Reading and writing in the passage from high school to university level. Reflections from a socio-anthropological point of view.

Abstract

This article presents some socio-anthropological reflections on the academic reading and writing practices of students who have just entered into the university. For this purpose, the contributions of studies on written culture are taken up insofar as they contribute to the construction of a socio-anthropological perspective on reading and writing. In the light of these contributions, two interviews conducted with two young students and focused on restoring both their senses around writing and academic reading as well as their broad life contexts are analyzed. Based on this analysis, it is proposed that subjects display knowledge and strategies around academic written culture that are linked to their broad life contexts, in which multiple identities and concerns are forged. Finally, it reflects on the importance of knowing these contexts and recognizing those knowledge and strategies in order to enrich the teaching practice and academic literacy processes of young people.