<?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>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602016000300041</article-id>
<article-id pub-id-type="doi">10.1016/j.resu.2016.06.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendiendo a ser psicólogo: transiciones identitarias en el aula universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning to be a psychologist: Identity transitions in the university classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Ramírez]]></surname>
<given-names><![CDATA[Leticia Nayeli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saucedo Ramos]]></surname>
<given-names><![CDATA[Claudia Lucy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Nacional Autónoma de México Programa de Psicología Educativa y del Desarrollo ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[ Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>45</volume>
<numero>179</numero>
<fpage>41</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602016000300041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602016000300041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602016000300041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo de este artículo es analizar los sentidos y transiciones identitarios que los estudiantes de psicología desplegaron durante su participación en la asignatura de Psicología Aplicada. Participaron 16 estudiantes de la Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México. Se analizaron aspectos del aprendizaje compartido que tuvo lugar en el aula y cómo los participantes realizaron cruces de contextos analíticos y sociales, entre la teoría y la práctica, entre su condición como estudiantes y como hijos de familia, y entre su presente y la proyección de sí mismos como profesionales. Se concluye que el aula es un espacio de aprendizaje en el que es posible fomentar procesos de formación identitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this paper is to analyze the meanings and identity transitions that psychology students project while participating in the subject of Applied Psychology. The study was conducted with 16 students at the Iztacala Faculty of Higher Studies, of the National Autonomous University of Mexico, using qualitative observation and in-depth interviews. We analyzed the aspects of the shared learning processes that took place in the classroom and the ways in which the participants performed crossovers of analytical and social contexts, between theory and practice, between their condition as students and as sons and daughters, and between their present identities and the projection of themselves as professionals. The study concluded that the classroom constitutes a learning space that tends to promote processes of identity formation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiante]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Aula universitaria]]></kwd>
<kwd lng="es"><![CDATA[Contextos socioculturales]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[University classroom]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural contexts]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
</kwd-group>
</article-meta>
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