<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2021000200233</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2021.51.2.375</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El juego en la educación: una vía para el desarrollo del bienestar socioemocional en contextos de violencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Play-based Learning: A Path to the Development of Social and Emotional Wellbeing in Contexts of Violence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Grandón]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chao Rebolledo]]></surname>
<given-names><![CDATA[Cimenna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patiño Domínguez]]></surname>
<given-names><![CDATA[Hilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>51</volume>
<numero>2</numero>
<fpage>233</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2021000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2021000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2021000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje a través del juego es una habilidad importante para toda la vida, y el aprendizaje socioemocional es una práctica pedagógica creciente. Cuando juegan, los estudiantes a menudo manejan conflictos y construyen conocimientos socioemocionales con otros miembros del grupo. Los estudiantes en entornos lúdicos y colaborativos tienen la posibilidad de aprender la habilidad de regular eficazmente las emociones prosociales, tanto a nivel individual como grupal. En este artículo, se introduce un marco epistémico ecológico enfocado en las affordances y la escala de análisis relacional persona-ambiente, para argumentar sobre el diseño de entornos de aprendizaje con una diversidad de juegos que posibiliten el desarrollo de una educación socioemocional. Se exploran ideas de la psicología del desarrollo y de la educación, combinando elementos clave de la teoría de construcción de nichos, para dar cuenta de entornos lúdicos que fomenten una ética del bienestar dentro de comunidades de aprendizaje. Se sostiene que este enfoque puede proporcionar mejores oportunidades para el aprendizaje y el desarrollo del bienestar emocional en diversas poblaciones, y en particular en aquellas donde existan condiciones de violencia y acoso escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning through play is an essential lifelong skill, and social-emotional learning is a growing pedagogical practice. When playing, students often manage conflict and build social-emotional knowledge with other group members. Students in playful and collaborative environments own the ability to learn how to effectively regulate prosocial emotions, both individually and as a group. This article introduces an ecological epistemic framework focused on affordances and the person-environment relational scale of analysis to argue for the design of learning environments with a diversity of games that enable the development of social-emotional education. It explores ideas from developmental and educational psychology, combining critical elements of niche construction theory, to account for playful environments that foster an ethic of well-being within learning communities. It argues that this approach can provide enhanced opportunities for learning and developing emotional well-being in diverse populations, particularly those in contexts with violence and bullying.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje basado en el juego]]></kwd>
<kwd lng="es"><![CDATA[educación socioemocional]]></kwd>
<kwd lng="es"><![CDATA[affordances]]></kwd>
<kwd lng="es"><![CDATA[entornos de aprendizaje lúdicos]]></kwd>
<kwd lng="es"><![CDATA[bienestar socioemocional]]></kwd>
<kwd lng="en"><![CDATA[play-based learning]]></kwd>
<kwd lng="en"><![CDATA[social and emotional learning]]></kwd>
<kwd lng="en"><![CDATA[affordances]]></kwd>
<kwd lng="en"><![CDATA[playful learning environments]]></kwd>
<kwd lng="en"><![CDATA[social and emotional wellbeing]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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