The Academic writing y of Oaxacan teachers: challenges in formulating a qualitative research problem

Abstract

This article shows the writing process Oaxacan teachers, at the primary school, go through in formulating a research problem, preparing their postgraduate thesis. The purpose is to present the writing strategies that helped them to construct a research problem, through processes that bring them closer to a researchable formulation. The manuscripts of six students were analyzed at three moments (stages) of the research, using qualitative content analysis.  Through this, the changes that arose in each phase are revealed. The most recurrent strategy was the use of lexical and discursive signallins, which shows how a practical problem based on their professional experience moves to a research problem.