<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322020000100033</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.16v.1i.1005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectivas y expectativas docentes sobre las prácticas lectoras de estudiantes del primer año de Psicología]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching perspectives and expectations on the reading practices of students of the first year of Psychology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectivas e expectativas de ensino sobre as práticas de leitura de estudantes do primeiro ano de Psicologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalonga Penna]]></surname>
<given-names><![CDATA[María Micaela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tucumán Facultad de Psicología ]]></institution>
<addr-line><![CDATA[San Miguel de Tucumán ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>33</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322020000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322020000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322020000100033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La lectura en la universidad en el área de las ciencias sociales implica trabajar con múltiples fuentes textuales y discursivas. Muchas veces los docentes pueden esperar que los estudiantes se comporten como lectores autónomos y que sepan de antemano cómo leer en un área específica. En este sentido, en este trabajo se abordan las perspectivas y expectativas de los docentes acerca de las prácticas lectoras de los alumnos de Psicología de una universidad de gestión estatal. Para ello, se realiza un estudio cualitativo en el cual se entrevista a 30 docentes del primer año de la carrera de Psicología. Las entrevistas se analizan a la luz de categorías que se desprenden del marco teórico y se consideran las emergentes también. Los resultados dan a conocer que las perspectivas de la gran mayoría de los docentes sobre la lectura de los aprendientes se centran en las dificultades y que, pocas perspectivas docentes, acentúan las fortalezas y la autocrítica con las prácticas de enseñanza. Además, estas perspectivas se relacionan con las prácticas lectoras esperadas por los docentes. Aquellos docentes que subrayan dificultades, declaran propiciar prácticas lectoras monológicas y esperan que los estudiantes lean de este modo. Los que reconocen potencialidades y dificultades en sus alumnos al leer, declaran posibilitar prácticas dialógicas y esperan que los alumnos puedan leer de forma conjunta con ellos. Las perspectivas lectoras llevan a los docentes a desplegar prácticas lectoras que pueden tender a remediar las dificultades o a constituirse en espacios de construcción de significados compartidos sobre lo que se lee.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading in the university in the social sciences area involves working with multiple textual and discursive sources. Many times teachers can expect students to behave as autonomous readers and to know in advance how to read in a specific area. In this sense, this paper addresses teacher´s perspectives and expectations about student´s reading practices in Psychology at a state-run university. For this, a qualitative study is carried out in which 30 teachers of the first year of the Psychology degree are interviewed. The interviews are analyzed in light of categories that emerge from the theoretical framework and the emerging ones are considered. Results show that the great majority of teacher´s perspectives on students reading focus on the difficulties and that a few teacher´s perspectives focus on strengths and on self-critical view of teaching practices. In addition, these perspectives are related to the reading practices expected by teachers. Those teachers, who highlight difficulties, declare to encourage monological reading practices and expect students to read in this way. Those who recognize potentialities and difficulties in their students as readers declare possible dialogical practices and hope that students can read together with them. Reading perspectives lead teachers to deploy reading practices that may tend to remedy the difficulties or become spaces of construction of shared meanings on what is read.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A leitura na universidade na área de ciências sociais envolve trabalhar com várias fontes textuais e discursivas. Muitas vezes, os professores podem esperar que os alunos se comportem como leitores autônomos e saibam antecipadamente como ler em uma área específica. Nesse sentido, este artigo aborda as perspectivas e expectativas dos professores sobre as práticas de leitura de estudantes de psicologia de uma universidade estatal. Para isso, é realizado um estudo qualitativo, no qual são entrevistados 30 professores do primeiro ano do curso de Psicologia. As entrevistas são analisadas à luz de categorias que emergem do referencial teórico e são consideradas emergentes. Os resultados mostram que as perspectivas da grande maioria dos professores sobre a leitura dos alunos se concentram em dificuldades e que, poucas perspectivas de ensino, acentuam forças e autocrítica nas práticas de ensino. Além disso, essas perspectivas estão relacionadas às práticas de leitura esperadas pelos professores. Os professores que enfatizam dificuldades declaram promover práticas de leitura monológica e esperam que os alunos leiam dessa maneira. Aqueles que reconhecem potencialidades e dificuldades de seus alunos ao ler, declaram possíveis práticas dialógicas e esperam que os alunos possam ler junto com eles. As perspectivas de leitura levam os professores a exibir práticas de leitura que tendem a remediar dificuldades ou tornar-se espaços para a construção de significados compartilhados do que é lido.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[profesor de enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[Psicología]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[university professors]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[professor de ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
</kwd-group>
</article-meta>
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