La supervisión de tesis como relación dialógica: la importancia de la retroalimentación en las prácticas de enseñanza de la escritura

Nadia Soledad Schiavinato; Hilda Difabio

doi:10.19137/praxiseducativa-2025-290112

Nadia Soledad Schiavinato Universidad de Buenos Aires, Universidad Nacional de General Sarmiento, Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina
Hilda Difabio Universidad nacional de Cuyo, Consejo Nacional de Investigaciones Científicas y Técnicas, Argentina

DOI:

https://doi.org/10.19137/praxiseducativa-2025-290112

Keywords:

thesis supervision, dialogic pedagogical practices, feedback, doctoral writing

Abstract

The increase in enrollment in doctoral programs worldwide has highlighted the importance of the supervisor-thesis
candidate relationship. Within this context, the article explores feedback practices from a dialogic perspective,
aiming to move beyond one-way communication to create a space for exchange where doctoral students can develop
their critical thinking. The analysis of fifty-nine surveys conducted with doctoral students in the Social Sciences and
Humanities indicated that dialogic feedback practices are particularly prominent in the socio-affective dimension of
the supervisor-student relationship, while the cognitive aspects of feedback tend to be limited to corrections and
suggestions related to written work. Besides, participation in academic socialization instances fosters a dialogic
relationship between students and supervisors by sharing work dynamics and practices characteristic of the academic
field.

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