<?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>1870-2333</journal-id>
<journal-title><![CDATA[Polis]]></journal-title>
<abbrev-journal-title><![CDATA[Polis]]></abbrev-journal-title>
<issn>1870-2333</issn>
<publisher>
<publisher-name><![CDATA[UAM, Unidad Iztapalapa, División de Ciencias Sociales y Humanidades, Departamento de Sociología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-23332015000100083</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Otra mirada: la construcción social del conocimiento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza García]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>83</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-23332015000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-23332015000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-23332015000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se argumenta la perspectiva de la construcción social del conocimiento a través de cinco puntos: a) se describen los supuestos del socioconstruccionismo y la relevancia del lenguaje en esa propuesta; b) en ese marco, se explica cómo se entiende la mente, en particular desde la psicología cultural; c) se da cuenta, también, de nociones como herramienta, signo, enunciado y diálogo inscritas en esta perspectiva; d) se discute cómo el uso de las palabras depende del contexto para tener sentido; cómo el uso de los conceptos se hace independientemente del contexto, y cómo ambas formas deriven dos maneras de conocimiento, el cotidiano y el científico, respectivamente; e) al final, partiendo de estos elementos, se argumenta cómo se construye el conocimiento en el ámbito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article is argued the perspective of knowledge's social construction through five points: a) it is described the assumptions of socioconstruccionism and the relevance of language in that purpose; b) in that frame, it is explained how the mind is understood, particularly from cultural psychology; c) it is also denoted about notions like tool, signs, statement and dialogue enrolled in this perspective; d) it is discussed how the use of words depends on the context to make sense, and how the use of the concept is made in dependent of context and how both forms derive two ways of knowledge, the common one and the scientific one; e) at the end, considering these elements, it is argued how the knowledge is constructed in the educative field.]]></p></abstract>
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<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[mente]]></kwd>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[mind]]></kwd>
<kwd lng="en"><![CDATA[knowledge construction]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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