Reading and writing teaching practices in an Accounting Research Methodology course. Systematization of the experience

Abstract

This article presents the results of systematizing the educational experience of teaching reading and writing in the Research Methodology course of the Public Accounting program at Pontificia Universidad Javeriana. It discusses the theoretical aspects that guided the systematization of the academic literacy development process as well as the theoretical aspects of the systematization of educational experiences and the epistemic components of pedagogical practices. It also explains the methodology used for the systematization process. The reading and writing practices implemented in the course are subsequently described in relation to the reflective process of systematizing experiences. The main findings indicate the potential of systematizing experiences as a constitutive element of pedagogical practice and suggest that writing can be understood as contextualized learning. The main limitation lies in the exclusive focus on systematization from the teacher’s standpoint; it is expected that systematization processes will be expanded to incorporate the students’ perspectives.