<?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>1870-5308</journal-id>
<journal-title><![CDATA[CPU-e. Revista de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[CPU-e. Rev. Investig. Educ]]></abbrev-journal-title>
<issn>1870-5308</issn>
<publisher>
<publisher-name><![CDATA[Universidad Veracruzana, Instituto de Investigaciones en Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-53082017000100154</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis secuencial discursivo de una práctica de enfermería utilizando SDIS-GSEQ: la relación maestro-alumno]]></article-title>
<article-title xml:lang="en"><![CDATA[Sequential discourse analysis of a nursing practice using SDIS-GSEQ: the teacher-student relationship]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Carrillo]]></surname>
<given-names><![CDATA[Edgardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez García]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz González]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores-Iztacala ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>24</numero>
<fpage>154</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-53082017000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-53082017000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-53082017000100154&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El análisis del discurso en el aula define tipologías de intercambios mediadas a través de las relaciones e interacciones entre maestros y alumnos, en forma de secuencias Intervención-Respuesta-Evaluación/Feedback (IRE/F) y Pregunta-Evaluación Feedback (PE/F), las cuales permiten dar cuenta de diversos aspectos de la construcción conjunta del conocimiento y su influencia en el aprendizaje. El objetivo de esta investigación fue analizar las formas de participación de los alumnos a través de las secuencias IRE/F y PE/F durante prácticas clínicas mediante el programa informático SDIS-GSEQ. Participaron 30 estudiantes de segundo semestre, cinco practicantes de octavo semestre y una maestra, todos pertenecientes a la licenciatura de enfermería en la Facultad de Estudios Superiores-Iztacala. Analizando los flujos de discurso se encontró la existencia de secuencias IRE/F completas e incompletas, post-expansiones y secuencias PE/F. Se observó que los alumnos son responsables activos de su conocimiento y son capaces de adquirir patrones de discurso del experto para dar retroalimentación a sus iguales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Discourse analysis in the classroom defines types of exchanges mediated through the relationships and interactions between teacher and students, in the form of sequences Initiation-Response-Evaluation/Feedback (IRE/F) and Question-Evaluation/Feedback (PE/F), which allow to account for various aspects of the joint construction of knowledge and its influence on learning. The objective of this research was to analyze different ways of students&#8217; participation through IRE/F and PE/F sequences during clinical practice by SDIS-GSEQ software. 30 students from second semester, 5 practitioners from eight semester and a teacher, all of them belonging to Facultad de Estudios Superiores-Iztacala Nursing Degree, participated in the study. By analyzing speech flux we found the existence of complete and incomplete IRE/F sequences, post-expansion and QE/F sequences. It was noted that students are responsible for their knowledge and are able to acquire speech patterns from the expert to give feedback to their peers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje situado]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[papel del estudiante]]></kwd>
<kwd lng="es"><![CDATA[relación estudiante-profesor]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[situated learning]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[student's role]]></kwd>
<kwd lng="en"><![CDATA[student-teacher relationship]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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