding it from a systemic position. The above, sought to make visible a phenomenon with pedagogical, educational and philosophical edges, among others, from the psychological discipline, thus printing a new way of visualizing the interrelation that emerges from the academic community, based on two central processes: how to read and disciplinary writing. Thus, to identify the conjugation of the roles of students, teachers and institution and in this way to understand from their experience how meaning goes through professional training processes, such as A.A. The methodology was qualitative, the collection of information through two focus groups, one with teachers and one with students. In this way, a voice was given to the experience on the part of the two fundamental axes of teaching - learning, teacher - student, which gave rise to the network as a support fabric in the professional training processes and with it the recognition of promoting promote meaningful learning, learning styles, among other elements, typical of the academic community.