<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412023000100120</article-id>
<article-id pub-id-type="doi">10.24320/redie.2023.25.e20.4705</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transformación de prácticas plurilingües: contradicciones entre pensamiento y acción. Estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Transformation of Multilingual Practices: Contradictions Between Thought and Action. A Case Study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transformação das práticas Plurilíngues: as contradições entre pensamento e ação. Estudo de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tresserras]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palou Sangrà]]></surname>
<given-names><![CDATA[Juli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412023000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412023000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412023000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una intervención formativa de base sociocultural que busca la transformación de la práctica educativa en contextos multilingües e interculturales. Se fundamenta en los ámbitos de formación del profesorado y en las formas de reconceptualizar la actividad. El proceso de formación se llevó a cabo con diez docentes de distintos niveles educativos. Los datos se obtuvieron a partir de procesos de mediación dialógica y conceptual, y se utilizaron relatos de vida lingüística, entrevistas semiestructuradas, grupos de discusión, autoconfrontación y literatura especializada. El análisis demuestra que cuando los docentes toman conciencia de sus propias representaciones y actuaciones, y las contrastan, emergen tensiones y contradicciones entre lo que piensan y lo que hacen. Su originalidad se fundamenta en un cambio en el saber, en el saber hacer y en el saber estar en un contexto social complejo que concluye en la necesidad de avanzar hacia prácticas transformadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a formative intervention, grounded in sociocultural theory, that seeks to transform educational practice in multilingual and intercultural contexts by focusing on teacher training and ways of reconceptualizing teaching practice. The training process was carried out with ten teachers from different levels of education. The data was obtained through dialogic and conceptual mediation processes using language life stories, semi-structured interviews, discussion groups, self-confrontation, and specialized literature. The analysis shows that when teachers become aware of and contrast their own representations and actions, tensions and contradictions emerge between what they think and what they do. The originality of this approach lies in a change in knowledge, know-how, and conduct in a complex social context, pointing to a need to move toward transformative practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta uma intervenção formativa de base sociocultural que procura transformar a prática educativa em contextos multilingues e interculturais, com base nas áreas de formação de professores e nas formas de reconceptualização da atividade. Participaram da pesquisa dez docentes de diferentes níveis de ensino, e os dados foram obtidos a partir de processos de mediação dialógica e conceitual: foram utilizadas histórias de vida linguísticas, entrevistas semiestruturadas, autoconfrontação, grupos de discussão e literatura especializada sobre o tema. A análise mostra que quando os docentes tomam consciência das suas próprias representações e ações, e as contrastam, surgem tensões e contradições entre o que pensam e fazem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[multilingüismo]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[mediación]]></kwd>
<kwd lng="es"><![CDATA[sistema de creencias]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[multilingualism]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
<kwd lng="en"><![CDATA[belief systems]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[multilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[mediação]]></kwd>
<kwd lng="pt"><![CDATA[sistema de crenças]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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