Abstract

MORENO CARDOZO, SANDRA MARITZA  and  HERNANDEZ BARBOSA, RUBINSTEN. Academic writing and curricular transformation: a fusion to think about the role of the teacher. Zona prox. [online]. 2025, n.42, pp.26-47.  Epub Jan 02, 2025. ISSN 2145-9444.  https://doi.org/10.14482/zp.42.526.459.

Curricular innovations, in most cases, have been conceived from a public policy obeying epistemological and conceptual approaches developed by theoretical experts in education, who have proposed pedagogical and didactic orientations, without counting on the knowledge of the teacher, his reflections and their practices in the classroom. In this sense, it is important to create a bridge between pedagogical, didactic and curricular theory that allows recontextualizing the place of the teacher and his interference in the construction of situated knowledge. For this reason, this study focused its interest on recognizing the role of academic writing in the curricular redesign processes of a school institution. It was oriented from qualitative research; an intervention model was designed, from the perspective of communities of practice and learning, with 30 teachers from different areas of knowledge to mobilize their conceptions about writing and study its impact on curricular redesign. The results show that the participation of the teachers allowed the curricular redesign, which materialized in an integration proposal where academic writing and research were favored. The proposal made it possible to integrate several disciplines in areas for human development, without losing their epistemic materiality of content and skills, organized through curricular meshes that share joint research objectives. It is essential to recover the place of the teacher as an education professional, who, from his professional practice, investigates his reality and transforms it.

Keywords : Curriculum; learning communities; writing instruction; curriculum research; teaching practice.

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