<?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>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792025000100006</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v53i1.14612</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tesis de posgrado en comunidad: duoetnografía sobre un grupo de escritura virtual concurrente]]></article-title>
<article-title xml:lang="en"><![CDATA[Community Graduate Thesis: Concurrent Virtual Writing Group Duoethnography]]></article-title>
<article-title xml:lang="fr"><![CDATA[Thèse de troisième cycle en communauté : duoethnographie dans un groupe d'écriture virtuel simultané]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espeche]]></surname>
<given-names><![CDATA[María Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abad]]></surname>
<given-names><![CDATA[José Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colombo]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigaciones Cuyo  ]]></institution>
<addr-line><![CDATA[Conicet Mendoza]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Luis Amigó  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</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>
<volume>53</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792025000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792025000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792025000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A nivel de posgrado, la sensación de soledad y aislamiento experimentada por los tesistas dificulta la culminación de sus estudios. Ante el desafío que supone el proceso de escritura de la tesis y las emociones que este suscita, los grupos de escritura son iniciativas valiosas para apoyar a los estudiantes en esta etapa: los de tipo concurrente se destacan por el acompañamiento en la tarea de textualización. Sin embargo, hay pocas investigaciones sobre estas experiencias en Latinoamérica. Desde una metodología duoetnográfica, buscamos reflexionar sobre el grupo de escritura concurrente &#8220;Un, dos, ¡tesis!&#8221; a través de las historias personales de quienes lo han coordinado y supervisado. Concluimos que la horizontalidad y la confianza son fundamentales para crear un espacio seguro que propicie el pensamiento crítico sobre el proceso de escritura, y destacamos el potencial de estos grupos para mitigar la soledad y fomentar un mayor compromiso académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Students at the postgraduate level experience a sense of loneliness and isolation, which makes it difficult for them to complete their studies. Given the challenge posed by the thesis writing process and the emotions it arouses, writing groups are valuable initiatives to support students at this stage: those of the concurrent type stand out for their support in the textualization task. However, there is little research on these experiences in Latin America. From a duoethnographic methodology, we seek to reflect on the concurrent writing group &#8220;Un, dos, ¡tesis!&#8221; through the personal stories of those who have coordinated and supervised it. We conclude that horizontality and trust are fundamental to create a safe space conducive to critical thinking about the writing process, and we also highlight the potential of these groups to mitigate loneliness and foster greater academic engagement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Au niveau du troisième cycle, le sentiment de solitude et d'isolement éprouvé par les étudiants en thèse rend difficile l'achèvement de leurs études. Face au défi que représente le processus de rédaction de la thèse et aux émotions qu'il suscite, les groupes d'écriture sont des initiatives précieuses pour soutenir les étudiants à ce stade : ceux de type simultané se distinguent par leur soutien dans la tâche de textualisation. Cependant, il existe peu de recherches sur ces expériences en Amérique latine. En utilisant une méthodologie duoethnographique, nous cherchons à réfléchir sur le groupe d'écriture simultanée « Un, dos, ¡tesis ! » à travers les histoires personnelles de ceux qui l'ont coordonné et supervisé. Nous concluons que l'horizontalité et la confiance sont fondamentales pour créer un espace sûr propice à la réflexion critique sur le processus d'écriture, et soulignons le potentiel de ces groupes pour atténuer la solitude et encourager un plus grand engagement académique.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[círculos de escritura virtual]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aislamiento social]]></kwd>
<kwd lng="es"><![CDATA[comunidad de práctica]]></kwd>
<kwd lng="es"><![CDATA[trabajo con pares]]></kwd>
<kwd lng="en"><![CDATA[virtual writing circles]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[social isolation]]></kwd>
<kwd lng="en"><![CDATA[community of practice]]></kwd>
<kwd lng="en"><![CDATA[working with peers]]></kwd>
<kwd lng="fr"><![CDATA[cercles d'écriture virtuels]]></kwd>
<kwd lng="fr"><![CDATA[enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[isolement social]]></kwd>
<kwd lng="fr"><![CDATA[communauté de pratique]]></kwd>
<kwd lng="fr"><![CDATA[travail entre pairs]]></kwd>
</kwd-group>
</article-meta>
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