Escritura académica sensible: una estrategia para la formación en un posgrado en pedagogía

The objective of this article is to explore the possibilities of sensitive academic writing in pedagogical and educational research works. We understand sensitive academic writing as a first-person narrative, which, from the perspective of care, allows expressing the affectivity generated in research experiences. We review, based on discourse analysis, some fragments produced by postgraduate students in their training process as educational researchers. We adopted an exploratory qualitative approach and employed discourse analysis guided by an ethnographic perspective. The results allow us to argue the importance of promoting academic thinking and writing that recognizes the place of the authors, their identity reconfigurations and their emotions to enrich their training as researchers, and scaffold their formation of an authorial voice. We propose the generation of sensitive academic writing as a strategy for the training of postgraduate students.