<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162020000100097</article-id>
<article-id pub-id-type="doi">10.17227/rce.num78-8066</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estado de la cuestión de los centros y programas de escritura en Latinoamérica]]></article-title>
<article-title xml:lang="en"><![CDATA[State of the Art of Writing Centers and Programs in Latin America]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estado da arte das oficinas e programas de redação na América Latina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina-Natera]]></surname>
<given-names><![CDATA[Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Gil]]></surname>
<given-names><![CDATA[Karen Shirley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>78</numero>
<fpage>97</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162020000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162020000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162020000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación buscaba identificar las teorías, prácticas y procesos de gestión de los centros y programas de escritura en universidades de América Latina Para ello, se propuso un estudio exploratorio que tuvo como principal instrumento un cuestionario en línea, basado en dos investigaciones norteamericanas: "The Writing Center Research Project" y 'The Writing Program Administration Census Project" Participaron en la investigación 23 directores de centros y programas de escritura de la región. Los resultados que se presentan aquí, a partir de un análisis predominantemente cuantitativo, evidencian una variedad de programas muy jóvenes en su conformación. La escritura empieza a incluirse en las agendas programáticas de las universidades latinoamericanas, teniendo en cuenta el respaldo institucional conferido a estas iniciativas en los últimos diez años. Respecto a los fundamentos teóricos, se encontró una diversidad de enfoques y posturas que configuran estos centros y programas de forma distinta a sus antecesores en Norteamérica. Los programas incorporan prácticas que tienen que ver, en su mayoría, con el acompañamiento individual a través de tutorías o con el trabajo colaborativo entre docentes de lengua y docentes de otras disciplinas. La gestión administrativa plantea un desafío especial en cuanto a la medición del impacto de los programas Los directores asumen una serie de funciones que requieren de una capacitación integral en tareas administrativas, con la cual no se cuenta aún en la región. Estos resultados evidencian la necesidad de fortalecer los procesos de gestión de estas iniciativas y la pertinencia de consolidar un campo propio de investigación]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to identify the theories, practices and management processes of writing centers and programs in Latin American universities. To that end, we proposed an exploratory study, whose main instrument was an online survey based on two North American researches: 'The Writing Center Research Project" and 'The Writing Program Administration Census Project." Twenty-three directors of writing centers and writing programs in the region participated in the research. The results presented in this paper from a predominantly quantitative analysis, showed a variety of very young programs in their conformation. Writing begins to be included in the program agendas of Latin American universities, taking into account the institutional support given to these initiatives over the last 10 years. As regards the theoretical foundations, a diversity of approaches and theoretical positions were found that configure these centers and programs in a different way to their predecessors in North America. The programs incorporate practices that have to do, mostly, with individual accompaniment through tutorials or with the collaborative work between language teachers and teachers from other disciplines. Administrative management represents a special challenge in measuring the impact of programs. Directors assume a series of functions that require an integral training in administrative tasks that is not found in the region. These results demonstrate the need to strengthen the administrative processes of these initiatives and the relevance of consolidating their own research field]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa buscou identificar as teorias, práticas e processos gerenciais das oficinas e programas de redação nas universidades latino-americanas. Para tanto, propôs-se um estudo exploratório que utilizou como instrumento principal um questionário online, baseado em duas pesquisas norte-americanas: 'The Writing Center Research Project" e 'The Writing Program Administration Census Project" 23 diretores de centros de escrita e programas da região participaram da pesquisa Os resultados apresentados aqui, baseados em uma análise predominantemente quantitativa, mostram uma variedade de programas muito novos em sua conformação. A escrita começa a ser incluída nas agendas programáticas das universidades latino-americanas, levando em consideração o apoio institucional dado a essas iniciativas nos últimos dez anos. Em relação aos fundamentos teóricos, encontramos uma diversidade de abordagens e posições que configuram essas oficinas e programas de forma diferente de seus antecessores na América do Norte. Os programas incorporam práticas que têm a ver, na maior parte, com acompanhamento individual através de tutoriais ou com trabalho colaborativo entre professores de línguas e professores de outras disciplinas. A gestão administrativa representa um desafio especial em termos de medir o impacto dos programas. Os diretores assumem uma série de funções que exigem treinamento abrangente em tarefas administrativas, que ainda não estão disponíveis na região. Esses resultados mostram a necessidade de fortalecer os processos de gestão dessas iniciativas e a relevância de consolidar um campo de pesquisa adequado]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[programas]]></kwd>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[talleres de escritura]]></kwd>
<kwd lng="es"><![CDATA[mejoramiento de la escritura]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[programs]]></kwd>
<kwd lng="en"><![CDATA[education quality]]></kwd>
<kwd lng="en"><![CDATA[writing workshops centers]]></kwd>
<kwd lng="en"><![CDATA[writing improvement program]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[redação]]></kwd>
<kwd lng="pt"><![CDATA[programas]]></kwd>
<kwd lng="pt"><![CDATA[qualidade educacional]]></kwd>
<kwd lng="pt"><![CDATA[oficinas de redação]]></kwd>
<kwd lng="pt"><![CDATA[aperfeiçoamento de programas de redação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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