<?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>0120-4823</journal-id>
<journal-title><![CDATA[Signo y Pensamiento]]></journal-title>
<abbrev-journal-title><![CDATA[Signo pensam.]]></abbrev-journal-title>
<issn>0120-4823</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-48232017000200068</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.syp36-71.rree</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido]]></article-title>
<article-title xml:lang="en"><![CDATA[Resisting Regimes of Evaluation in the Study of Writing: Towards a Richer Imaginary]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resistir regímenes de avaliaçâo no estudo do escrever: para um imaginário enriquecido]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lillis]]></surname>
<given-names><![CDATA[Theresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,The Open University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>36</volume>
<numero>71</numero>
<fpage>68</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-48232017000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-48232017000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-48232017000200068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se enfoca en el imaginario (Castoriadis, 1987) predominante en la investigación sobre el escribir y se pregunta, en particular, cómo los regímenes de evaluación ejercen orientaciones analíticas sobre este fenómeno. El artículo retoma algunos extractos de tres proyectos de investigación: uno sobre el escribir académico de los estudiantes (Lillis, 2001); otro sobre el escribir de los académicos para la publicación (Lillis y Curry, 2010) y un último sobre el escribir profesional de los asistentes sociales (Lillis, 2017). Los objetivos del artículo son, primero, ilustrar el enfoque evaluativo-normativo sobre el escribir que se hace evidente en las prácticas de asunción en de los regímenes de evaluación, por parte del profesor, del evaluador y del inspector. En un segundo momento, argumentar que algunas categorías analíticas utilizadas a menudo en la investigación sobre el escribir pueden reflejar características de los regímenes de evaluación y llevar a un reconocimiento equivocado en lugar de iluminar lo que está pasando. Por último, el artículo busca defender el valor de un enfoque de orientación etnográfico particularmente de un enfoque que resalta trayectorias de textos y personas a la hora de &#8216;abrir&#8217; los imaginarios de la investigación y de hacer visibles dimensiones clave de los fenómenos que estamos explorando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper puts the spotlight on the dominant &#8216;imaginary&#8217; (Castoriadis 1987) governing writing research, focusing in particular on the way in which evaluation regimes shape analytic orientations towards writing as a phenomenon. Drawing on data from three different research projects- student writing ( e.g. Lillis 2001), scholars&#8217; writing for publication (e.g. Lillis and Curry 2010) , writing in professional social work (e.g. Lillis, 2017)-the paper has three objectives: 1) to illustrate the normative evaluative approach towards writing evident in practises of uptake within the evaluation regimes, that is by teacher, reviewer, manager/inspector; 2) to signal that some widely used analytic categories/frames used across writing research traditions may mirror features of evaluation regimes and lead to a misrecognition, rather than an illumination of what is going on; 3) to illustrate the value of ethnographically oriented approaches, in particular work which explores writing through a focus on trajectories (of texts and of people) for opening up our research imaginaries and for making visible key dimensions to the phenomena we are exploring.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo foca-se no &#8216;imaginário&#8217; dominante (Castoriadis, 1987) de pesquisa acerca do escrever e considera, em particular, como os regímenes de avaliação exercem orientações analíticas sobre tal fenômeno. Utilizando extratos de três projetos de pesquisa diferentes: o escrever académico dos alunos (ej. Lillis, 2001); o escrever dos académicos para publicações (ej. Lillis e Curry, 2010) e o escrever profissional dos assistentes sociais (ej. Lillis, 2017), este artigo tem três objetivos: 1) ilustrar a abordagem avaliativa-normativa sobre o escrever evidente nas práticas de assunção dentro dos regímenes de avaliação, ou seja, pelo professor, o avaliador, o inspetor; 2) indicar que algumas categorias analíticas utilizadas frequentemente na pesquisa sobre o escrever podem refletir características dos regímenes de avaliação e levar a um reconhecimento errado em lugar de iluminar o que está acontecendo 3) ilustrar o valor de uma abordagem de orientação etnográfica, em particular, um que remarca trajetórias (de textos e de pessoas), para abrir os imaginários de pesquisa e para fazer visíveis dimensões chave dos fenômenos que estamos explorando.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[el acto de la escritura]]></kwd>
<kwd lng="es"><![CDATA[orientación normativa]]></kwd>
<kwd lng="es"><![CDATA[ideología de &#8216;uso correcto&#8217;]]></kwd>
<kwd lng="es"><![CDATA[etnografía]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[normative orientation]]></kwd>
<kwd lng="en"><![CDATA[ideology of correctness]]></kwd>
<kwd lng="en"><![CDATA[ethnography]]></kwd>
<kwd lng="pt"><![CDATA[o ato de escrever]]></kwd>
<kwd lng="pt"><![CDATA[orientagao normativa]]></kwd>
<kwd lng="pt"><![CDATA[ideologia de &#8216;corretitude&#8217;]]></kwd>
<kwd lng="pt"><![CDATA[etnografia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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