<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000100206</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0058-012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tertulia literaria dialógica en ambientes híbridos: pedagogía y contención emocional de adolescentes en tiempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogical literary gathering in hybrid environments: Reading and emotional support of adolescents in times of pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villafuerte-Holguín]]></surname>
<given-names><![CDATA[Jhonny Saulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Rodríguez]]></surname>
<given-names><![CDATA[Wilman Xavier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica Luis Vargas Torres de Esmeraldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. El objetivo de este trabajo es estudiar las potencialidades de las tertulias literarias dialógicas como espacio híbrido de aprendizaje lingüístico y crecimiento personal de adolescentes y jóvenes que estuvieron en confinamiento debido a la crisis sanitaria global. Este trabajo se suscribe al paradigma posmoderno y acude al análisis bibliográfico y hermenéutico de las voces de los participantes. Los instrumentos utilizados fueron: una ficha de monitoreo del conocimiento, las percepciones de riesgo, los comportamientos preventivos y la confianza pública en el brote actual de coronavirus Snapshot Monitoring, elaborado por la oficina regional europea de la Organización Mundial de la Salud, y el modelo BarOn, ajustado por García y colaboradores (2018). Se administraron las técnicas de observación participante, grupo focal y entrevista en profundidad para recoger las voces de los participantes sobre sus emociones durante la pandemia por la COVID-19. La variación observada en los resultados apoya la tesis de la significancia y coherencia de los argumentos de los participantes en procesos de la educación hibrida. Esto puede aportar al aprendizaje lingüístico y a la contención emocional del alumnado en edades de la adolescencia y juventud sometidos a contextos de riesgo social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The objective of this work is to study the potential of dialogic literary gatherings as a hybrid space for linguistic learning and personal growth of adolescents and young people who found themselves in confinement due to the global health crisis. This work subscribes to the post-modern paradigm and resorts to the bibliographic and hermeneutical analysis of the voices of the participants. The instruments used are (1) the Knowledge Monitoring Sheet, Risk Perceptions, Preventive Behaviors and Public Confidence in the Current Coronavirus Outbreak Snapshot Monitoring produced by the World Health Organization European Regional Office, and (2) the BarOn model adjusted by García, Hurtado, Quintero, Rivera &amp; Ureña (2018). The techniques of participant observation, focus group, and in-depth interviews were administered to collect the voices of the participants regarding the emotions experienced during the COVID19 pandemic. The variation observed in the results supports the thesis of the significance and coherence of the arguments made by the participants in hybrid education processes. This can contribute to linguistic learning and the emotional containment of students of adolescence and youth ages subjected to contexts of social risk.]]></p></abstract>
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<kwd lng="es"><![CDATA[afectividad]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[affectivity]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
</kwd-group>
</article-meta>
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