Cerrando la brecha entre texto y contexto en la investigación sobre la escritura académica: revisitando la etnografía como método, metodología y teorización profunda

Autores

DOI:

https://doi.org/10.52292/csl5420244674

Palavras-chave:

etnografía, metodologías para investigar la escritura, trayectorias de textos

Resumo

Abordar la escritura académica desde una perspectiva contextualista sigue siendo una preocupación fundamental en los proyectos de investigación que tienen como objetivo explorar la naturaleza de la escritura —¿qué es la “escritura académica”?—  y las consecuencias de una configuración específica de la escritura académica  —¿quién participa en la escritura académica y bajo qué condiciones?—. Este artículo tiene dos objetivos: 1) resumir los argumentos que propuse en una publicación en inglés del año 2008 acerca de cómo se puede evitar una perspectiva textualista en el estudio de la escritura académica, usando los recursos empíricos y conceptuales que brinda la etnografía; 2) ofrecer algunas reflexiones críticas acerca de los argumentos que planteé originalmente, incluyendo mayor detalle acerca de la importancia de la noción de indexicalidad para cerrar la brecha entre texto y contexto. A lo largo del artículo incluyo preguntas que han surgido desde 2008 en publicaciones y conversaciones con colegas acerca de los argumentos, así como algunos breves comentarios.

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Como Citar

Lillis, T. (2024). Cerrando la brecha entre texto y contexto en la investigación sobre la escritura académica: revisitando la etnografía como método, metodología y teorización profunda. Cuadernos Del Sur Letras, (54), 17–53. https://doi.org/10.52292/csl5420244674

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