The prism of academic writing: textual production in the context of teaching professionalization

Abstract

Academic writing have been a central theme in the professionalization of the teaching staff of all disciplines. Therefore, the purpose of this article is to analyze why academic writing is a prism that responds to the interests of disciplinary traditions in the professionalization of teachers. To this end, some observations are presented in the light of three categories of analysis: 1) Academic writing practices and discursive genres: the response to the context of teacher training; 2) Social representations beyond discourses: strategies for the qualification of academic writing of teachers; and 3) Writing to systematize and disseminate: from ideas to the realization of the academic text. From the reflections made, we consider that academic writing is relevant when it is understood as a process, which is coated with the formative interests of teachers, the academic tradition of the disciplines and academic literacy processes.