La escritura epistémica: experiencia en la asignatura Narrativa Latinoamericana

This research took place during the academic period between March and July in 2016. A teaching sequence was designed, implemented, and analyzed, focused on the writing of three academic genres: the abstract, the review, and the essay, respectively, in the subject of Latin American Narrative. It was necessary to revise the syllabus, refine the teaching sequence, document the experience, and improve the Facebook page, where the epistemological powers of writing in the subject are visible.Based on this, we asked: how can a university professor incorporate writing into his/her classes as an epistemological tool to help students learn the contents of literature? Our theoretical and methodological framework consists of professional teaching, academic genres, and the trends “Learning in the curriculum” and “Writing to learn”.