Lectura y ciencia en diversos posgrados y disciplinas

Abstract

The article presents the results of a study of the Ph.D. training process, with particular emphasis on the differences and similarities among academic disciplines and fields, which in turn determine disciplinary and discursive identities. We argue that reading identity intersects with disciplinary identity, suggesting the significance of the context in which these processes are developed and take place. Being a scientist means belonging to a social and institutional elite, whose members are expected to acquire specific practices, rituals, values and communication techniques. The study concludes that the curricula of Ph.D. programs lacks space for the effective teaching of scientific communication.