<?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>2007-6576</journal-id>
<journal-title><![CDATA[Sociedad y ambiente]]></journal-title>
<abbrev-journal-title><![CDATA[Soc. ambient.]]></abbrev-journal-title>
<issn>2007-6576</issn>
<publisher>
<publisher-name><![CDATA[El Colegio de la Frontera Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-65762016000300099</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de niños y niñas para la conservación de los primates mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Children's perceptions for the conservation of Mexican primates]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar-Cucurachi]]></surname>
<given-names><![CDATA[María del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merçon]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Rivera]]></surname>
<given-names><![CDATA[Evodia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana Centro de Investigaciones Tropicales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<numero>12</numero>
<fpage>99</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-65762016000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-65762016000300099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-65762016000300099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Entender cómo los grupos humanos le dan significado a la naturaleza y cómo es su relación con los ecosistemas, constituye la principal preocupación en el estudio de las percepciones ambientales. Conocer las percepciones puede favorecer esfuerzos educativos para la conservación de las especies y de los ecosistemas. Con el objetivo de analizar las percepciones sobre los primates, les pedimos a niños y niñas de tres escuelas primarias rurales de Tabasco, México, que dibujaran cómo viven los monos, qué comen y cuáles son los problemas o amenazas que enfrentan para sobrevivir en sus comunidades. Desde un enfoque metodológico mixto, interpretamos el contenido de 197 dibujos de 110 niñas y 87 niños de cinco a doce años de edad. Asignamos categorías de análisis relacionadas con la percepción de las especies de primates, su entorno y las amenazas que enfrentan. Aplicamos análisis de varianza (ANOVA) de dos vías para comparar las percepciones entre comunidades y el test de G para comparar género. Los resultados indican que las percepciones se construyen a partir de los contextos de las comunidades y que éstas ofrecen elementos para una mejor comprensión de los procesos socioecológicos. En el marco educativo, consideramos que este estudio permite articular al menos tres dimensiones: cognitiva, cultural y política, en las que la dimensión ecológica tiene un papel transversal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Understanding how human groups give meaning to nature, and how their relationships with the environment are, is the main concern in the study of environmental perceptions. Knowing the perceptions can favor educational efforts for the conservation of species and ecosystems. In order to analyze perceptions on primates, we asked students from three rural elementary schools in Tabasco, México, to draw how monkeys live, what they eat and the type of problems monkeys face in their communities in order to survive. We analyzed the content of 197 children's drawings, 110 made by girls and 87 by boys of 5-12 years old. We assign categories of analysis related to the perception of primate species, their environment and the threats they face. We applied two-way ANOVA to compare perceptions between communities and the G-test to compare gender. The results indicate that the perceptions are constructed from the contexts of the communities, and these offer elements to understand socioecological processes. In the educational context, we consider that this study allows articulating at least three dimensions: cognitive, cultural and political, in which the ecological dimension has a transversal role.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[percepciones]]></kwd>
<kwd lng="es"><![CDATA[dibujos]]></kwd>
<kwd lng="es"><![CDATA[primates]]></kwd>
<kwd lng="es"><![CDATA[comunidades]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[perceptions]]></kwd>
<kwd lng="en"><![CDATA[drawings]]></kwd>
<kwd lng="en"><![CDATA[primates]]></kwd>
<kwd lng="en"><![CDATA[communities]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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