READING AND WRITING IN SCIENTIFIC-TECHNOLOGICAL CAREERS. THE CASE OF THE FACULTY OF ENGINEERING AT UNIVERSIDAD NACIONAL DE SAN JUAN

A.M. Graffigna, S.M. Zarracan, G.I. Cortes

Universidad Nacional de San Juan (ARGENTINA)
In recent years there has been a growing interest, within the field of scientific-technological formation, in the abilities of reading and writing as a means of professional updating and science divulgence. These abilities constitute an important framework of training as well as professional and research development. This work presents some contributions around the way of approaching reading and writing in the careers of the faculty of Engineering at Universidad Nacional de San Juan. In the fields of scientific-technological education, reading and writing are included in the curriculum contents. Indeed, the process of accreditation of engineering careers implemented more than a decade ago, noted the importance of the abilities of reading and writing in the engineers training. To this respect, the 1232 ME, 2001 resolution affirms that “the curriculum should include activities to develop abilities for oral and written communication”.