Componentes favorecedores del acompañamiento a la escritura académica en Maestrías en Educación en Colombia

Abstract

The thesis addresses the accompanying practices and favorable components of academic writing in postgraduate courses. It is based on an investigation of outstanding experiences in Masters in Education accredited with high quality in Colombia. The study utilized a qualitative methodology with a case study approach. Three universities in Bogotá, Cali, and Pereira were selected for their good practices of accompaniment to academic writing, beneficial in guiding academic texts in a situated way, linked to research in the area, and with institutional support. The study conducted individual semi-structured interviews with professors and directors and group interviews with students of the programs, as well as observing some practices and conducting a documentary review. The information was analyzed using Atlas.ti software, and based on the interpretation of categories and semantic networks, the thesis proposes the management of actions in the following fields: institutional, curricular, and evaluative, pedagogical, didactic, counseling and student support, and production and dissemination of knowledge. The aim is to articulate and generate synergies between these components for the accompaniment of academic writing in postgraduate courses. The thesis employs a sociocultural approach where written production is made explicit as a fundamental tool for the dissemination of educational research results and the generation of transformative knowledge in the training and professional contexts, in a situated way.