A new culture of learning

The training requirements for the modern professional are generated by a new culture of learning that is not exclusive to the environment of the formal educational system. Students encounter different sources of information that can sometimes cause fragmentation and distortion. At university, they need mechanisms and strategies that will allow them to organize, interpret and give meaning to the information, so that it will convert into an important element in the acquirement and production of knowledge.

Reading and writing as intellectual practices must be encouraged by university professors, who will legitimize the reading and writing processes in their students. If the university community claims to work for the construction of knowledge, they will admit the importance of reading and writing as social and discursive practices that affect the acquisition and retention of knowledge, as well as their implications. Therefore, they will also admit that the student faces characteristic types of discourses when going to university, so it is the obligation of the institution to ensure the necessary conditions for the student to approach this type of genres.

Types of discourse, according to Bajtín (1997), are relatively stable types of statements, specific for each area of language usage. The richness and diversity of genres is huge, since the possibilities of human activity are countless and because in practice there is a wide range of discursive genres that becomes more broad and that increases as it develops. At the same time, some of them tend to disappear, while others are born as a result of human activity.