Multiliteracies as an Inclusion Device in the University

Abstract

This project addresses literacy at the university to analyze a set of contextualized communicative practices and generate proposals for the production of meanings understood as inclusive processes, based on the recognition of human, social, and cultural diversity of members of the academic world. Based on a diagnosis of weaknesses in academic communication and the experience gained in research and teaching of specialized reading and writing, we adopt a perspective of multiliteracies. From this perspective, we focus on the enculturing processes that take place in university admission, the discursive genre as a resource situated between text and society, and the multimodal nature of communication. Our ultimate goal is to articulate a critical reflection on academic genres with the development of interdisciplinary and inclusive proposals to work in the classroom.