<?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>S0185-26982021000400170</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2021.174.60208</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje, enseñanza, conocimiento, tres acepciones del constructivismo. Implicaciones para la docencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Rizo]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<numero>174</numero>
<fpage>170</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982021000400170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982021000400170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982021000400170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Muchos docentes dicen identificarse con el constructivismo, pero este término se usa en al menos tres sentidos diferentes, dependiendo de si se refiere a la noción del aprendizaje, la enseñanza o el conocimiento. El artículo pretende mostrar que la solidez de las tres acepciones es diferente, y trata con más amplitud la acepción relativa a enseñanza. Se identifican implicaciones de lo anterior para el trabajo docente, a partir de estudios empíricos sobre prácticas en aula que llevan a cuestionar la supuesta adhesión de muchos docentes a los principios constructivistas y se señalan aspectos positivos. En la conclusión se busca derivar reflexiones sobre las políticas que llevarían a prácticas apegadas al constructivismo en sus acepciones más sólidas y que pudieran llevar a una mejora sustancial de los aprendizajes. Esas políticas deberían privilegiar la mejora de la formación y actualización de los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Many teachers declare themselves as constructivists, however this term is used in at least three different senses, depending on whether it refers to the notion of learning, teaching, or knowledge. The present article aims to show the differences between the tree meanings and deals more broadly with the meaning associated to the notion of teaching. Based on a series of empirical studies on classroom practices that lead to questioning the supposed adherence of many teachers to constructivist principles, we identified several implications of the afore mentioned misconception on teaching practices. We also point out some positive aspects. In our conclusions we aim to promote the reflection regarding the policies needed to develop actually constructivist teaching practices which might, in turn, result in a substantial improvement in learning. These policies should give priority to improving the training and updating of teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Constructivismo]]></kwd>
<kwd lng="es"><![CDATA[Conductismo]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="en"><![CDATA[Behaviorism]]></kwd>
</kwd-group>
</article-meta>
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