Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
This article proposes a critical review of the Chilean admission system to higher education, in terms of reading tests, as well as its correlation with the teaching of academic discourse in the first years of university life, as this requires an immersion in a system of genres, codes and registers of the academy. For this purpose, first a brief historical review is made, taking into account the main changes in reading tests and the current situation of reading comprehension assessment. Then, a brief exposition of the main epistemological and methodological guidelines involved in the genres of academic discourse is made, to finally propose an analytical study that makes possible the implementation of an appropriate evaluative instrument to diagnose academic reading and writing skills, in view of the fact that admission tests evaluate reading skills in a general way and do not constitute a diagnostic evaluation of the initial literacy level of the applicants.