Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy

  The objective of this article is to explore the possibilities of sensitive academic writing in pedagogical and educational research works. We understand sensitive academic writing as a first-person narrative, which, from the perspective of care, allows expressing the affectivity generated in resea...

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Autores principales: Guerrero Tejero, Irán Guadalupe, Gutiérrez Serrano, Norma
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones y Estudios sobre Cultura y Sociedad 2026
Materias:
escritura académica sensible
narrativa en primera persona
identidad
estudiantes de posgrado
pedagogía
sensitive academic writing
first-person narrative
identity
postgraduate students
pedagogy
Acceso en línea:https://revistas.unc.edu.ar/index.php/astrolabio/article/view/44748
Aporte de:
Astrolabio de Universidad Nacional de Córdoba
id I10-R348-article-44748
record_format ojs
spelling I10-R348-article-447482026-01-29T11:43:41Z Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy Escritura académica sensible: una estrategia para la formación en un posgrado en pedagogía Guerrero Tejero, Irán Guadalupe Gutiérrez Serrano, Norma escritura académica sensible narrativa en primera persona identidad estudiantes de posgrado pedagogía sensitive academic writing first-person narrative identity postgraduate students pedagogy   The objective of this article is to explore the possibilities of sensitive academic writing in pedagogical and educational research works. We understand sensitive academic writing as a first-person narrative, which, from the perspective of care, allows expressing the affectivity generated in research experiences. We review, based on discourse analysis, some fragments produced by postgraduate students in their training process as educational researchers. We adopted an exploratory qualitative approach and employed discourse analysis guided by an ethnographic perspective. The results allow us to argue the importance of promoting academic thinking and writing that recognizes the place of the authors, their identity reconfigurations and their emotions to enrich their training as researchers, and scaffold their formation of an authorial voice. We propose the generation of sensitive academic writing as a strategy for the training of postgraduate students. El objetivo de este artículo es explorar las posibilidades de una escritura académica sensible en trabajos de investigación pedagógica y educativa. Entendemos a esta escritura como una narrativa en primera persona que, desde la perspectiva de los cuidados, permite expresar la afectividad generada en las experiencias de investigación. Para lograr el objetivo, revisamos textos producidos por estudiantes de posgrado durante su proceso de formación como investigadores educativos. Adoptamos un enfoque cualitativo de carácter exploratorio y empleamos el análisis del discurso guiado por una perspectiva etnográfica. Los resultados permiten valorar la promoción de un pensamiento y una escritura académica que reconozca el lugar de los autores, sus reconfiguraciones identitarias y sus emociones, contribuyendo así a la formación de una voz autoral y a la formación de investigadores. En conclusión, proponemos la generación de una escritura académica sensible como estrategia para la formación de estudiantes de posgrado. Centro de Investigaciones y Estudios sobre Cultura y Sociedad 2026-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/astrolabio/article/view/44748 10.55441/1668.7515.n36.44748 Astrolabio; No. 36 (2026): Enero - Junio: Emociones y afectos en el teatro fragmentario griego del siglo V a. C.; 258-288 Astrolabio; Núm. 36 (2026): Enero - Junio: Emociones y afectos en el teatro fragmentario griego del siglo V a. C.; 258-288 Astrolabio; n. 36 (2026): Enero - Junio: Emociones y afectos en el teatro fragmentario griego del siglo V a. C.; 258-288 1668-7515 10.55441/1668.7515.n36 spa https://revistas.unc.edu.ar/index.php/astrolabio/article/view/44748/51322 https://revistas.unc.edu.ar/index.php/astrolabio/article/view/44748/51463 Derechos de autor 2026 Irán Guadalupe Guerrero Tejero, Norma Gutiérrez Serrano https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-348
container_title_str Astrolabio
language Español
format Artículo revista
topic escritura académica sensible
narrativa en primera persona
identidad
estudiantes de posgrado
pedagogía
sensitive academic writing
first-person narrative
identity
postgraduate students
pedagogy
spellingShingle escritura académica sensible
narrativa en primera persona
identidad
estudiantes de posgrado
pedagogía
sensitive academic writing
first-person narrative
identity
postgraduate students
pedagogy
Guerrero Tejero, Irán Guadalupe
Gutiérrez Serrano, Norma
Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
topic_facet escritura académica sensible
narrativa en primera persona
identidad
estudiantes de posgrado
pedagogía
sensitive academic writing
first-person narrative
identity
postgraduate students
pedagogy
author Guerrero Tejero, Irán Guadalupe
Gutiérrez Serrano, Norma
author_facet Guerrero Tejero, Irán Guadalupe
Gutiérrez Serrano, Norma
author_sort Guerrero Tejero, Irán Guadalupe
title Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
title_short Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
title_full Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
title_fullStr Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
title_full_unstemmed Sensitive Academic Writing: A Strategy for Postgraduate Students in Pedagogy
title_sort sensitive academic writing: a strategy for postgraduate students in pedagogy
description   The objective of this article is to explore the possibilities of sensitive academic writing in pedagogical and educational research works. We understand sensitive academic writing as a first-person narrative, which, from the perspective of care, allows expressing the affectivity generated in research experiences. We review, based on discourse analysis, some fragments produced by postgraduate students in their training process as educational researchers. We adopted an exploratory qualitative approach and employed discourse analysis guided by an ethnographic perspective. The results allow us to argue the importance of promoting academic thinking and writing that recognizes the place of the authors, their identity reconfigurations and their emotions to enrich their training as researchers, and scaffold their formation of an authorial voice. We propose the generation of sensitive academic writing as a strategy for the training of postgraduate students.
publisher Centro de Investigaciones y Estudios sobre Cultura y Sociedad
publishDate 2026
url https://revistas.unc.edu.ar/index.php/astrolabio/article/view/44748
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AT gutierrezserranonorma escrituraacademicasensibleunaestrategiaparalaformacionenunposgradoenpedagogia
first_indexed 2026-02-04T19:00:11Z
last_indexed 2026-02-04T19:00:11Z
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