<?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>S2007-74672024000100693</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.2002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los animales de nuestra región: secuencia interdisciplinaria con docentes de preescolar en el marco de la Nueva Escuela Mexicana]]></article-title>
<article-title xml:lang="en"><![CDATA[The animals of our region: Interdisciplinary sequence with preschool teachers according to the New Mexican School]]></article-title>
<article-title xml:lang="pt"><![CDATA[Os animais da nossa região: sequência interdisciplinar com professores de pré-escola no âmbito da Escola Nova Mexicana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado Monroy]]></surname>
<given-names><![CDATA[Angelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Vásquez]]></surname>
<given-names><![CDATA[Flor Monserrat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos Laguna]]></surname>
<given-names><![CDATA[María Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mares Orozco]]></surname>
<given-names><![CDATA[Carmen Delia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pichardo Avila]]></surname>
<given-names><![CDATA[Fabiola Lizbeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y Estudios Avanzados ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de Investigación en Matemáticas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100693&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100693&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100693&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Con el objetivo de asegurar la calidad educativa, la Nueva Escuela Mexicana (NEM) propone integrar el conocimiento en el aula. Por eso, el objetivo de la presente investigación es explorar y proponer principios para el diseño de secuencias de aprendizaje (SdA) que estén alineadas con la NEM. Para ello, se describe el codiseño de una SdA en colaboración con un grupo de docentes de preescolar para investigar cómo anticipar la enseñanza y el aprendizaje de las matemáticas, e integrarlas con el conocimiento comunitario, el arte, el diseño de ingeniería y las ciencias. Específicamente, se empleó una metodología cualitativa, siguiendo un diseño multiseriado de tres fases: 1) diseño de la secuencia, 2) experimentación de la secuencia con docentes y 3) análisis de datos. En el estudio participaron 24 docentes y los datos se recolectaron a través de videos, notas de observadores (participantes y no participantes), fotografías y producciones escritas del grupo y de sus estudiantes. Los resultados muestran que la secuencia diseñada promueve el aprendizaje en la infancia, así como estrategias docentes factibles para su implementación. Además, se encontró que el diseño multiseriado apoya los lineamientos de la NEM al colaborar con los docentes para integrar conocimientos y asegurar el trabajo por proyectos. En definitiva, se puede asegurar que la SdA sirve como guía para el diseño de nuevas secuencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  To guarantee educational quality, the New Mexican School proposes to address integrating knowledge in the classroom. This research aims to develop principles for designing learning sequences that align with the New Mexican School. Therefore, we describe the co-design of a learning sequence with a group of preschool teachers to investigate ways to anticipate the teaching and learning of mathematics linked to community knowledge, art, engineering design and science. The methodology was qualitative, following the multi-serial design in three phases: 1) design of the sequence, 2) experimentation of the sequence with teachers, and 3) data analysis. Twenty-four teachers participated. Data were collected through videos, participant and non-participant observers' notes, photographs and written productions of the group and their students. The results show that the designed sequence promotes children's learning and provides feasible teaching strategies for its implementation. The multi-serial design was found to support the New Mexican School guidelines by co-designing with teachers to integrate knowledge and ensure project work. In addition, the learning sequence serves as a guide for the design of new sequences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Com o objetivo de garantir a qualidade educacional, a nova escola mexicana (NEM) propõe a integração do conhecimento na sala de aula. Portanto, o objetivo desta pesquisa é explorar e propor princípios para o projeto de sequências de aprendizagem (SdA) que estejam alinhados com o NEM. Para este fim, é descrito o co-design de um SdA em colaboração com um grupo de professores de pré-escola para investigar como antecipar o ensino e a aprendizagem da matemática e integrá-lo com o conhecimento da comunidade, arte, design de engenharia e ciência. Especificamente, utilizou-se uma metodologia qualitativa, seguindo um desenho multisserial de três fases: 1) desenho da sequência, 2) experimentação da sequência com professores e 3) análise dos dados. Participaram do estudo 24 professores e os dados foram coletados por meio de vídeos, anotações de observadores (participantes e não participantes), fotografias e produções escritas do grupo e de seus alunos. Os resultados mostram que a sequência desenhada promove a aprendizagem na infância, bem como estratégias de ensino viáveis &#8203;&#8203;para sua implementação. Além disso, constatou-se que o design multisseriado apoia as diretrizes do NEM ao colaborar com os professores para integrar o conhecimento e garantir o trabalho do projeto. Em suma, pode-se garantir que o SdA serve como um guia para o desenho de novas sequências.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[codiseño de secuencias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación interdisciplinaria en preescolar]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje CITeM (ciencia]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[tecnología y matemáticas)]]></kwd>
<kwd lng="en"><![CDATA[co-design of learning sequences]]></kwd>
<kwd lng="en"><![CDATA[kinder garden interdisciplinary education]]></kwd>
<kwd lng="en"><![CDATA[STEM learning]]></kwd>
<kwd lng="pt"><![CDATA[co-desenho de sequências de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação interdisciplinar na pré-escola]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem CITeM (ciências]]></kwd>
<kwd lng="pt"><![CDATA[engenharia]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia e matemática)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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