Some writing disruptions between narrative as literacy practice and peer review

This review article presents the conceptual contributions that have emerged as a result of academic research carried out at the international, national and local levels around the narrative, literacy practices and peer review, pointing to the identification of the possible disruptions between them and some meeting points between these categories. For this, a qualitative bibliographic revision, and a comprehensive hermeneutical analysis, of a descriptive type, were carried out. The material was made up of the publications that emerged from research between 2016 and 2021, found in databases such as: Dialnet, Scielo and EBSCO. The systematization and analysis of the material was done through a previously validated matrix. The disruptions identified were located from the sociocultural perspective of school writing that demarcated tensions and theoretical and practical meeting points.