Manual de Redacción Académica Mayo 05 2011

7/26/2019 Manual de Redacción Académica Mayo 05 2011

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EL PROCESO DE COMPOSICIÓN TEXTUA

1-Pre-redacción:explorando el problemaretórico y trazando el mapa deescritura.

Seleccionar, delimitar y enfocar el tema

Establecer la intencióncomunicativa

Determinar el objetivodel texto

Definir el público

Identificar elgénero textual

Búscar informaciónpertinente y actualizadaen fuentes confiablesen relación con el tema

Generar ideas, tomar apuntes, realizar lacartografía conceptual

Redactar la ideaprincipal, tesis,afirmación, hipótesis

Esbozar el ideogramao mapa conceptual

Proponer una tablade contenido preliminar



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G- "3Y%$&9" '% %/$% 2=21$2'" %/ '"3-%< 1@( 3&lado reexionaremos sobre nuestras actitudes como4&<#=>428'@(#= -@& (#=1#->@ 8" "#&238f# 8-8':;4-@P4&<#=>428>4<@J + 1@( @>(@ "8'@6 #$1"@(8(#;@= 8"23&@=-@&-#1>@= *%=4-@= a3# S3&'8;#&>8& + -@&>#$>38"4/8& "8#=-(4>3(8 #=1#-48"4/8'8B U@ 8&>#(4@( &@= 1#(;4>4(% 3>4"4/8('# 3& ;@'@ ;%= -@&=-4#&># &3#=>(8 1(@148 (#>9(4-8cientíca y fortalecer la literacidad

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78&38" '# (#'8--49& 8-8':;4-8 # 4&<#=>428>4<8? -9;@ #=-(4*4(6 #<8"38( + 13*"4-8( 8(>A-3"@=

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T" '4=-3(=@ cientíco debe estar libre de afectaciones literarias Es un4&=>(3;#&>@ &#3>(@ + >(8&=18(#&>#B

os cientícos en general consideran sus escritos como separados y

'4S#(#&>#= '#" >(8*8f@ 4&<#=>428>4<@ (#8"B 0=38";#&># "@= 4&<#=>428'@(#=1#(-4*#& "8 (#"8-49& #&>(# "@ a3# 4&<#=>428& + "@ a3# #=-(4*#& -@;@representación y reeo de un mtodo cientíco; de aí la idea de ueel artículo cientíco debe estar desprovisto de expresividad y marcas1#(=@&8"#=6 '# (#>9(4-8B

a escritura cientíca es con frecuencia un reeo exacto de un mtodocientíco especíco

a escritura del artículo cientíco se ace desde esta idea: la ciencia es@*f#>4<8 # 4;1#(=@&8"B T& #=-(4>3(8 8-8':;4-86 "@= 8=3&>@= '# #"#28&-48'#*#& '#f8(=# 18(8 #" =8=>(#B

ay una visión positivista del texto cientíco como un registro factual'# "@ '8'@B W#='# #=>8 1#(=1#->4<86 m#" "#&238f#6 18(8 "8 -4#&-486 &@ #=;%= a3# 3& 4&=>(3;#&>@ a3# 4&>#(#=8 a3# =# <3#"<8 "@ ;%= >(8&=18(#&>#6lo más neutro posible, al servicio de la materia cientíca operaciones,.419>#=4=6 (#=3">8'@=d a3# =# =31@&# #$4=># S3#(8 '# :" + a3# "# 1(#-#'#?1@( 3&8 18(>#6 , )3 -%43'4-40: están los contenidos del mensae cientíco,a3# "@ =@& >@'@6 +6 1@( @>(8 18(>#6 8 -@&>4&38-49& #=>% "8 S@(;8 <#(*8" a3#=# #&-8(28 '# #$1(#=8( >8"#= -@&>#&4'@=6 + a3# &@ #= &8'8n cM8(>.#=6HNN56 1BH5dB hT" "#&238f# (#"#28'@ 8" (8&2@ '# 4&=>(3;#&>@i

l#8;@= 8.@(8 "8 -@&>(818(>#B C@& (#=1#->@ 8 "8 8=4;4"8-49& #&>(# -4#&-48+ "4>#(8>3(86 U@-q# cHNNK6 11BRHPRFd '4-# a3# m=@& @-318-4@&#= .#(;8&8'8=a3# 1(@-#'#& ;8&@ 8 ;8&@ #& =3 1#(=#-3-49& '# "@= =#-(#>@= '#" ;3&'@nJ1@( #""@ m#= 4;1#&=8*"# a3# &3#=>(@= ;#f@(#= #=S3#(/@= 4&>#"#->38"#= '#*8&#=>8( =4#;1(# '4<4'4'@=nB T=>8= =@& 8"23&8= '# "8= (8/@&#= a3# #$1@&# 18(8S3&'8;#&>8( #=>8 8=4;4"8-49&?

v4=>9(4-8;#&># "@= '4=-3(=@= '# "8 -4#&-48 + "8 "4>#(8>3(8 S3#(@&'4S#(#&-48'@= + =#18(8'@= #& #" =42"@ elLLL c'#=8((@""@ '# "8= 8(>#= + "8=-4#&-48= '# "8 ;8&@ '# "8 L"3=>(8-49&6 (#<@"3-49& 4&'3=>(48" ‚ #" 1@'#( '#

"8 (8/9&dJ + 1(#-4=8;#&># #=>@ "8= 8-#(-8? 8;*8= =@& '4=-3(=@= c"@2@=d683&a3# 8=3;4'@= '# ;8&#(8 '4S#(#&>#B

U8 -4#&-48 &@ 1(#-#'# &4 #$4=># 8" ;8(2#& '#" "#&238f# a3# "8 #$1(#=8B !"(#=1#->@ M8(>.#= '4-#? mcBBBd #" "#&238f# &@ 13#'# =#( -@&=4'#(8'@ -@;@ 3&=4;1"# 4&=>(3;#&>@6 3>4"4>8(4@ @ '#-@(8>4<@6 '#" 1#&=8;4#&>@B T" .@;*(# &@preexiste al lenguae, ni logenticamente ni ontogenticamente Nunca>@18;@= -@& #=# #=>8'@ #& a3# #" .@;*(# #=>8(A8 =#18(8'@ '#" "#&238f#6+ #"8*@(8(A8 #=># k">4;@ 18(8 o#$1(#=8(p "@ a3# 18=8 #& =3 4&>#(4@(? #= #"lenguae el ue ensea cómo denir al ombre, y no al contrario 1994,1BFQdB



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U@= '#=-3*(4;4#&>@= &@ =@& 4&'#1#&'4#&>#= '#" =4=>#;8 -@&-#1>38"y teórico ue los produce o ue piensan los cientícos determina en8"23&8 ;#'4'8 "@ a3# 1#(-4*#&B T= '#-4(6 #" "#&238f# '# =3= S@(;3"8-4@&#='#>#(;4&8 "8 S@(;8 '# "8= 4;%2#&#= '#" ;3&'@ a3# #=>3'48&B

El texto cientíco no es sólo un registro factual de un fenómeno, es tambinun constructo y un articio or eemplo, los redactores no incluyen en sustextos los errores o dicultades propias de la investigación, de maneraue el mtodo cientíco se muestra como más preciso y fuerte de lo ue#& (#8"4'8' #=B

T" 8(>A-3"@ #= #" (#=3">8'@ #& 2(8& ;#'4'8 '# 8->4<4'8'#= (#>9(4-8= -@;@?disear, seleccionar, congurar, impersonaliar y disponer el material18(8 1(@'3-4( 3& #S#->@6 4&-"3=@6 m3& #S#->@ '# -"8(4'8' + S(8&a3#/8 #& "81(#=#&>8-49&6 -38&'@ &@ '# €1@'#( # 4&S8"4*4"4'8'n cU@-q#6 HNNK6 1BFFdB

El texto cientíco no es sólo un espeo ue reea de manera el y'4(#->8 "8 4&<#=>428-49& (#8"4/8'86 =4&@ a3# #= 3& -@&=>(3->@6 3& @*f#>@congurado y formulado a partir de reglas y convenciones retórica ocial'# "8 -4#&-48dB

esde una perspectiva constructivista y relativista, el discurso cientíco&@ (#24=>(8 .#-.@= 1(##$4=>#&>#=6 =4&@ a3# #=># ;4=;@ '4=-3(=@ '#>#(;4&8a3: =# -@&<4#(># #& .#-.@=B mT= #" 13&>@ '# <4=>8 #" a3# -(#8 #" @*f#>@nc,83==3(#6 -4>8'@ 1@( ,4;@&#6 FGGHdB

Si el discurso cientíco es un dispositivo de persuasión, como la literatura,+ 3& 4&=>(3;#&>@ 18(8 "8 -@&=>(3--49& '# .#-.@=6 -@;@ "8 "4>#(8>3(8 "@ #=de la cción, no se da un parentesco entre los dos cuerpos de discurso

C@;1"#;#&>#;@= #=># 818(>8'@ =@*(# "8 8=4;4"8-49& #&>(# -4#&-48 + "4>#(8>3(86con estas reexiones:

T" 1(@S#=@( 7423#" x&2#" ,%&-.#/ ]@'(A23#/6 #& =3 8(>A-3"@ A( '4)3'4('020 -0@$4'( .) +( 43$)+48)3'4( cFGGKd6 #& #" a3# 1(#=#&>8 8"23&@= 8=1#->@='#" 1#&=8;4#&>@ #14=>#;@"924-@ + 1@#>@"924-@ '# ^8=>9& M8-.#"8('6 #$1@&#a3# "8 -4#&-48 &@ (#-@((# 3& -8;4&@ 4&<#(=@ @ '4S#(#&># 8" '#" 8(>#["4>#(8>3(8B ntes bien, el denominado pensamiento obetivo y cientíco se benecia del1#&=8;4#&>@ 4;824&8>4<@ 18(8 '#=4&=>(3;#&>8"4/8(6 <4>8"4/8( + .3;8&4/8( #"pensamiento en su producción tecnocientíca Esta perspectiva abla de unnuevo racionalismo inventivo por medio del pensamiento cientíco pp 121-H5KdB W8<4' U@-q# cHNNF6 1BQHd6 4"3=>(8 *4#& #=># 8=1#->@ =@*(# "8 .4=>@(48 '#"8 S8&>8=A8 '# !323=> ~#q3":?

E(4#'(4-. !323=> ~#q3": cHOFNPHONId6 a3A;4-@ 8"#;%&6 8 a34#& =#"# (#-@&@-# #" #=>8*"#-4;4#&>@ '# "8= *8=#= '# "8 ;@'#(&8 >#@(A8#=>(3->3(8" '# "8 a3A;4-8 @(2%&4-8B

T= ;3+ -4>8'8 "8 S8&>8=A8 a3# >3<@ 8-#(-8 '# 3&8 #&@(;# =#(14#&># a3##&23""A8 =3 1(@148 -@"86 8 18(>4( '# "@ -38" -@&-4*49 "8 S@(;3"8-49& '#"8&4""@ '# "8 ;@":-3"8 '# *#&-#&@B

Es decir, extrapoló una fantasía oomórca a la simboliación gráca de

#=>(3->3(8= ;@"#-3"8(#=B



78&38" '# (#'8--49& 8-8':;4-8 # 4&<#=>428>4<8? -9;@ #=-(4*4(6 #<8"38( + 13*"4-8( 8(>A-3"@=

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D@ =# >(8>8 '# -4(-3&=-(4*4( "@ 1@:>4-@6 4;824&8(4@ @ ;#>8S9(4-@ 8" >(8*8f@cientíco, ni la investigación o reexión acadmica al ámbito de lo imaginario,=4&@ '# 8*(4(=# -(#8>4<8;#&># 8" '4%"@2@ #&>(# -4#&-48 + 1@:>4-8 18(8 -@;3&4-8("8 &@<#'8' '#" ;3&'@B U8 4;82#& #= m3&8 1@>#&-48 ;8+@( '# "8 &8>3(8"#/8

.3;8&8n a3# m83;#&>8 "@= <8"@(#= '# "8 (#8"4'8'n cM8-.#"8('6 HNNQ6 11BFIPRRdB !=A "8= -@=8=6 "8 4;824&8-49&6 a3# '#=42&8 "8 <4'8 4&>#(4@(6 #= 3&8 '# "8=S8-3">8'#= '#" 8";8 cCS(B M:234&6 HNNF6 1B5F5dB

En esta línea de reexión, el escritor Saint on erse, durante el discursopronunciado en la recepción del remio Nobel en 190, se rerió a lasocupaciones del poeta y del cientíco, como dos actividades sostenidas por3&8 ;4=;8 4&>#((@28-49& =@*(# 3& ;4=;@ 8*4=;@6 -3+8 '4S#(#&-48 (#=4'# #& "@=;@'@= '# 4&<#=>428-49&? mhD@ >#&#;@= '#(#-.@ 8 -@&=4'#(8( #" 4&=>(3;#&>@1@:>4-@ -@;@ 4238";#&># "#2A>4;@ a3# #" 4&=>(3;#&>@ "924-@in cY#(=#6 HNNH61BHIHdB

C@&=4'#(8( +( '4)3'4( '020 )#'%4$&%(6 -@& >@'@ "@ a3# #""@ 4;1"4-86 #=18(># '# 3&8 "8(28 >(8'4-49& a3# .8 #=>8*"#-4'@6 &@ =9"@ 13&>@= '# #&-3#&>(@entre ambas, sino ue a formulado incluso ue la redacción cientíca comoS#&9;#&@ '#" "#&238f# + '# "8 #=-(4>3(86 '#*# <#(=# -@;@ 3&8 8;1"48-49& '#"@= #=>3'4@= "4>#(8(4@=6 #& "8 1#(=1#->4<8 '#" "#&238f# @ '4=-3(=@= 1(@S#=4@&8"#=B

T" 8(>A-3"@ 8-8':;4-@ # 4&<#=>428>4<@ #= 8"2@ ;%= a3# m3&8 >8a342(8SA8verbal, portadora de una verdad cientíca pura y simple Comparte con la"4>#(8>3(8 #=>(3->3(8= "4&2VA=>4-8= =4;4"8(#= + #" 3=@ '# ;#>%S@(8=6 83&a3# =3='4(#--4@&#= (#>9(4-8= =#8& '4S#(#&>#= #& 8"23&@= -8=@= cU@-q#6 HNNF6 1BNdB

esde este marco vamos a desarrollar la presente reexión, en una especie'# >#&=49&6 '8'@ a3# 8 "8 18( '# #=>8 4'#8 =@*(# "8 #=-(4>3(8 8-8':;4-8 -@;@lenguae y creación, debemos discutir y tener presente ue el texto cientíco#= 3&8 -@&=>(3--49& "4&2VA=>4-8 '#"4;4>8'8 + a3# S3&-4@&8 #& 3& ;#'4@ =@-48"Jes decir, ay una retórica ocial de la ciencia ue nos impone una manera de#=-(4*4(B

S 7"'" '% /@#$%/&/< -2/ 421$2/ %/$Z# /"31% -2 7%/2

T" '4=-3(=@ '# "8 -4#&-48 #= >8& .3;8&@ -@;@ @>(@= '4=-3(=@=B C4#&-48 +

"4>#(8>3(8 =@& 8&%"@28= #& 1(@19=4>@=B No es una parte intrínseca del mtodo cientíco ue las personas deen'# =#( 1#(=@&8= -38&'@ 4&<#=>428&B

Es necesario reexionar sobre cómo nuestros ábitos lingísticos afectan&3#=>(@ 1#&=8;4#&>@ + #=-(4>3(8 8-8':;4-8B U@= 4&<#=>428'@(#= &@ '#*#&#$4;4( '#" 8&%"4=4= =3 1(@14@ '4=-3(=@ c-(A>4-8 "4*#(8'@(8[8S(@&>8;4#&>@-(#8'@(dB

D@ .8+ 3& ;3&'@ m(#8"n a3# "@= 4&<#=>428'@(#= -@&@/-8&independientemente de las formulaciones lingísticas, grácas y;8>#;%>4-8= ;#'48&># "8= -38"#= "@ -@&-4*#&B



!"#$%&'#( !(*#+ ,%&-.#/ 01#234

55

U8 4&<#=>428-49& #=>% '#>#(;4&8'8 #& 2(8& ;#'4'8 1@( #" "#&238f# #&ue se formula El trabao del cientíco no está determinado sólo por el18(8'42;8 c=4 13'4#(8 =#18(8(=# #" 18(8'42;8 '#" "#&238f#d =4&@ 1@( "8S@(;3"8-49& "4&2VA=>4-8 '#" 18(8'42;8n cU@-q#6 HNNK6 1BQKdB

mT" "#&238f# '# "8 -4#&-48 #= 3&8 18(># 4&#"3'4*"# '# "8 ;#>@'@"@2A8 '# "8ciencia ) el lenguae no describe meramente lo ue el cientíco ace=4&@ a3#6 #& (#8"4'8'6 -@&>(4*3+# 8 '#>#(;4&8("@n cU@-q#6 HNNK6 1BQOdB

severar ue en su discurso los investigadores representan elmente elmundo ue están estudiando, signica en realidad sólo representación'#" ;3&'@ =#2k& #""@= "@ -@;1(#&'#& + #$1#(4;#&>8& c#$1(#=49&d6 #& #"-@&>#$>@ '# =3 ;8(-@ '# (#S#(#&-48 c18(8'42;8=d + '# =3 ;#>@'@"@2A8Bor ello el artículo nal es un espeo necesariamente imperfecto; o meor,3&8 -@&=>(3--49& (#>9(4-8 # 4'#@"924-8B

T& "8 8->38"4'8'6 #" 8(>A-3"@ 8-8':;4-@ # 4&<#=>428>4<@ #=>% =4#&'@8*@('8'@ -@;@ "#&238f# '#='# "8 "4&2VA=>4-8 >#$>38"6 &@ =9"@ -@;@ 3&8(>#S8->@ 1@(>8'@( '# 4'#8= @ 8=3&>@= #$>#(&@= 8 a34#& #=-(4*#B

S4$&9&'2' '% 2#Z-&/&/

!-#(-8 '# "8 @*f#>4<4'8'J #= '#-4(6 #" "328( a3# @-318 #" =3f#>@ #& =3'4=-3(=@ 8-8':;4-@6 ha3# 1@=4-49& >#&#;@= 8" (#=1#->@i6 8&>#= '#-@&>#=>8( 8&8"4-#;@= #=># S(82;#&>@ '# 3&8 #<8"38-49& (#8"4/8'8 1@( 3&%(*4>(@ 8 '@= 4&<#=>428'@(8=?

mBBB#& -38&>@ 8" >@&@ '#" 8(>A-3"@ =# =324#(# a3# #= ;%= -@&<#&4#&># 18(8>#$>@= '# #=># >41@ &@ #=-(4*4( #& 1(4;#(8 1#(=@&8 '#" 1"3(8"6 83&a3# #$4=>8&<8(4@= 83>@(#=B W# #=>8 ;8&#(8?

1(@1@&#;@= 1@( =# 1(@1@&# -@&-"34;@= =# -@&-"3+# -@&@-#;@= =# -@&@-# -@&<#&4;@= =# -@&<4#&# @*=#(<8;@= =# @*=#(<8n

artes, nos presenta la siguiente reexión en relación con lo anterior:

oda enunciación supone su propio sueto, ya se exprese el tal sueto de;8&#(8 818(#&>#;#&># '4(#->86 '4-4#&'@ ,06 @ 4&'4(#->86 '#=42&%&'@=#-@;@ :" y@ -@& #" &@=@>(@= =#3'@4&-"3=4<@z6 @ '# &4&23&8 ;8&#(86(#-3((4#&'@ 8 24(@= 4;1#(=@&8"#=J >@'@= #""@= =@& >(3-@= 13(8;#&>#2(8;8>4-8"#=6 #& "@= a3# >8& =9"@ <8(A8 "8 ;8&#(8 -@;@ #" =3f#>@ =#-@&=>4>3+# #& #" 4&>#(4@( '#" '4=-3(=@6 #= '#-4(6 "8 ;8&#(8 -@;@ =# #&>(#286>#8>(8" @ S8&>8=;%>4-8;#&>#6 8 "@= @>(@= cBBBd cHNN56 1BHOdB



78&38" '# (#'8--49& 8-8':;4-8 # 4&<#=>428>4<8? -9;@ #=-(4*4(6 #<8"38( + 13*"4-8( 8(>A-3"@=

5Q

C@&>4&38&'@ -@& M8(>.#=6 #" 4&<#=>428'@( =# #$-"3+# 1@( 3&8 1(#>#&'4'8(8/9& '# @*f#>4<4'8'6 1#(@ "@ #$-"34'@ #= >8& =9"@ "8 1#(=@&8 c2(8;8>4-8"6psicológica, biográca), pero de ninguna manera el sueto a obetividad,al nivel del discurso, es un imaginario, una cción sí, la disyuntiva entre

"#&238f# @*f#>4<@P=3*f#>4<@ =# (#"8-4@&8 -@& "8= 1(%->4-8= '4=-3(=4<8= '#"8= '4=-41"4&8=6 #" 2:&#(@ >#$>38" + -@& 3&8 -3#=>49& '# #"#--49& (#>9(4-8 +adaptación o crítica a la denominada retórica ocial de la ciencia El escritorcientíco dea uellas de su presencia en el texto y su discurso no es ni;@&@"924-@ &4 &#3>(@B U8 '4;#&=49& =3*f#>4<8 + 1@"4S9&4-8 '#" "#&238f# =#manifesta sin duda en la escritura cientíco-acadmica arcía, 2008, pp5-RHd6 cM@"A<8(6 M#q# u ,.4(@6 FGHG6 11BNQPHFQdB

S=1".&724&># 2 -2 1%$>1&42 '% -2 4&%#4&2

;2 4"7="/&4&># 1%$>1&42

W#='# "8 :1@-8 '# Y"8>9& + !(4=>9>#"#=6 # 4&-"3=@ .8=>8 #" 1(#=#&>#6 "8 (#>9(4-8se a abordado desde la perspectiva de la composición con el n de brindarlas tcnicas apropiadas para crear un discurso eca asta cuando el;8>#(48" 4;1(#=@ =# -@&<4(>49 #& 3& ;#'4@ 8;1"4@ '# -@;3&4-8-49&6 "8 (#>9(4-8#(8 =4&9&4;@ '# @(8>@(48 1k*"4-8B C@& "8 818(4-49& '# "8 4;1(#&>86 + "3#2@ "8=IC, el campo de aplicación de la retórica se amplió e incluyó el texto escritoc4;1(#=@['424>8"dB

U8= 1(#=-(41-4@&#= + "@= >#$>@= =@*(# "8 #&=#_8&/8 '# "8 (#>9(4-8 #=>8*8&#=>(3->3(8'@= '# 8-3#('@ -@& "@= m-%&@&#= '# (#>9(4-8 (@;8&@=nB T=>@=

cánones, ue fueron desarrollados primero por el lósofo y político Cicerónc'#&@;4&8'@= -%&@&#= -4-#(@&48&@=d6 13#'#& '#=-(4*4(=# -@;@ "8= '4<#(=8=etapas en la composición y pronunciación de un discurso político gura 2):

N&0512 :* U8 -@;1@=4-49& (#>9(4-8B

N5%#$%< #"8*@(8'8 -@& *8=# #&? !&& 7B ^4"" + ~8(#& w.#'*## cFGGGdB Q)$9%4'(6 #&? l8&

i, eun compilador) "#$&.40# #0?%) )+ .4#'&%#0 F5 R3( 43$%0.&''493 2&+$4.4#'4-+43(%4(BM8(-#"@&8? ̂ #'4=8B

Estructurada en cinco partes

Inventio Dispositio Elocutio Memoria Pronunciato

B ú s q u e d a -

precisión del tema

y e s t r a t e g i a s

r e t ó r i c a s d e

persuasión, para

que el texto sea

aceptado.

N o r mas pa r a

pronunc ia r e l

d i s c u r s o d e

acuerdo con la

s i t u a c i ó n

comunicativa.

Recomendacion

es para no olvidar

lo que se debía

d e c i r e n e l

discurso.

Normas sobre uso

de la voz (nono,

ritmo, volumen) y

comunicación no

v e r b a l p a r a

f o r t a l e c e r l a

efectividad de la

interacción.

Se ocupa de la

disposic ión y

organización de

l a s i d e a s y

a r g u m e n t o s ,

mediante una

e s t r u c t u r a y

m o v i m i e n t o s

r e t ó r i c o s

determinados,

según el tipo de

texto.



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lenguae para inuir, alcanar metas y cumplir actividades



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La metáfora

1. Etimológicamente indica la posición de una cosa en lugar deotra: sustituir, trasladar, transferir. Gr. Pherein (transferir), Meta(más allá).

2. Concebir una cosa en términos de otra.

3. Surge de la inserción en un determinado contexto de una notaque proviene de otro distinto.

4. Usar las palabras en un sentido distinto al que tienen.

5. La metáfora nos dice que "todo está en todas partes y cualquiercosa es todas las cosas", Borges. Mediante la metáfora unaentidad absorbe a la otra, la contiene, la representa.



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¿Metáforas en los artículos cientícos?

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#& "8= '4S#(#&>#= %(#8=6 #=>% -@&=>4>34'8 1@( ;#>%S@(8=B C@2&4>4<8;#&># =@&anteriores a la descripción cientíca y a la explicación a creación metafóricasupone para el cientíco otra manera de mirar el mundo sta tiene una4&>#&-49& '4'%->4-8 + 13#'# -@&=>4>34( 3& ;@'#"@ '#=-(41>4<@ @ #$1"4-8>4<@ '#'4S#(#&>#= -@&-#1>@= + S#&9;#&@=B

v8+ S#&9;#&@= a3# (#a34#(#& "8 ;#>%S@(8 18(8 =#( -@;1(#&'4'@=6 -@;@ 1@(#f#;1"@6 3& 8_@ "3/6 8 "8 <#"@-4'8' '#" =@&4'@6 "8 (8'48-49& #"#->(@;82&:>4-86"@= 823f#(@= &#2(@=6 #" -4*#(#=18-4@6 "8 -@;3&4-8-49& <4(>38"6 =8"8= '# -.8>6&8<#28( #& "8 (#'6 -@&@-4;4#&>@ S3#&>#6 -@&@-4;4#&>@ ;#>86 #" -8;1@ '#4&'828-49&6 ;@<4;4#&>@= '4=-3(=4<@=6 #14=@'4@= '#1(#=4<@=BBB

En los textos acadmico-cientícos la metáfora no busca al menos en1(4;#(8 4&=>8&-48d -(#8( 3& 1"8-#( #=>:>4-@ &4 =#'3-4( 8" "#->@(6 >8;1@-@ >4#&#3& -8(%->#( 8S#->4<@ &4 *3=-8 >(8=-#&'#(B ,3 3=@ #= 1(%->4-@B T=>% @(4#&>8'86#& *3#&8 ;#'4'86 8 .8-#( a3# #" 1#&=8;4#&>@ + "@= -@&-#1>@= =#8&-@;3&4-8*"#= + -@;1(#&=4*"#=B

,4& #;*8(2@6 .8+ (4#=2@= #& #" 3=@ '# ;#>%S@(8=B T= 1@=4*"# a3# >(8&=;4>8&la idea de ue se a comprendido una teoría cientíca o un fenómeno uede=3-#'#( a3# #" (8/@&8;4#&>@ -#&>(8"6 *8=8'@ #& 3&8 ;#>%S@(86 @ #" >914-@ '#:=>86 =#8 4&-@((#->@6 4;1(#-4=@ @ S8"=@ cM@a3#(86 FGGQ6 1BHRKdB

En síntesis, desde la perspectiva de la retórica ocial de la ciencia, parte

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T& "8= (#<4=>8= 8-8':;4-8= .8+ 3&8 >#&'#&-48 8 1#&=8( a3# "8= ;#>%S@(8=no son necesarias en el lenguae de la comunicación cientíca Usualmente"8 ;#>%S@(8 #= =@="8+8'8 1@( "@= (#'8->@(#=6 -@((#24'8 1@( #'4>@(#= +#<8"38'@(#= @ 3>4"4/8'8 -@;@ 3& (#-3(=@ 4;1(#=4@&4=>8B ,# -@&=4'#(8 a3# =3uso es inconveniente para presentar reexiones o dar cuenta de resultados deinvestigación, pero buena parte de la terminología cientíca está constituida1@( ;#>%S@(8=B •=>8= =@& ;%= S(#-3#&>#= '# "@ a3# =# -(## cM@a3#(86 FGGQ61BKdB

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Biteracidad se reere de manera amplia a las capacidades de raonamiento

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demás de lo anterior, la literacidad tambin implica identicar gneros'4=-3(=4<@=6 -@;1(#&'#( "@= (@"#= '# 83>@( + "#->@(6 =#( -@&=-4#&>#= '# "@=<8"@(#= + (#1(#=#&>8-4@&#= =@-48"#= #& "@= >#$>@=6 + (#-@&@-#( (#>9(4-8=64'#&>4'8'#=6 1(%->4-8= '# 1@'#( 1@( ;#'4@ '#" '4=-3(=@ + #=>(8>#248= '#4&>#(>#$>38"4'8' cCS(B C8==8&+6 FGGI6 1BRNdB

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-Revistas académico-investigativas.

-Sistemas de indexación.

-Grupos de investigación.

-Géneros profesionales

Diversos géneros textuales académicos,

profesionales e investigativos

(públicos semiexpertos y expertos)

Artículos académico-investigativos

Ensayos

Resúmenes

Relatorías

Trabajos de grado

Proyectos

Ponencias

Materiales educativos

Retroalimentaciones

Educación virtual: correos, chats, foros

Periodismo científico

Reflexiones disciplinares

(públicos no expertos)

Registro

informal/coloquial

Recontextualización

El lenguaje académico está elaborado con los recursos

lingüísticos de las ciencias, y para divulgarlo entre la

ciudadanía, los datos y conceptos pierden parte de susatributos originales y asumen registros lingüísticos de

la comunidad de habla (Casssany, 2006, p.265).

En un ámbito de formación universitaria, se espera que

los estudiantes aprendan gradualmente el lenguaje

científico-técnico de su disciplina.

+ especializado

Lenguaje científico Lenguaje semitécnico Lenguaje divulgativo Lenguaje estándar

- especializado



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N&0512 F* Intertextualidad, tipos de citación, funciones discursivas y normas bibliográcas

N5%#$%< #"8*@(8-49& -@& *8=# #& "8 (#<4=49& >#9(4-8B

Gráficamente lainformación deautor, año y páginaaparecen entre

parén tes i s . E lénfasis está en loq u e s e c i t a(mensaje). Estascitas están fueradel enunciado, not i e n e n u n arelación sintácticac o n é l .Generalmente vanentre comillas.

El nombre del autord e s e m p e ñ afunción sintácticaen el enunciado. El

énfasis recae enprimera instanciaen el autor. Estascitas textuales nointer rumpen e ltexto, pues hacenparte del discursodel autor del texto.Pueden ir entrec o m i l l a s , s i nc o m i l l a s o e ncursiva.

Cita confirmatoria: se utiliza para

corroborar/respaldar afirmacionesmediante la citación de autoridadesen el tema.

Cita posicionamiento: el autor tomaposición con respecto a la fuenteque cita, desde una perspectivacrítica.

Es una de las características dela escritura académica e

investigativa.

La intertextualidad se refiere a laadecuada ut i l i zac ión de l

conocimiento previo que setenga de otros textos.

Es una relación de co-presenciaentre dos o más textos o la

presencia de un texto en otro, cuyaforma más explícita es la citación.

sintaxis de los

discursos directo eindirecto y funciones delos verbos introductores

de las citas

Citas de apoyo o de expansión: enestricto sentido no se trata de citas,

sino de referencias a otros autorescon el fin de apoyar una idea o dar aentender que quien escribe conoceel estado de su disciplina. Medianteestas citas el autor le indica al lectorque existe información adicionalpara ser consultada. Generalmentese utiliza el término véase.

Tipos de citaciónSistemas de citación

(normalización)

Parentético Cita - nota

APA, ICONTEC, ISO,VANCOUVER,IEEE, etc.

directa/no integrada

indirectaintegrada

Intertextualidad

Funciones discursivasde la citación

Las citas indican la relación y elcontexto específico del conocimiento(Teberosky, 2007, p.41)

Cita de definición: se utiliza paradefinir conceptos.

Cita dialéctica: el autor pone adialogar (compara) varios autores,para establecer comparaciones,aproximaciones...

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T" -@&-#1>@ '# 2:&#(@ >#$>38" #= 3& 8=1#->@ -"8<# 18(8 -8(8->#(4/8( +analiar el lenguae especialiado, especícamente en nuestro caso lacomunicación cientíca or eemplo, reconocemos ue el eco de escribir'# S@(;8 @*f#>4<8 =@*(# 3& >#;8 >:-&4-@ 8'@1>8&'@ #" 181#" '# #'3-8'@( #=*8=>8&># -@.#(#&># -@& "8 >8(#8 -3">3(8" o.8-#( 3& "4*(@ '# >#$>@pn cT224&= u78(>4&6 FGGG6 1BR5RdB

T& (#"8-49& -@& #" %;*4>@ #'3-8>4<@ + "8 #&=#_8&/8 '#" 2:&#(@6 #=&#-#=8(4@ -@&>8( -@& 3&8 '#=-(41-49& (#>9(4-8 '# "8= '4S#(#&>#= >41@"@2A8='# 8(>A-3"@= 4&<#=>428>4<@= a3# =# #=-(4*#& #& "8= '4=-41"4&8=6 -@;@ -(4>#(4@*%=4-@ 18(8 #" '4=#_@ '# #=>(8>#248= '4'%->4-8= @(4#&>8'8= 8 "8 8"S8*#>4/8-49&8-8':;4-86 '#='# 3&8 1#(=1#->4<8 '# 2:&#(@ >#$>38"6 ;%= '#"4;4>8'@ a3# #"concepto de gnero discursivo, el cual reea la multidimensionalidad del"#&238f#n? =@-48"6 -@2&4>4<8 + "4&2VA=>4-8 cY8(@'46 L*%_#/6 l#&#28= u ̂ @&/%"#/6FGHG6 11BF5NPFQRdB

T" 2:&#(@6 -@;@ #$1(#=49& '# -@&<#&-4@&#= =@-48"#= + -@&>#$>38"#=4&-"34'8= #& >#$>@= 1(@>@>A14-@= '# '#>#(;4&8'@= %;*4>@=6 #= >8;*4:& 3&8

-8>#2@(A8 @ .#((8;4#&>8 '# 8&%"4=4= 81"4-8*"# 8 '4S#(#&>#= =4>38-4@&#= '#-@;3&4-8-49&B C@& (#=1#->@ 8 "8 '4;#&=49& -@;3&4-8>4<86 \B ,g8"#= cHNNG61B QOd 1"8&>#8 "8= =4234#&>#= -@&=4'#(8-4@&#= =@*(# #" 2:&#(@?

! 2#&(# -@;1(4=#= 8 -"8== @S -@;;3&4-8>4<# #<#&>=6 >.# ;#;*#(= @Sic sare some set of communicative purposes ese purposes are(#-@2&4/#' *+ >.# #$1#(> ;#;*#(= @S >.# 18(#&> '4=-@3(=# -@;;3&4>+6and tereby constitute te rationale for te genre is rationalesapes te scematic structure of te discourse and inuences and-@&=>(84&= -.@4-# @S -@&>#&> 8&' =>+"#B C@;;3&4-8>4<# 13(1@=# 4= *@>.8 1(4<4"#2#' -(4>#(4@& 8&' @&# >.8> @1#(8>#= >@ q##1 >.# =-@1# @S 82#&(# 8= .#(# -@&-#4<#' &8((@g"+ S@-3=#' @& -@;18(8*"# (.#>@(4-8"8->4@&B L& 8''4>4@& >@ 13(1@=#6 #$#;1"8(= @S 8 2#&(# #$.4*4> <8(4@3=



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18>>#(&= @S =4;4"8(4>+ 4& >#(;= @S =>(3->3(#6 =>+"#6 -@&>#&> 8&' 4&>#&'#'83'4#&-#B LS 8"" .42. 1(@*8*4"4>+ #$1#->8>4@&= 8(# (#8"4/#'6 >.# #$#;1"8(g4"" *# <4#g#' 8= 1(@>@>+14-8" *+ >.# 18(#&> '4=-@3(=# -@;;3&4>4#= 8&'4;1@(>#' *+ @>.#(= -@&=>4>3># <8"38*"# #>.&@2(81.4- -@;;3&4-8>4@&6

*3> >+14-8""+ &##' S3(>.#( <8"4'8>4@&BUna traducción libre de la anterior denición de gnero, es la siguiente:

0& 06#%1" 4&-"3+# 3& >41@ '# %9%#$"/ 4"75#&42$&9"/6 -3+@=4&>#2(8&>#= -@;18(>#& '#>#(;4&8'@= =1"=>/&$"/ 4"75#&42$&9"/BT=>@= 1(@19=4>@= =@& (#-@&@-4'@= 1@( "@= ;4#;*(@= #$1#(>@= '# "84"75#&'2' '&/451/&926 + 1@( >8&>@ -@&=>4>3+#& "8 *8=# cS3&'8;#&>@d'#" 2:&#(@B T=>8 *8=# -@&S@(;8 "8 %/$154$512 %/^5%7Z$&42 '%-'&/451/" y limita e inuye en las opciones de 4"#$%#&'" + %/$&-"BT" 1(@19=4>@ -@;3&4-8>4<@ #= 3& -(4>#(4@ 1(4<4"#248'@ + 1#(;4># a3# #"8"-8&-# '#" 2:&#(@6 =#2k& "@ -@&-#*4;@=6 =# (#"8-4@&# #=>(#-.8;#&>#-@& 3&8 8--49& (#>9(4-8 -@;18(8*"#B !'#;%= '#" 1(@19=4>@6 "@=#f#;1"8(#= '# 3& 2:&#(@ -@;18(>#& 8"23&@= =2$1"#%/ %# $617&#"/'% %/$154$512H %/$&-"H 4"#$%#&'" B 25'&%#4&2 =1%9&/$2B ,4 >@'8="8= #$1#->8>4<8= =@& (#8"4/8'8=6 #" #f#;1"8( =#(% -@&=4'#(8'@ -@;@1(@>@>A14-@ 1@( "@= 4&>#2(8&>#= '# "8 -@;3&4'8' '4=-3(=4<8 + 8=3;4'@1@( @>(@=6 "@ -38" -@&=>4>3+# 3&8 <8"4@=8 #>&@2(8SA8 '# "8 -@;3&4-8-49&J1#(@ 18(8 #""@6 1@( (#2"8 2#&#(8"6 &#-#=4>8(% <8"4'8-49& 2#&#(8"B

Esta denición de Sales dea en claro ue el gnero es una-@&<#&-4@&8"4/8-49& '# 18>(@&#= >#$>38"#= c#=>(3->3(8 #=a3#;%>4-8-@&<#&-4@&8"d + ;@'#"@= ":$4-@P2(8;8>4-8"#=6 a3# '#1#&'#& '#" 1(@19=4>@ 3@*f#>4<@ '# -@;3&4-8-49& '# 3&8 -@;3&4'8' #& 18(>4-3"8(J 1@( "@ >8&>@6 =#

3>4"4/8 #& 3&8 =4>38-49& (#>9(4-8 '#>#(;4&8'8B !=A6 -38"a34#( >41@"@2A8 >#$>38"-@&<#&-4@&8"4/8'8 + '#>#(;4&8'8 -3">3(8";#&># c1@( #f#;1"@ "8 -@;3&4-8-49&cientíca como macrognero), se podrá considerar un gnero En este punto#= 4;1@(>8&># >#&#( #& -3#&>8 a3# "@= 2:&#(@= &@ =@& #=>%>4-@=6 =4&@ '4&%;4-@=+ -8;*48&>#=6 =#2k& "8= >(8&=S@(;8-4@&#=6 "@= ;#'4@= '# 4&>#(8--49& + "8=&#-#=4'8'#= '#" -@&>#$>@ c^8(-A8 L/a34#('@6 FGGKdJ #& &3#=>(@ -8=@6 #"-@&>#$>@ 8-8':;4-@ # 4&<#=>428>4<@B

v8=>8 #" ;@;#&>@ .#;@= 3>4"4/8'@ '# S@(;8 (#-3((#&># #" -@&-#1>@'4=-3(=@ c-@;3&4'8' '4=-3(=4<8 [ #=>(3->3(8 '#" '4=-3(=@dB

[m56 %#$%#'%7"/ ="1 '&/451/" 242'67&4"\El trmino discurso es un concepto ue remite a un fenómeno compleo al-@;1"#f4'8' #=>% '8'8 1@( "@ '4S3=@ '#" >:(;4&@J @ ;#f@( 8k&6 1@( =3 1@"4=#;48y amplio campo semántico la lu de los planteamientos de eun van icFGGGd6 #& #=># >#$>@ =# 8=3;# a3# "8 &@-49& '# '4=-3(=@ 4&<@"3-(86 #& =3=#&>4'@ -@;k& + >#9(4-@6 "@= =4234#&>#= 8=1#->@=?

• G- '&/451/" 4"7" 5#2 ,"172 '% 5$&-&A24&># '%- -%#052Y% #&-@&>#$>@= 1k*"4-@=6 #=-(4>@= 3 @(8"#=J 8 ;@'@ '# #f#;1"@6 -38&'@=# .8-# (#S#(#&-48 8" '4=-3(=@ '# '#>#(;4&8'@ 83>@(6 1@( #f#;1"@? #"

'4=-3(=@ '#" #=-(4>@( E#(&8&'@ ^@&/%"#/B



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• G- '&/451/" 4"7" 5#2 1%,%1%#4&2 2 ="/$512/ (#"424@=8=6 1@"A>4-8=6=@-48"#=6 #-@&9;4-8=6 8-8':;4-8=6 8(>A=>4-8=rJ 1@( #f#;1"@6-38&'@ =# '4-#? m#" '4=-3(=@ '#" ]@;8&>4-4=;@n6 m#" '4=-3(=@ '#"Neoliberalismo uí el trmino discurso no se reere tanto al uso

a3# '#" "#&238f# .8-#& "8= 1#(=@&8=6 =4&@ 8 "8= 4'#8= a3# #""8='4<3"28&B

• G- '&/451/" 4"7" 5# /54%/" '% 4"75#&424&># '% &'%2/6 -(##&-48=+ #;@-4@&#= a3# 2#&#(8 c;%= 8""% '# "8 >(8&=;4=49& '# 4&S@(;8-49&d4&>#(8--49&J #& @>(8= 18"8*(8=6 8--49& (#-A1(@-8 #&>(# '@= @ ;%=1#(=@&8=B

• Y@( k">4;@6 #& #" -8;1@ '# "@= #=>3'4@= '#" "#&238f# #" -@&-#1>@ '#'4=-3(=@ #=>% @(4#&>8'@ 8 #=>8*"#-#( a34:& 3>4"4/8 #" "#&238f#6 -9;@ "@3>4"4/86 1@( a3: + -3%&'@ "@ .8-#B

,#2k& "@ 1(@1@&# <8& W4fq6 "8= 8&>#(4@(#= -8(8->#(4/8-4@&#= 13#'#&

(#=3;4(=# 8=A? #& "8 4'#8 '# '4=-3(=@ .8+ #& 1(4&-414@ >(#= '4;#&=4@&#=? Hd &#0.)+ +)38&(B)6 Fd '02&34'('493 .) '%))3'4(#^'030'424)3$0#: , Rd 43$)%(''493#0'4(+ cFGGG6 11BFHPIQdB

e otro lado, elena Calsamiglia lancafort y mparo usón Valls en su"4*(@ A(# '0#(# .)+ .)'4% 6 4&>(@'3-#& "@= =4234#&>#= 813&>#= =@*(# #" '4=-3(=@?

• T" '4=-3(=@ #= 3&8 1(%->4-8 =@-48"6 3&8 S@(;8 '# 8--49& #&>(# "8=1#(=@&8= a3# =# 8(>4-3"8 8 18(>4( '#" 3=@ "4&2VA=>4-@ -@&>#$>38"4/8'@6+ -@&=>(3+# S@(;8= '# (#1(#=#&>8-49& '#" ;3&'@ *4#& =#8 4;824&8(4@@ (#8"B

• T" '4=-3(=@ #= -@;1"#f@ + 8 "8 <#/ .#>#(@2:&#@B C@;1"#f@6 #& -38&>@

8 "@= '4<#(=@= ;@'@= '# @(28&4/8-49& #& a3# 13#'# ;8&4S#=>8(=#J>8;*4:&6 #& -38&>@ 8 "@= '4<#(=@= &4<#"#= a3# #&>(8& #& =3-@&=>(3--49&? #"#;#&>@= -@&>#$>38"#= #$>(8"4&2VA=>4-@= @ .4=>9(4-@P-3">3(8"#=J + 8'#;%=6 -@;1"#f@ #& -38&>@ 8 "8= ;@'8"4'8'#= #&a3# =# -@&-(#>8 `@(8" + #=-(4>8`B U8 .#>#(@2#&#4'8' =# *8=8 #& "81@=4*4"4'8' '# -@&=>(34( 14#/8= '4=-3(=4<8= -@.#(#&>#= + 81(@148'8=18(8 -8'8 @-8=49& '# -@;3&4-8-49&B

U8= 4'#&>4'8'#= =@-48"#= '# "8= 1#(=@&8= ̀ <8(48= + 8 <#-#= -@&>(8'4->@(48=`=# -@&=>(3+#&6 ;8&>4#&#& + -8;*48& 8 >(8<:= '# "@= 3=@= '4=-3(=4<@=B Y@(a3##= #& #""@= '@&'# =# 8->4<8& + ;8>#(48"4/8& #=8= '(%(# a3# =# #"42#& 18(8

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T& 2#&#(8"6 h-3%"#= >#$>@= 1@'#;@= -@&=4'#(8( -@;@ 4&<#=>428>4<@= +-3%"#= -@;@ 8-8':;4-@=i

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!"#$%&'#( !(*#+ ,%&-.#/ 01#234

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La comunicación cientíca como macrogénero

a comunicación cientíca es una noción amplia si se uiere un macrognero)a3# 4&-"3+# <8(48= >41@"@2A8= >#$>38"#=6 #&>(# #""8= "8= 8-8':;4-8= + "8=

investigativas; y dentro de estas ltimas, el denominado artículo cientícoSegn Moyano 2001, p4), la comunicación cientíca consiste en la-4(-3"8-49& '# 3& y8;1"4@z -@&f3&>@ '# >#$>@= a3# 1#(;4>#& '4S3&'4( &3#<@=-@&@-4;4#&>@= '# 3&8 '4=-41"4&8nB

a comunicación cientíca, como macrognero discursivo, presentadiferentes realiaciones o tipologías textuales de acuerdo con el perl de los'#=>4&8>8(4@=6 #" @*f#>4<@ '#" 8(>A-3"@6 #" -@&>#$>@6 #" ;#'4@ '# '4<3"28-49& + "84&>#&-49& -@;3&4-8>4<8 '#" 83>@(B

T" ;8-(@2:&#(@ =# #&>4#&'# -@;@ 3& 2:&#(@ >#$>38" 4&>#2(8'@ 1@( @>(@=gneros; por eemplo, el artículo cientíco, cuya función global es informar

=@*(# #" ;:>@'@ 81"4-8'@ #& 3&8 4&<#=>428-49& + =3= (#=3">8'@=6 1@=## 3&8serie de gneros incrustados ue cumplen funciones especícas, como el(#=3;#&6 "8 4&>(@'3--49&6 "8 ;#>@'@"@2A86 "@= (#=3">8'@=6 "8 '4=-3=49& + "8=-@&-"3=4@&#= cCS(B l#&#28=6 FGGQ6 #& "A&#8dB

a comunicación cientíca como macrognero discursivo se estructura en-38>(@ =3*2:&#(@=? Hd '# 4&<#=>428-49&6 Fd '# '4<3"28-49& 8-8':;4-86 Rd '#valoración o representación de otros textos, y 4) textos con nes de difusión@(8" '#" -@&@-4;4#&>@ + '# "8 4&<#=>428-49& a3# 1@=>#(4@(;#&># =# 13*"4-8& #&(#<4=>8= -@;@ "8= 1@&#&-48= + -@&S#(#&-48=B T= 4;1@(>8&># 8&@>8( a3# #=>@=-38>(@ =3*2:&#(@= 1(#=#&>8& 8 "8 <#/ '4S#(#&>#= (#8"4/8-4@&#= >#$>38"#=J1@( #f#;1"@6 #" =3*2:&#(@ '# 4&<#=>428-49& 4&-"3+#6 #&>(# @>(@=6 #" 8(>A-3"@cientíco como tal ver gura )

N&0512 I Subgneros de la comunicación cientíca

sí, los anteriores cuatro subgneros pueden presentarse como reexiones'4=-41"4&8(#= +[@ >#9(4-8=6 (#1@(>#= '# #$1#(4#&-48 '@-#&>#6 4&S@(;#= @(#1@(>#= '# 1(@+#->@=6 >(8*8f@= '# (#<4=49&6 4&>#(1(#>8-4@&#= -(A>4-8= '# @*(8=

1) deinvestigación

4) textos con finesde difusión oral del

conocimiento

2) dedivulgaciónacadémica

3) de valoracióno representaciónde otros textos



78&38" '# (#'8--49& 8-8':;4-8 # 4&<#=>428>4<8? -9;@ #=-(4*4(6 #<8"38( + 13*"4-8( 8(>A-3"@=

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@ 83>@(#=6 (#1@(>#= '# -8=@6 8(>A-3"@= ;#>@'@"924-@=6 8(>A-3"@= '# '4<3"28-49&temática y artículos de reexión ensayos); tambin, como resultados de1(@+#->@= '# 4&<#=>428-49& 1#(=@&8"6 2(318" @ 4&=>4>3-4@&8"6 '# 8-3#('@ -@&"8= -8(8->#(A=>4-8= (#>9(4-8= + '# -4>8-49& '# -8'8 '4=-41"4&86 #&>(# @>(8=

tipologías odas las realiaciones de artículos acadmicos e investigativosU8= >41@"@2A8= 13(8= # 4'#8"#= '# >#$>@= &@ #$4=>#& ;%= a3# #& "8

>#@(A8 '# 2:&#(@=6 13#= "8 (#8"4'8' -@;3&4-8>4<8 @S(#-# >#$>@= -@;1"#f@=# 4&>#(>41@"924-@= a3# (#k&#& #& =A ;4=;@= -8(8->#(A=>4-8= '4S#(#&>#=cM#832(8&'# u W(#=="#(6 HNNKdB

Con base en la revisión bibliográca y discusión con expertos, en lagura 8 se presenta una clasicación de las diferentes tipologías textuales4&<#=>428>4<8= + 8-8':;4-8= a3# >4#&#& "328( #& #" 1(@-#=@ '# -@;3&4-8-49&cientíca en revistas y blogs cientícos Estos ltimos son utiliados por

4&<#=>428'@(#= 18(8 1(#=#&>8( 4&S@(;8-49& =@*(# =3 >(8*8f@6 + '# #=># ;@'@6obtener comentarios o evaluaciones de otros cientícos lgunas revistas#"#->(9&4-8= #=1#-48"4/8'8= c1@( #f#;1"@ D8>3(# s.>>1?[[gggB&8>3(#B-@;[tdutilian los blogs como un complemento a la comunicación cientíca clásica18(8 '4=#;4&8( + 1(@;@<#( '4=-3=4@&#= =@*(# >(8*8f@= 13*"4-8'@= cML]T7T[bY,[b7,6 FGGN6 #& "A&#8dB

Resultados y/o avances proceso deinvestigación-etapas

2. Artículo de reflexión teórica derivado deinvestigación.

3. Artículo de revisión /síntesis.

4. Análisis del discurso (AD).

5. Artículo metodológico.

6. Artículo informe experimental.

7. Balances historiográficos.

8. Artículo estudio de caso.

9. Ensayos-informes clínicos.

10. Artículo sistematización de experiencias.

La comunicación científica = macrogénero científico

Tipologías textuales investigativas y académicas

investigativas+ nuevo conocimientoresultados y/o avances

Resultados proyecto de investigación1. Artículo científico (original)

- Artículo de reflexión original, denominadotambién ensayo (analítico,interpretativo,argumentativo, literario, expositivo sobre untema en particular).

- Artículo de actualización disciplinar.- Análisis críticos.

- Artículo de carácter técnico y/o tecnológico.

- Entrevista temática.

- Ar t í cu lo de d ivu lgac ión c ient í f i ca ycomunicaciones en blogs académicos

- Traducciones.

- Cartas al editor.

- Reporte de análisis de experiencias educativas.

- Reporte de proyectos académicos.

de divulgación académica+ciencia en reflexión= generapreguntas de investigación +/-

grado de especialización

interrelacionadascontinuum

presenta diferentes tipologías textuales interrelacionadas entre sí, las cuales están determinadas porla finalidad comunicativa, los objetivos del artículo, los perfiles de autor-lector, las características de la

revista y el contexto sociocultural

en revistas especializadas

N&0512 K* ipologías textuales investigativas y acadmicas



!"#$%&'#( !(*#+ ,%&-.#/ 01#234

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!"#$%&'#( !(*#+ ,%&-.#/ 01#234

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¿Quiénes evalúan?

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Qué se evalúa

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• El artículo presenta un obeto de investigación reconocible y denido'# >8" ;8&#(8 a3# >8;*4:& =#8 (#-@&@-4*"# 1@( "@= '#;%=B T" >:(;4&@obeto no tiene necesariamente un signicado físico Eco, 1991)

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contribución original, válida y signicativa en su área Eco, 1991)



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Cómo se evalúa y se comunican los resultados

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La estructura IMRyD o RIMRDC, considerada como la forma más clara y concisapara presentar resultados finales o parciales de investigación, ha tenido una

creciente aceptación en diversas áreas del conocimiento, independiente del tipo deinvestigación realizada y de sus alcances.

Estructura del artículo científico

TítuloResumen (estructurado)Palabras claveIntroducción (estructurada)MetodologíaResultadosDiscusiónConclusiones

Lista de referencias

La estructura presenta unaserie de macromovidas,movidas y pasos retóricos.

Estructura comúnmente abreviadacomo IMRyD o RIMRDC.



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Manual de Redacción Académica Mayo 05 2011