<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000100020</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Participación guiada de psicólogos en formación en dos comunidades de práctica profesional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diego Correa]]></surname>
<given-names><![CDATA[Marisol de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weiss Horz]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Investigaciones Educativas del Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>155</numero>
<fpage>20</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000100020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[La investigación describe analíticamente los procesos de formación de seis estudiantes de licenciatura de la Facultad de Psicología de la Universidad Nacional Autónoma de México al participar en dos diferentes comunidades de práctica profesional: un laboratorio de investigación básica experimental y un centro comunitario de intervención psicoterapéutica. A partir de observaciones participantes y de narraciones provenientes de entrevistas se analiza cómo los estudiantes se apropian del repertorio cultural de dichos escenarios al utilizarlo en situaciones específicas del quehacer del psicólogo experimental y del psicólogo clínico. Las comunidades de práctica profesional posibilitan una aproximación gradual al quehacer profesional al promover una participación guiada en actividades de menor a mayor complejidad, acompañada por pares expertos y supervisada por docentes/profesionistas. Para caracterizar este proceso -conceptualizado por Jean Lave como participación periférica legíti ma- proponemos la metáfora de las escaleras de participación formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This research analytically describes the training processes for six undergraduate students in the School of Psychology at the National Autonomous University of Mexico, as they participate in two different communities of professional practice: a basic experimental research laboratory and a community center for psychotherapeutic intervention. Based on participants' observations and narrations from interviews, analysis is focused on the ways in which students take on the cultural repertoire of these settings by using it in specific situations in the work of experimental and clinical psychologists. The communities of practice facilitate a gradual approximation of professional work, by promoting guided participation in activities from lesser to greater complexity, while accompanied by expert peers and supervised by teachers/ professionals. To characterize this process -conceptualized by Jean Lave as legitimate peripheral participation, we propose the metaphor of stairways of educational participation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación profesional]]></kwd>
<kwd lng="es"><![CDATA[Práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[Comunidades de práctica]]></kwd>
<kwd lng="es"><![CDATA[Participación guiada]]></kwd>
<kwd lng="es"><![CDATA[Psicólogos]]></kwd>
<kwd lng="en"><![CDATA[Professional training]]></kwd>
<kwd lng="en"><![CDATA[Professional practice]]></kwd>
<kwd lng="en"><![CDATA[Communities of practice]]></kwd>
<kwd lng="en"><![CDATA[Guided participation]]></kwd>
<kwd lng="en"><![CDATA[Psychologists]]></kwd>
</kwd-group>
</article-meta>
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