Scientific writing in researcher training: theoretical foundations, academic reading, and methodological rigor

Abstract

This work constitutes a theoretical essay whose objective is to problematize and discuss the elements that compose the structure of a scientific article and to expose the symbiotic relationship between them. We advocate this reflection to show the practical implications of this manuscript, since mastery of reading levels influences the writing of an article through the appropriation and adaptation of ideas developed by other authors. Regarding the arrangement and writing of the text, considering them as a process, we point out that the appropriate choice of title, followed by an inviting abstract and a well-constructed introduction, denote satisfactory conditions for the material, after its publication, to be accessed and have its reach broadened. Having done this, we prepare the ground to delve into the methodological foundations and reinforce that the mobilization between the approach, the type of research, the instruments for data production, the techniques for organizing them, and the theoretical framework for analyzing them confers rigor to the text. In conclusion, we highlight the social role attributed to the production of a scientific article, insofar as it presents educational and scientific contributions that, directly or indirectly, are aimed at the community.