http://dx.doi.org/10.5007/2175-8026.2016v69n3p223 Este artigo analisa publicações latino-americanas a partir de países que falam Espanhol para mapear programas realizados na Região e, em seguida, fornecer um contexto para vislumbrar novas agendas de pesquisa para estudos de escrita latino-americanos em engenharia. A análise de 22 publicações sugere que as iniciativas e estudos em engenharia são recentes (a partir de 2009). A amostra revela uma ênfase em publicações orientadas pedagogicamente com foco em engenharia como um campo. As tendências sugerem que os defensores latino-americanos da escrita em engenharia podem se beneficiar através da incorporação de referenciais teóricos para a) explorar e compreender diferentes papéis da escrita através do tempo e do currículo na aprendizagem dos alunos e por subcampos de engenharia e, b) explorar abordagens teóricas para entender gêneros além de textos individuais (ou seja, repertórios de gênero e sistemas de gênero).

Articular metodologías colaborativas, con participación comunitaria y enfoque experiencial, es una oportunidad para que los estudiantes se involucren en el diseño, realización y evaluación de proyectos de aprendizaje-servicio, aplicando conocimiento sobre la cultura y participando de esa manera en el llamado movimiento o cultura maker. Este artículo presenta una experiencia con estudiantes de ingeniería de una universidad del suroccidente colombiano que desarrollaron material didáctico para una institución educativa que trabaja con niños con parálisis cerebral y discapacidades cognitivas. El proyecto implicó la definición del problema con la comunidad de la escuela, el desarrollo de prototipos en el FabLab Cali —un laboratorio de fabricación digital— y su validación con el colectivo de maestros de la institución beneficiaria. El equipo de trabajo estuvo conformado por dos profesores de ingeniería, uno de diseño y otro de educación, el grupo de maestros de la institución beneficiaria y los estudiantes de ingeniería (veinte en total). Se entregaron a la institución beneficiaria cinco dispositivos didácticos asequibles y adaptables a las condiciones que plantearon el problema.

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Studies and initiatives on reading and writing in higher education and professional settings have different traditions and disciplinary configurations around the world. Research and pedagogical initiatives intersect with traditions from language sciences and literary studies, and thus across regions and countries different academic professional communities (e.g., academic literacies, applied linguistics, language didactics, textual linguistics or writing studies) develop ownership regarding their study objects and simultaneously define such objects. Therefore, in the Americas is acknowledged this heterogeneity and hybridization; in particular, Central and South America studies embrace different academic influences that have been impacted, among other reasons, by Spanish and Portuguese language usage. Consequently, this difference is presented by organizing the publications as emerging from Spanish-speaking Latin America or Brazilian scholars mainly based on their publications disseminated in Spanish and Portuguese. In Spanish-speaking Latin America and Brazil, since 2000, the study of first and second language reading and writing in higher education have evolved from different trajectories associated with the fields in linguistics, applied linguistics, systemic functional linguistics, discourse analysis, genre studies, language didactics, and teacher education. The research contributions have been focused on (i) supporting democracy awareness and critical thinking; (ii) advocating and design pedagogical initiatives to overcome prior school flaws of undergraduates in reading and writing; (iii) describing learning academic genres (e.g., essays), and professional written genres (e.g., engineering reports); (iv) advocating and designing pedagogical initiatives to support disciplinary learning (e.g., writing-to-learn), and professional performances (e.g., writing-within-disciplines); (v) advocating and creating institutional sites as writing centers, peer tutoring, or ethnographic studies supporting access, inclusion, participation of non-traditional students (i.e., Indigenous and Black communities, first student generation); and, (vi) promoting internationalization. The wide range of the disciplinary roots studying reading and writing in higher education partly explains such diverse contributions accomplished in two decades. Furthermore, Spanish-speaking Latin American and Brazilian scholars of the diverse fields have incorporated frameworks of academic literacies to situate reading, writing, and communication practices in social, historical, and cultural realms. Academic literacy, therefore, considers language as a social practice as it considers the process of reading and writing in the higher education context, involving, also, particular forms of thinking, being, acting, and doing specific to the academic, disciplinary, and professional contexts.