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Proponer una tablade contenido preliminar
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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
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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;@ 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":?
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Es decir, extrapoló una fantasía oomórca a la simboliación gráca de
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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
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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
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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
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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
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"#&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:&#(@ >#$>38" + -@& 3&8 -3#=>49& '# #"#--49& (#>9(4-8 +adaptación o crítica a la denominada retórica ocial de la ciencia El escritorcientíco dea uellas de su presencia en el texto y su discurso no es ni;@&@"924-@ &4 >(@B U8 '4;#&=49& =3*f#>4<8 + 1@"4S9&4-8 '#" "#&238f# =#manifesta sin duda en la escritura cientíco-acadmica arcía, 2008, pp5-RHd6 cM@"A<8(6 M#q# u ,.4(@6 FGHG6 11BNQPHFQdB
S=1".&724&># 2 -2 1%$>1&42 '% -2 4&%#4&2
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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):
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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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El tono anterior presenta una desviación con respecto al estilo ocial de"8 -4#&-48? 818(#-# "8 <@/ (#8" '# 3& #=-(4>@( a3# .8 #&>(8'@ 8" -8;1@ '#"'4=-3(=@ 8 '48"@28( -@& #" "#->@( + 8 #$1"4-8("# -9;@ .8 (#8"4/8'@ =3 >(8*8f@cientíco p151)
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lenguae para inuir, alcanar metas y cumplir actividades
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El uso de metáforas en el discurso cientícoPara trazar lo inefable, el poeta y el cientíco
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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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[Las teorías, los conceptos y las ideas son edicios]
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¿Metáforas en los artículos cientícos?
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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#& -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
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En síntesis, desde la perspectiva de la retórica ocial de la ciencia, parte
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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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Textualidad
cohesión coherencia
situacionalidad intertextualidad eficacia y
efectividad
intencionalidad aceptabilidad informatividad
Son los principios constitutivos que debe cumplir todo texto(impreso o digital e independiente del género) para que sea
considerado como un acontecimiento comunicativo
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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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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:&#(@ >#$>38" 4&>#2(8'@ 1@( @>(@=gneros; por eemplo, el artículo cientíco, cuya función global es informar
=@*(# #" ;:>@'@ 81"4-8'@ #& 3&8 4&<#=>428-49& + =3= (#=3">8'@=6 1@=## 3&8serie de gneros incrustados ue cumplen funciones especícas, como el(#=3;#&6 "8 4&>(@'3--49&6 "8 ;#>@'@"@2A86 "@= (#=3">8'@=6 "8 '4=-3=49& + "8=-@&-"3=4@&#= cCS(B l#=6 FGGQ6 #& "AdB
a comunicación cientíca como macrognero discursivo se estructura en-38>(@ =3*2:&#(@=? Hd '# 4&<#=>428-49&6 Fd '# '4<3"28-49& 8-8':;4-86 Rd '#valoración o representación de otros textos, y 4) textos con nes de difusión@(8" '#" -@&@-4;4#&>@ + '# "8 4&<#=>428-49& a3# 1@=>#(4@(;#&># =# 13*"4-8& #&(#<4=>8= -@;@ "8= 1@&#&-48= + -@&S#(#&-48=B T= 4;1@(>8&># 8&@>8( a3# #=>@=-38>(@ =3*2:&#(@= 1(#=#&>8& 8 "8 <#/ '4S#(#&>#= (#8"4/8-4@&#= >#$>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@(>#= '# #$1#(4#&-48 '@-#&>#6 4&S@(;#= @(#1@(>#= '# 1(@+#->@=6 >(8*8f@= '# (#<4=49&6 4&>#(1(#>8-4@&#= -(A>4-8= '# @*(8=
1) deinvestigación
4) textos con finesde difusión oral del
conocimiento
2) dedivulgaciónacadémica
3) de valoracióno representaciónde otros textos
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@ 83>@(#=6 (#1@(>#= '# -8=@6 8(>A-3"@= ;#>@'@"924-@=6 8(>A-3"@= '# '4<3"28-49&temática y artículos de reexión ensayos); tambin, como resultados de1(@+#->@= '# 4&<#=>428-49& 1#(=@&8"6 2(318" @ 4&=>4>3-4@&8"6 '# 8-3#('@ -@&"8= -8(8->#(A=>4-8= (#>9(4-8= + '# -4>8-49& '# -8'8 '4=-41"4&86 #&>(# @>(8=
tipologías odas las realiaciones de artículos acadmicos e investigativosU8= >41@"@2A8= 13(8= # 4'#8"#= '# >#$>@= &@ #$4=>#& ;%= a3# #& "8
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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 #& "AdB
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
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8->38"4/8 #& 3&8 8;1"48 <8(4#'8' '# >41@"@2A8= >#$>38"#= c2:&#(@= '4=-3(=4<@=d68"23&8= '# "8= -38"#= &@ &#-#=8(48;#&># 1(#=#&>8& &3#<@ -@&@-4;4#&>@en trminos cientícos, sino ue responden a determinadas fases de la4&<#=>428-49& @ 8 @>(8= ;@>4<8-4@&#= 8-8':;4-8= -@;@ >(8&=;4>4( #" =8*#('4=-41"4&8( ;#'48&># "8 '4=-3=49& '# #$1#(4#&-48= #'3-8>4<8=6 "8 1(#=#&>8-49&'# (#<4=4@&#= '# >#;8 + ;:>@'@=6 "8 #$1"@(8-49& '# 1"8&>#8;4#&>@= >#9(4-@=6"8 (#8"4/8-49& '# 8&%"4=4= -(A>4-@= + "8 #$1@=4-49& '# 1(@+#->@= 4&=>4>3-4@&8"#=cCS(B M@"A<8(6 HNNN6 1BIHPOHdB
Y@( >8&>@6 #= -@;k& #&-@&>(8( (#<4=>8= 3&4<#(=4>8(48= @ '# @(28&4/8-4@&#=1(@S#=4@&8"#= a3# #=>(3->3(8& =3= =#--4@&#= '# 8-3#('@ -@& "8= >41@"@2A8=>#$>38"#= a3# 8-#1>8& 18(8 13*"4-8-49&6 "8= -38"#= '#*#(A8& =#( -@&=4'#(8'8=18(8 "8 4&'#$8-49& #& '4S#(#&>#= &4<#"#=B 7%= 8'#"8&># =# 1(@1@&# 3&8clasicación de tipologías textuales, con base en el análisis crítico a laclasicación de ublindex de Colciencias, la sistematiación y análisis delcorpus de esta investigación, y siguiendo con adaptaciones la clasicaciónde gneros cientícos propuesta por Moyano 2000, 2001, en línea) yanaliada por Venegas 2005, en línea), con base en criterios como nalidad-@;3&4-8>4<86 2:&#(@6 -@&>#&4'@6 '#=>4&8>8(4@ + -@&>#$>@B
J&="-"0@2/ $%.$52-%/ ,"175-2'2/ ="1 O53-&#'%.8!"-4&%#4&2/
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1) rtículo de investigación cientíca y tecnológica
2) rtículo de reexión
Rd !(>A-3"@ '# (#<4=49&B
cerca de esta clasicación para nes de indexación, el Comit deT'4>@(#= '# ]#<4=>8= '# "8 0&4<#(=4'8' '# !&>4@a348 1(@13=@ #& =3 ;@;#&>@la modicación de algunos criterios generales de clasicación en ublindexcFGGId6 "8 -38" =# (#>@;9 + 8;1"49 #& #" >(8*8f@ '# "8 Q). .) ).4$0%)# .)
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ropuesta a Colciencias sobre la modicación de algunos delos criterios generales de clasicación en la base bibliográca&8-4@&8" Y3*"4&'#$6 ;#'48&># -8(>8 '#" FF '# =#1>4#;*(# '# FGGI6+ C8(>8 '# "8 ]#' '# T'4>@(#= '# ]#<4=>8=6 FGGOdB
continuación, las tipologías textuales nombradas y denidas porY3*"4&'#$ '# C@"-4#&-48=d =@& 8&8"4/8'8= 8 18(>4( '# "8 >(48&23"8-49& '#información suministrada por editores consultados, la revisión bibliográcay la discusión con expertos en espacios de reexión, capacitación y-#(>%;#&#= -@;@ "@= =4234#&>#=? "8 Q). .) ).4$0%)# .) 63$40M&4( cFGGKP
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( a s e r t i v o :
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p r e s u m
i r ,
s u g e r i r …
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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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7/26/2019 Manual de Redacción Académica Mayo 05 2011
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