<?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>0121-2494</journal-id>
<journal-title><![CDATA[Pedagogía y Saberes]]></journal-title>
<abbrev-journal-title><![CDATA[Pedagogía y Saberes]]></abbrev-journal-title>
<issn>0121-2494</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Educación Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-24942025000100021</article-id>
<article-id pub-id-type="doi">10.17227/pys.num62-20239</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Principios para la formación de escritores en posgrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Principles for Graduate Writers' Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Principios para a formação de escritores na pós-graduação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Narváez-Cardona]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chois-Lenis]]></surname>
<given-names><![CDATA[Pilar Mirely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Cauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>62</numero>
<fpage>21</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942025000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942025000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942025000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios e intervenciones educativas sobre la escritura en posgrado son aún incipientes; por eso, contribuir con reflexiones sistemáticas de intervenciones educativas puede aportar tanto a comprender el complejo fenómeno de formación de escritores a lo largo de la vida como a nutrir la agenda educativa global que incluye el incremento de la matrícula de posgrado. En este artículo, derivado de una sistematización, las autoras presentan cinco principios para la formación de escritores en posgrado basados en el análisis de narrativas propias asociadas a sus experiencias pedagógicas. Dicho análisis muestra que futuras iniciativas de trabajo deben: 1) explorar prácticas pedagógicas para apoyar el uso de las retroalimentaciones en relación con la construcción identitaria y autorial de los estudiantes; y, 2) realizar estudios longitudinales que pongan en relación experiencias letradas y el desarrollo de la conciencia de los géneros discursivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research and educational interventions focusing on postgraduate writing are still in their early stages. Therefore, contributing with systematic reflections on educational interventions can not only enhance understanding of the complex phenomenon of lifelong writing development but also support the global educational agenda, which includes increasing graduate enrolment. In this article, derived from a systematization process, the authors present five principles for graduate writing education based on analyzing their narratives linked to their pedagogical experiences. This analysis reveals that future initiatives should: 1) explore pedagogical practices that support the use of feedback about identity and authorial development of students and 2) conduct longitudinal studies that link literacy experiences with the development of genre awareness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os estudos e intervenções educativas sobre a escrita na pós-graduação ainda estão em estágio inicial. Assim, contribuições com reflexões sistemáticas de intervenções educativas podem tanto ajudar a compreender o complexo fenômeno da formação de escritores ao longo da vida quanto ao fortalecimento da agenda educacional global, que inclui o aumento da matrícula na pós-graduação. Neste artigo, derivado de uma reflexão sistemática, as autoras apresentam cinco princípios para a formação de escritores na pós-graduação, com base na análise de suas próprias narrativas, associadas às experiências pedagógicas. Essa análise mostra que futuras iniciativas de trabalho devem: 1) explorar práticas pedagógicas que fortaleçam o uso de  feedback no tocante à construção identitária e autoral dos estudantes; e, 2) realizar estudos longitudinais que relacionem experiências de letramento ao desenvolvimento da consciência sobre os gêneros discursivos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[posgrado]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[graduate school]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[pós-graduação]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[treinamento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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