Escritura científica en educación superior: proceso epistémico y argumentativo

This research article treats scientific writing as an epistemic tool that transforms the mind and contributes to knowledge creation in higher education. The objectives are: 1) to analyze the difficulties encountered in research articles by education students derived from formative and thesis-related research, and 2) to propose how scientific writing is fostered in universities as an epistemic and argumentative process. The results reveal shortcomings in understanding the polyphonic structure or the presence of intertextuality in the texts. The findings also show limitations in how research problems are formulated or how the state of the art is constructed, among other difficulties associated with activating writing strategies to organize specific rhetorical sections of the research article. It is concluded that scientific knowledge is constructed through writing as an epistemic and argumentative process, a possible alternative to transcend the limitations of reproductive discourse and, in turn, transform it into valuable discourse that contributes to the social construction of knowledge.