<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442024000100066</article-id>
<article-id pub-id-type="doi">10.14482/zp.40.345.951</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desafío de la escritura académico-científica en estudiantes doctorales: estudio exploratorio de una evaluación diagnóstica]]></article-title>
<article-title xml:lang="en"><![CDATA[The challenge of academic-scientific writing in doctoral students: exploratory study of a diagnostic evaluation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUTIÉRREZ-RÍOS]]></surname>
<given-names><![CDATA[MIRTA YOLIMA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOYA PARDO]]></surname>
<given-names><![CDATA[CONSTANZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Salle  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<numero>40</numero>
<fpage>66</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442024000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442024000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442024000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo da a conocer los resultados de un estudio exploratorio enfocado a indagar las características de la evaluación diagnóstica de la escritura académico-científica en estudiantes de doctorado. Esta forma de caracterizar la escritura busca pensar con los profesionales que cursan carreras de posgrado en alternativas de participación en prácticas y comunidades de escritura que amplíen las oportunidades de interacción y potencien la identidad enunciativa. Sin duda, cultivar la cualidad de autor y exhibirla ante la comunidad científica supone esforzarse por dejar oír su voz en medio del concierto de voces que han legitimado su presencia con planteamientos y perspectivas canónicas. La muestra de estudio, elegida por conveniencia, estuvo conformada por 74 doctorandos en Educación y Sociedad de la Universidad de La Salle en Bogotá, Colombia, a partir de quienes respondieron una encuesta en línea y, posteriormente, nueve de ellos participaron voluntariamente en el análisis de los resultados mediante tres grupos focales. Los hallazgos derivados del cruce entre la encuesta y los grupos focales permiten afirmar que los procesos de toma de decisiones respecto a estrategias de escritura y de regulación, concepciones y autoeficacia para la escritura muestran dudas, contradicciones y vacilaciones que ponen en tensión sus concepciones, prácticas y competencias en torno a la escritura. Estos resultados muestran la necesidad de iniciativas que proporcionen andamiajes en el desafío de escuchar la voz autoral y fortalecer la identidad enunciativa propias del proceso de formación y el campo disciplinar de los doctorandos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents the results of an exploratory study focused on investigating the characteristics of the academic-scientific writing in doctoral students. This way of characterizing writing seeks to think with professionals who are pursuing postgraduate courses about alternatives for participation in writing practices and communities that expand their opportunities for interaction and enhance their enunciative identity. Undoubtedly, cultivating the quality of authorship and exhibiting it before the scientific community means striving to let the authorial voice be heard during the concert of voices that have legitimized their presence with canonical approaches and perspectives. The study sample, chosen by convenience, was made up of 74 doctoral students in Education and Society, at La Salle University in Bogotá, Colombia, based who responded to an online survey and later, 9 of them voluntarily participated in the analysis of the results through three focus groups. The findings, derived from the crossover between the survey and the focus groups, allow us to affirm that the decision-making processes regarding writing and regulation strategies, conceptions and self-efficacy for writing show doubts, contradictions and hesitations that put in tension their conceptions, practices and competencies regarding writing. These results show the need of initiatives that provide scaffolding in the challenge of listening to the authorial voice and strengthening the enunciative identity proper to the training process and the disciplinary field of the doctoral students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Géneros discursivos expertos]]></kwd>
<kwd lng="es"><![CDATA[prácticas de escritura académica]]></kwd>
<kwd lng="es"><![CDATA[voz autoral]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[estudios doctorales]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Expert discursive genres]]></kwd>
<kwd lng="en"><![CDATA[academic writing practices]]></kwd>
<kwd lng="en"><![CDATA[authorial voice]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[doctoral studies]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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