Reading, writing and knowledge production in a syllabus of educational policy

Abstract

This work presents the theoretical and pedagogical bases of the syllabus for teaching educational policy regarding the education degrees of the National University of General San Martín (UNSAM, Argentina). It analysis the characteristics that reading, writing and field research acquire on the course “Politics and legislation of education” based on the investigations university students make regarding regulations on secondary school participation. We specify some of the difficulties students face when writing and producing knowledge about that experience and pedagogical strategies that, as teachers, propose to intervene in those situations. Finally, limitations and potentialities contemplated by the proposal are emphasized.

Keywords

• Educational policy
• University teaching
• Academic reading and writing