Acceso usuarios
Camilo Giraldo Giraldo
Este artículo de investigación se propone identificar e interpretar las percepciones que tienen estudiantes de posgrado sobre las dificultades en su producción textual y verificar si tanto instituciones como alumnos desaprovechan el potencial epistémico de la escritura (Carlino, 2004, 2013; Cassany y Morales, 2009; Cruz, 2015; Giraldo, 2015, Hernández, 2009; Narvaja, 2009; Ochoa y Cueva, 2017; Ong, 1994; Scardamalia y Bereiter, 1992; Zárate, 2017). El trabajo se realizó en cuatro universidades de Manizales, Colombia. Se trata de un estudio exploratorio de tipo descriptivo para el cual se aplicó una encuesta con 5 preguntas a 80 estudiantes de maestrías y doctorados y a 20 directores de posgrado; además, se hizo entrevista semiestructurada a estos participantes. Se encontró que el 90 % de los encuestados admite que tiene dificultades para escribir y estas son reiterativas en comparación con otros estudios. Aunque también se halló que el 84% dijo conocer las normas de la escritura académica, esto no ha de interpretarse como contradictorio con el resultado anterior, sino como un indicativo de que el conocimiento de los criterios de la escritura científica no es garantía de su aplicación. Así, estudiantes e instituciones deberían procurar, sobre todo, el ejercicio dirigido de la escritura científica. Otro de los hallazgos centrales para este estudio es que el 97 % de los estudiantes manifestó que desconoce la práctica de la escritura con el propósito de aprovechar su potencial epistémico. Se concluye que estudiantes e instituciones generalmente desaprovechan la escritura como instrumento para fortalecer y generar conocimiento.
The purpose of this research article is to identify and interpret postgraduate students’ perceptions about the difficulties in their textual production and verify if both institutions and students are wasting the epistemic potential of writing (Carlino, 2004, 2013; Cassany y Morales, 2009; Cruz, 2015; Giraldo, 2015, Hernández, 2009; Narvaja, 2009; Ochoa y Cueva, 2017; Ong, 1994; Scardamalia y Bereiter, 1992; Zárate, 2017). The work was carried out in four universities in Manizales, Colombia. It is an exploratory descriptive study. The authors administered a 5-question survey to 80 master and doctorate students, and to 20 postgraduate directors plus semi-structured interview. The results show that 90% of the respondents admit that they have difficulties in writing and these are repetitive compared toother studies. Although 84 % of them said they knew the rules of academic writing, it does not contradict the previous result, but suggests that being aware of the criteria of scientific writing is not a guarantee of its application. Thus, students and institutions should seek, above all, the directed exercise of scientific writing. Another central finding of this study is that 97% of the students said that they do not know the practice of writing to take advantage of its epistemic potential. It is concluded that students and institutions generally do not make the most out of writing as a tool to strengthen and generate knowledge.
The purpose of this research article is to identify and interpret postgraduate students’ perceptions about the difficulties in their textual production and verify if both institutions and students are wasting the epistemic potential of writing (Carlino, 2004, 2013; Cassany y Morales, 2009; Cruz, 2015; Giraldo, 2015, Hernández, 2009; Narvaja, 2009; Ochoa y Cueva, 2017; Ong, 1994; Scardamalia y Bereiter, 1992; Zárate, 2017). The work was carried out in four universities in Manizales, Colombia. It is an exploratory descriptive study. The author administered a 5-question survey to 80 master and doctorate students, and to 20 postgraduate directors plus semi-structured interview. The results show that 90% of the respondents admit that they have difficulties in writing and these are repetitive compared toother studies. Although 84% of them said they knew the rules of academic writing, it does not contradict the previous result, but suggests that being aware of the criteria of scientific writing is not a guarantee of its application. Thus, students and institutions should seek, above all, the directed exercise of scientific writing. Another central finding of this study is that 97 % of the students said that they do not know the practice of writing to take advantage of its epistemic potential. It is concluded that students and institutions generally do not make the most out of writing as a tool to strengthen and generate knowledge.
