Literate practices linked to the written production of scientific articles in university professors

Abstract

This research focused on the interpretation of the processes involved in the written production of scientific articles by a group of university professors. The work was conceived from the interpretive paradigm as a qualitative study, adopting a case study design. The key informants were nine (09) professors belonging to the University of Los Andes, Venezuela. A questionnaire, an autobiographical account, and an interview guide were incorporated as instruments; to process the data, a manual content analysis was performed, interweaving categories and subcategories. In addition, a triangulation process was carried out as a way to validate the data collected and as support for a deep and rigorous understanding of the phenomenon studied. The findings regarding the processes of written production revealed that the informants follow a work scheme that corresponds, with some variations, to the phases of planning, textualization, and revision. Thus, teachers activate distinctive strategies and resources drawn from their particular experiences. Despite these contrasts, it was also possible to find similarities in many of the procedures they undertook. The integration of the findings made it possible to establish relationships with the authoritative voices that were convened in this research and to determine valuable practical and pedagogical implications that are considered contributions of the study. By looking at the academic literacy practices of university professors as writers of informative texts, it was possible to understand them from a contextualized approach that makes them visible beyond their obvious responsibility as trainers of new professionals.