<?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>S0185-26982024000200074</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2024.184.61256</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La indagación colaborativa como estrategia para fortalecer la vinculación universidad-escuela Desafíos y oportunidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goldrine Godoy]]></surname>
<given-names><![CDATA[Tatiana Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrid Miranda]]></surname>
<given-names><![CDATA[Romina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz de la Fuente]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Escuela de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Stirling Facultad de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Escocia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>184</numero>
<fpage>74</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982024000200074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982024000200074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982024000200074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se presenta una experiencia de vinculación universidad-escuela en una comunidad compuesta por maestras de educación infantil y profesoras universitarias que desarrollan un ciclo de indagación colaborativa orientado hacia la mejora de las prácticas docentes. Las sesiones fueron grabadas y analizadas cualitativamente y muestran cómo la comunidad transita por las fases de: 1) identificación de metas comunes; 2) indagación y acción; y 3) análisis y reflexión conjunta orientada hacia la mejora. Como oportunidades de esta estrategia emergen el desarrollo de un diálogo colegiado, relaciones de confianza profesional, reflexión sobre la práctica y valoración de las distintas experticias; y como desafíos, la asignación de tiempo y el asegurar el apoyo a mediano y largo plazo desde ambas instituciones. Para futuras iniciativas se sugiere acordar las condiciones de participación de los actores y el soporte institucional requerido, para que maestros y académicos puedan involucrarse activamente en el proceso indagatorio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: An experience of university-school linkage is presented in a community com-posed of female teachers of early childhood education and university female professors who develop a cycle of collaborative inquiry aimed at improving teaching practices. The sessions were recorded and analyzed qualitatively and show how the community transits through the phases of 1) identification of common goals; 2) inquiry and action; and 3) analysis and joint reflection ori-ented towards improvement. As opportunities of this strategy emerge the de-velopment of a collegiate dialogue, relationships of professional trust, reflec-tion on the practice, and assessment of different expertise; and as challenges, time allocation and securing medium- and long-term support from both institutions. For future initiatives, it is suggested to agree on the conditions of participation of the actors and the institutional support required, so that teachers and academics can actively participate in the investigation process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alianza universidad-escuela]]></kwd>
<kwd lng="es"><![CDATA[Indagación colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[University-school alliance]]></kwd>
<kwd lng="en"><![CDATA[Collaborative inquiry]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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