Resumo

VAZQUEZ APRA, Alicia; JAKOB, Ivone Inés; ROSALES, Pablo Andrés  e  PELIZZA, Luisa. Practices of professional writing: Psychopedagogues of the educational environment. Innov. educ. (Méx. DF) [online]. 2014, vol.14, n.65, pp.17-42. ISSN 1665-2673.

It is interesting to share the initial results of a research directed at the study of professional writing from the perspective of practicing psychopedagogues and the university instructors that train these professionals. We present the results derived from interviews with psychopedagogues that are working in formal educational institutions. The qualitative analysis of the data allows us to closely view writing practices from the perspective of those who participate in them: what texts they write, to whom they are addressed, what the purposes are for writing them, what the required knowledge is and how it is attained, what difficulties they face, and what institutional conditions affect professional writing. It is possible to affirm that institutional conditions and personal style are combined in the format of these writing practices. Particularly, the recipient and the institutional authority contribute to shape practices in which autonomy, identity and the exercise of authority come into play.

Palavras-chave : Higher education; professional writing; educational institutions; writing practices; psychopedagogy.