<?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>S0185-26982025000100210</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2025.47.61717</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexión y promoción de la práctica pedagógica en el aula rural y urbana chilena]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflection and promotion of pedagogical practice in the Chilean rural and urban classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalta-Paucar]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assael-Budnik]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinic-Valencia]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolledo-Etchepare]]></surname>
<given-names><![CDATA[Jéssica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile Facultad de Humanidades Escuela de Psicología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,niversidad de Aysén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Santiago de Chile Facultad de Humanidades Escuela de Psicología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982025000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982025000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982025000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es analizar el proceso de reflexión de la práctica pedagógica en la interacción de aula de profesoras en distintos contextos socioculturales. Se empleó metodología mixta en nueve profesoras de educación primaria de escuelas urbanas y rurales de Chile, quienes participaron en un programa de Acompañamiento a la Reflexión de la Práctica (ARP) para mejorar los tipos de intercambios verbales y criterios de mediación de la teoría de experiencia de aprendizaje mediado (EAM) en el aula. Las profesoras autofilmaron sus clases, reportaron la experiencia y participaron en entrevistas de investigación. Se encontró que los intercambio y criterios EAM cambiaron significativamente entre el pre y post ARP, con diferencias entre las aulas urbanas y rurales; la reflexión transitó del nivel simple al más complejo. En conclusión, la reflexión está asociada a mejorar los niveles de elaboración de la experiencia en el aula mediante la promoción de intercambios con criterios EAM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of the article is to analyze the process of reflection on pedagogical practice classroom interaction of female teachers in different sociocultural contexts. A mixed methodology was used in nine female elementary school teachers from urban and rural schools in Chile, who participated in a program Accompanying the Reflection of the Practice (ARP) to enhance the types of verbal exchanges and mediated learning experience theory (MLE) mediation criteria in the classroom. The teachers self-filmed their classes, reported on the experience, and participated in research interviews. It was found that the MLE exchanges and criteria changed significantly between pre- and post-ARP, with differences be-tween urban and rural classrooms; reflection moved from the simple to the more complex level. In conclusion, reflection is associated with improving the levels of elaboration of the experience in the classroom by promoting exchanges with MLE criteria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mediación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Salón de clases]]></kwd>
<kwd lng="es"><![CDATA[Educación rural]]></kwd>
<kwd lng="es"><![CDATA[Educación urbana]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical mediation]]></kwd>
<kwd lng="en"><![CDATA[Classroom]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
<kwd lng="en"><![CDATA[Urban education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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