Academic literacy an alternative to rethink the initial teacher training in the Normal Superior Schools of Colombia

This review article considers academic literacy and its relation with the formative, investigative and writing process that take place in the Normal Schools from Colombia. The analysis is set around 60 academic texts, mainly in the Spanish-speaking sphere, during the last 17 years. These are grouped into three categories: The academic literacy in the training of new teachers (17 texts), academic writing in teacher training (31), and the writing, research and training in Normal Superior Schools (12). From the analysis made, it is evident the need of making curricular, for-mative and practical changes around the academic writing within the Complementary Training Programs of Normal Superior Schools of the country, which constitutes a necessary research pers-pective to configure new academic writing practices for teachers and students from these teacher training institutions.