Resumen

SANCHEZ LARA, Ricardo; MOYA AGUILAR, Trinidad; GUZMAN MUNITA, Marisa  y  DRUKER IBANEZ, Sofía. Academic writing and emotional dispositions: outcomes of a justice driven didactic experience. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2023, vol.14, n.26, 00012.  Epub 08-Sep-2023. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i26.1185.

The aim of this article is to analyze descriptively a teaching and learning experience focused on the writing of academic essays within a Chilean university. The epistemic, theoretical, and analytical perspective of the work establishes a dialog between symbolic-educational and emotions as specifiers of actions. Methodologically, four reflective logs written by students for seven weeks were analyzed and processed qualitatively with semantic and pragmatic clustering techniques. The results indicate the prevalence of emotional trajectories that shift progressively towards emotions that favor learning. This shift can be attributed to didactic mediation oriented towards agential visibility, the construction of an authorial voice, and the distribution of opportunities for participation in pedagogical communities of writing practice, the guiding principles of justice proposed in this scientific reflection.

Palabras llave : emotions; learning; social justice; academic literacy; academic writing.

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