<?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>S0185-26982020000200140</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2020.168.59439</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensar el conocimiento escolar desde el socioconstructivismo: interacción, construcción y contexto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellaro]]></surname>
<given-names><![CDATA[Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta]]></surname>
<given-names><![CDATA[Nadia Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Rosario de Investigaciones en Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Rosario de Investigaciones en Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<numero>168</numero>
<fpage>140</fpage>
<lpage>156</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982020000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982020000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982020000200140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es desarrollar una serie de formulaciones en torno a conceptos provenientes del socioconstructivismo que consideramos como recursos valiosos cuando se trata de pensar e interpretar los procesos de construcción de conocimiento escolar. Primero, como punto de partida, se presenta una definición de socioconstructivismo en el marco de la psicología del desarrollo y de la educación. Segundo, se desarrolla una serie de conceptos socioconstructivistas que entendemos como relevantes y pertinentes para su aplicación al ámbito educativo. Tercero, reflexionamos sobre el carácter fundamentalmente interactivo de los procesos de construcción de conocimiento en el aula y sobre los diferentes aspectos intervinientes. Se concluye acerca del carácter integrador del socioconstructivismo, en tanto aglutina un abanico de nociones que contribuyen al diseño de diferentes estrategias pedagógicas, aunque todas basadas en el mismo supuesto central: la interacción sociocognitiva como fundamento necesario del proceso de construcción del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to develop a series of formulations surrounding concepts from social constructivism which we consider valuable resources for examining and interpreting the processes of construction of school knowledge. First, as point of departure, we present a definition of social constructivism in the framework of the developmental and educational psychology. Second, we develop a series of social constructivist concepts which we understand as relevant and pertinent for application in an educational context. Third, we reflect on the fundamentally interactive nature of processes of construction of knowledge in the classroom and on the different intervening factors. We conclude by discussing the integrating nature of social constructivism, as a perspective which agglutinates a broad spectrum of notions which contribute to the design of different pedagogic strategies, although all based on the same central assumption: social cognitive interaction as the necessary foundation for the process of construction of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Constructivismo social]]></kwd>
<kwd lng="es"><![CDATA[Interacción entre pares]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[Interactividad]]></kwd>
<kwd lng="es"><![CDATA[Construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="en"><![CDATA[Social constructivism]]></kwd>
<kwd lng="en"><![CDATA[Peer interaction]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[Interactivity]]></kwd>
<kwd lng="en"><![CDATA[Knowledge construction]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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