Academic writing and emotional dispositions: outcomes of a justice driven didactic experience

Authors

DOI:

https://doi.org/10.32870/dse.v0i26.1185

Abstract

The aim of this article is to analyze descriptively a teaching and learning experience focused on the writing of academic essays within a Chilean university. The epistemic, theoretical, and analytical perspective of the work establishes a dialog between symbolic-educational and emotions as specifiers of actions. Methodologically, four reflective logs written by students for seven weeks were analyzed and processed qualitatively with semantic and pragmatic clustering techniques. The results indicate the prevalence of emotional trajectories that shift progressively towards emotions that favor learning. This shift can be attributed to didactic mediation oriented towards agential visibility, the construction of an authorial voice, and the distribution of opportunities for participation in pedagogical communities of writing practice, the guiding principles of justice proposed in this scientific reflection.

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Author Biographies

Ricardo Sánchez Lara, Universidad Católica Silva Henríquez

Doctorando en Educación, Profesor-investigador, Universidad Católica Silva Henríquez, Chile.

Trinidad Moya Aguilar, Universidad Católica Silva Henríquez

Maestra en Educación.  Profesora, Universidad Católica Silva Henríquez, Chile.

Marisa Guzmán Munita, Universidad Católica Silva Henríquez

Doctora en Ciencias Pedagógicas. Académica, Universidad Católica Silva Henríquez, Chile.

Sofía Druker Ibáñez, Universidad Católica Silva Henríquez

Doctora en Educación. Universidad Católica Silva Henríquez, Chile.

Published

2022-12-21 — Updated on 2023-08-29

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