Resumo

BENITEZ, Teresa; GUARIGUATA, Yanuacelly  e  PEREZ, Adriana. Pedagogy of textual genres to promote engagement in academic writing in higher education. Lit. lingüíst. [online]. 2021, n.43, pp.309-348. ISSN 0716-5811.  http://dx.doi.org/10.29344/0717621x.43.2124.

This article presents the results of a qualitative action research project, implemented in a basic training course for communication skills at the Universidad del Norte (Barranquilla-Colombia). The purpose was to analyze the contribution of the pedagogy of textual genres and active learning strategies in the emotional and behavioral engagement of students as well as in its written form of a factorial explanation text. A total of 63 students participated in the study. Data was collected through classroom observations, interviews, document analysis, and surveys. The results showed an increase in emotional and behavioral engagement, evidenced in active participation and involvement in activities, fulfillment of tasks and commitments, interest and active interaction with teachers and peers during the activities. Likewise, the students' texts at the end of the semester confirmed the appropriation of the generic, lexical-grammatical and semantic-discursive characteristics of the academic factorial explanation genre.

Palavras-chave : active learning; engagement; academic writing; pedagogy of textual genres.

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