<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672022000200009</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i25.1250</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones sociales del aprendizaje del inglés en estudiantes de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Representations of English Language Learning in Nursing Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Representações sociais da aprendizagem de inglês em estudantes de enfermagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Barraza]]></surname>
<given-names><![CDATA[Verónica Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Enfermería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo fue determinar el núcleo central y el sistema periférico de las representaciones sociales del aprendizaje del inglés en estudiantes universitarios de enfermería del estado de Sinaloa, México. Se adoptó un enfoque mixto y se utilizó la técnica de redes semánticas naturales para el enfoque estructural de las representaciones sociales y el enfoque procesual para las entrevistas a profundidad hasta llegar a la saturación teórica. Se determinó que el núcleo central del aprendizaje del idioma inglés recae en los conceptos de comunicación, oportunidades, comprensión y conocimiento. En tanto que las representaciones sociales sobre el aprendizaje del inglés en profesionales de enfermería se sustentan en los conceptos de comunicación y oportunidades. En la parte procesual, se determinaron tres categorías teóricas: 1) &#8220;Estilos de aprendizaje del idioma inglés&#8221;, 2) &#8220;Globalización, inglés y oportunidades laborales&#8221; y 3) &#8220;Oportunidades del aprendizaje del idioma inglés&#8221;. Aunque los estudiantes de enfermería reconocen la importancia de adquirir la competencia del idioma inglés para su desarrollo tanto en la esfera personal como en la profesional, aún hay un largo camino para consolidar esta competencia en las instituciones públicas mexicanas de educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work was to determine the central nucleus and the peripheral system of the social representations of learning English in nursing students in Sinaloa, Mexico. A mixed approach was adopted, and the technique of natural semantic networks was used for the structural approach of social representations and the procedural approach for in-depth interviews until theoretical saturation was reached. It was determined that the central core of learning the English language lies in the concepts of communication, opportunities, understanding and knowledge. While the social representations about learning English in nursing professionals are based on the concepts of communication and opportunities. In the procedural part, three theoretical categories were determined: 1) &#8220;English language learning styles&#8221;, 2) &#8220;Globalization, English and job opportunities&#8221; and 3) &#8220;English language learning opportunities&#8221;. Although nursing students recognize the importance of acquiring English language skills for their development in both the personal and professional spheres, there is still a long way to go to consolidate this skill in Mexican public institutions of higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho é determinar o núcleo central e o sistema periférico das representações sociais do aprendiz de inglês nos estudantes de enfermagem de Sinaloa, México. Adotou-se uma abordagem mista e utilizou-se a técnica de redes semânticas naturais para a abordagem estrutural das representações sociais e a abordagem processual para entrevistas em profundidade até a saturação teórica. Foi determinado que o núcleo central da aprendizagem da língua inglesa está nos conceitos de comunicação, oportunidades, compreensão e conhecimento. Enquanto as representações sociais sobre a aprendizagem do inglês em profissionais de enfermagem são baseadas nos conceitos de comunicação e oportunidades. Na parte processual, foram determinadas três categorias teóricas: 1) &#8220;Estilos de aprendizagem da língua inglesa&#8221;, 2) &#8220;Globalização, inglês e oportunidades de trabalho&#8221; e 3) &#8220;Oportunidades de aprendizagem da língua inglesa&#8221;. Embora os estudantes de enfermagem reconheçam a importância da aquisição de habilidades da língua inglesa para seu desenvolvimento tanto na esfera pessoal quanto profissional, ainda há um longo caminho a percorrer para consolidar essa habilidade nas instituições públicas mexicanas de ensino superior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[representación social]]></kwd>
<kwd lng="en"><![CDATA[English learning]]></kwd>
<kwd lng="en"><![CDATA[nursing students]]></kwd>
<kwd lng="en"><![CDATA[social representation]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de inglês]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[representação social]]></kwd>
</kwd-group>
</article-meta>
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