<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000200403</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0059-008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resiliencia: convergencia de emociones y experiencias docentes en la educación a distancia en tiempos de la COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Resilience: Convergence of emotions and teaching experiences in distance education in times of COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quijada Lovatón]]></surname>
<given-names><![CDATA[Karin Yovana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Nashiki]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Colima Facultad de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000200403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000200403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000200403&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo fue analizar las acciones resilientes que desarrollaron docentes de educación básica, tanto de manera individual como colectiva, para la atención de sus estudiantes y familiares durante la educación a distancia derivada de la pandemia a causa de la COVID-19. El estudio se apoya en la teoría fundamentada como herramienta de análisis y en entrevistas en línea y telefónicas a veinte docentes de educación básica de ocho estados de la república mexicana. Los principales hallazgos se dividen en: a) resiliencia grupal, que incluye la conformación de redes de apoyo con distintos sectores de la comunidad que sirvieron para dar continuidad a las actividades académicas; las acciones de gestión que directores y docentes realizaron para atender el reto de habilitación tecnológica y la atención a las constantes demandas administrativas; las estrategias innovadoras que implementaron de manera emergente para mantener la comunicación con estudiantes y padres de familia; y b) resiliencia individual, que comprendió estrategias de contención emocional; el desarrollo de una rápida adaptación y renovación de su práctica; el apoyo a través de la empatía y acciones solidarias; la conformación de acciones creativas en zonas rurales e indígenas sin mediación tecnológica; y las consecuencias negativas para los docentes, como agotamiento físico y emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to analyze resilient actions that primary education teachers developed personal and collective forms for students&#8217; and families&#8217; attention during distance education derived from the Covid-19 pandemic. This study is supported by The Substantiated Theory as an analysis tool, several interviews were made online and by telephone with twenty primary teachers from eight states of the Mexican republic. The main findings are divided into: a) group resilience which includes the formation of support networks with different community sectors that are served to give continuity to academic activities; management actions that directors and teachers carried out to meet the challenge of technology enablement and attention to the constant administrative demands; innovative strategies that were implemented in an emergent form to maintain the communication with students and families; and b) individual resilience which included the implementation of emotional support strategies development of a rapid adaptation and renewal of their practice; support through empathy and solidary actions; creative activities in rural and indigenous zones without technological mediation, that in some cases generated negative consequences like physical and emotional exhaustion.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[características de los docentes]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[teacher characteristics]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
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