<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672019000100833</article-id>
<article-id pub-id-type="doi">10.23913/ride.v9i18.474</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La exploración en el desarrollo del aprendizaje profundo]]></article-title>
<article-title xml:lang="en"><![CDATA[The Exploration in the Develop Deep Learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[La exploração no desenvolvimento de la aprendizagem profunda]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Cedillo]]></surname>
<given-names><![CDATA[Jesús Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Sánchez]]></surname>
<given-names><![CDATA[Teodoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Gómez]]></surname>
<given-names><![CDATA[Raúl Junior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Fernández]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<fpage>833</fpage>
<lpage>844</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672019000100833&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672019000100833&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672019000100833&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje profundo debate el problema del aprendizaje integral y se contrapone al aprendizaje superficial, donde se acepta el conocimiento de forma mecánica, pasiva y donde se almacena información privada. De tal manera que el aprendizaje profundo se enfoca en extraer detalles de la enseñanza activa. La planificación de este método requiere que los estudiantes entiendan el mundo exterior, a través de su propia iniciativa, y propongan un resultado positivo. Asimismo, el aprendizaje profundo adquiere un significado práctico y habilidoso mediante el vínculo que establece entre el conocimiento existente y el nuevo conocimiento, y ofrece la posibilidad de extender el proceso creativo con la ayuda de la tecnología. Esto potencia, a su vez, la activación y participación de los estudiantes y tomar la experiencia adquirida para aplicarla en diferentes contextos. Se concluye que el aprendizaje integral permite esbozar una serie de indicaciones respecto al qué, cuándo y cómo explorar y evaluar los conocimientos previos de los alumnos. Esta integración permite aprender de tres a cinco veces más rápido, despierta el interés y se incrementa la motivación para alcanzar un aprendizaje profundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Deep learning debates the problem of integral learning as opposed to superficial learning, where knowledge is accepted mechanically, passively and where private information is stored. Thus, deep learning focuses on extracting details from active teaching. The planning of this method requires that students understand the outside world, through their initiative, and propose a positive result or passively accept another proposal that demonstrates the strategy of deep learning. In addition, deep learning acquires a practical and skillful meaning through the link established between existing knowledge and new knowledge, and offers the possibility of extending the creative process with the help of technology; this will activate students with learned insight and take the acquired experience to apply it in different contexts. It is concluded that the integral learning allows outlining a series of indications regarding the what, when and how to explore and evaluate the previous knowledge of the students. This integration will enable us to learn three to five times faster, arousing interest and increasing the motivation to achieve deep learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A aprendizagem profunda debate o problema da aprendizagem integral e se opõe à aprendizagem superficial, em que o conhecimento é aceito mecanicamente, passivamente e onde a informação privada é armazenada. De tal forma que a aprendizagem profunda se concentra em extrair detalhes do ensino ativo. O planejamento desse método exige que os alunos entendam o mundo exterior por iniciativa própria e proponham um resultado positivo. Além disso, a aprendizagem profunda adquire um significado prático e habilidoso através do vínculo estabelecido entre o conhecimento existente e o novo conhecimento, e oferece a possibilidade de estender o processo criativo com a ajuda da tecnologia. Isso aumenta, por sua vez, a ativação e participação dos alunos e leva a experiência adquirida para aplicá-lo em diferentes contextos. Conclui-se que a aprendizagem integral permite delinear uma série de indicações sobre o quê, quando e como explorar e avaliar o conhecimento prévio dos alunos. Esta integração permite aprender de três a cinco vezes mais rápido, desperta o interesse e aumenta a motivação para alcançar uma aprendizagem profunda.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje integral]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje profundo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje superficial]]></kwd>
<kwd lng="en"><![CDATA[integral learning]]></kwd>
<kwd lng="en"><![CDATA[deep learning]]></kwd>
<kwd lng="en"><![CDATA[surface learning]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem integral]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem profunda]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de superfície]]></kwd>
</kwd-group>
</article-meta>
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