<?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>S0185-26982018000200083</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de sociogramas en la escuela para la mejora de la convivencia: un estudio en escuelas chilenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Improving relationships by using sociograms at school: A study of Chilean schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urbina Hurtado]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Leiva]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas Villalobos]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Programa de Apoyo a la Convivencia Escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Politécnica de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>160</numero>
<fpage>83</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000200083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Comprender la dinámica de las relaciones sociales entre pares dentro de la escuela puede orientar la toma de decisiones estratégicas para mejorar la convivencia. Los sociogramas -fotografías de un momento particular de esas relaciones- son una herramienta útil para su descripción, análisis y reflexión. A través de entrevistas al profesorado y otros profesionales de la escuela, se indagó acerca del uso de los sociogramas, a partir de la caracterización de la estructura de la red en 12 cursos de primaria. Dado que el análisis del entramado social a través de la teoría de redes proporciona información que no es percibida a simple vista, los sociogramas son una herramienta útil no sólo para la comprensión de las dinámicas relacionales en la escuela, sino también para la programación estratégica de acciones sistémicas de mejora de la convivencia y para la reflexión sobre las creencias docentes sobre las dinámicas relacionales en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Understanding the dynamic of social relationships between peers in a school can provide guidance for strategic decision-making to improve these relationships. Sociograms-images of a particular moment of these relationships-are a useful tool for description, analysis and reflection. Through interviews with teaching staff and other professionals in the school, the use of sociograms was studied, based on the type of network structure in 12 primary-school courses. Analyzing social connections through the theory of networks reveals information not normally visible, and sociograms are not only useful tools to understand relational dynamics in the school, but also to make strategic programs of systemic actions to improve the school environment and to reflect on teachers&#8217; beliefs about relational dynamics in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[Relaciones interpersonales]]></kwd>
<kwd lng="es"><![CDATA[Grupo de pares]]></kwd>
<kwd lng="es"><![CDATA[Creencias del profesor]]></kwd>
<kwd lng="es"><![CDATA[Mejoramiento]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
<kwd lng="en"><![CDATA[Interpersonal relationships]]></kwd>
<kwd lng="en"><![CDATA[Peer group]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s beliefs]]></kwd>
<kwd lng="en"><![CDATA[Improvement]]></kwd>
</kwd-group>
</article-meta>
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