Permiso para escribir

Autores/as

DOI:

https://doi.org/10.12795/PH.2020.v34.i01.09

Palabras clave:

auto-etnografía, autonomía (del aprendiente de idiomas), investigador profesional, escritura reflexiva, voz

Resumen

En este trabajo de carácter narrativo y auto-etnográfico presento una experiencia a partir de una versión de escritura “post-académica”. Exploro el modo de mejorar y desarrollar la capacidad de narrative inquirer y fortalecer mi voz escrita, expresión de autonomía como docente-investigador. Se trata del relato de la historia de dos escritoras, la estudiante Laura y yo misma, representadas como personajes de la misma historia. Ambas nos encontramos en el proceso de desarrollo del pensamiento y de la conciencia de la experiencia educativa a través de la escritura. Usamos este medio como investigación, como método, y nuestros textos tienen su origen en el mundo de la narración compartida del asesoramiento lingüístico. Ambas experimentamos la escritura reflexiva personal como modo para reclamar la autoría de esta práctica de escritura abierta y de expresar nuestra autonomía. En esta contribución se pretende arrojar luz sobre una experiencia con el objeto de analizar cómo la historia de la estudiante Laura repercute en mí como docente-investigador y escritora académica.

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Publicado

2020-12-17

Cómo citar

Karlsson, L. K. (2020). Permiso para escribir. Philologia Hispalensis, 34(1), 159–172. https://doi.org/10.12795/PH.2020.v34.i01.09