Escritura académica:: vehículo de reflexión, crisol de voces docentes

Abstract

Results of an investigation carried out at the National Pedagogical University (Mexico) are presented, with undergraduate and master's degree students, who are teachers of basic education in service (teacher-students). The qualitative study has the purpose of analyzing their reflections, based on an interpretive perspective of narratives derived from their own teaching practice expressed in their academic texts, and unravelling the writing processes involved. The results lead to evidence the value that writing acquires in communication and understanding of the teaching task, contributing to processes of identity, and personal and professional transformation; they also confirm the concern for correct writing. On the other hand, it is noted that texts of a reflective nature contribute to processes of mobilization of emotions and awareness of professional work, which have an impact on transforming the view of oneself and of teaching practice.