<?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>S2007-74672025000100112</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2248</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La construcción del conocimiento en ambientes híbridos de aprendizaje: fundamentos epistémico-metodológicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge construction in hybrid learning environments: epistemic-methodological foundations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Construção do conhecimento em ambientes híbridos de aprendizagem: fundamentos epistêmico-metodológicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Torres]]></surname>
<given-names><![CDATA[Maricruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez Pérez]]></surname>
<given-names><![CDATA[Alma Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La situación postpandemia ha impulsado el uso de ambientes híbridos de aprendizaje en las instituciones educativas, al considerarse herramientas puente entre los espacios presenciales y virtuales para la construcción del conocimiento estudiantil. En este contexto, vincular actividades presenciales y virtuales ha transformado significativamente la forma en que los estudiantes adquieren conocimientos. Por ello, esta investigación analizó los fundamentos epistémico-metodológicos presentes en la construcción del conocimiento de estudiantes de nivel superior, basándose en la teoría socioconstructivista. A través de una metodología cualitativa, se realizó una investigación documental con 83 fuentes primarias y secundarias, extraídas de bases de datos como Emerald Insight, Taylor &amp; Francis Online, Scopus, Web of Science, Redalyc y Scielo, así como de la UNAM y el IPN. El análisis permitió identificar que la construcción del conocimiento en ambientes híbridos se define por las relaciones intersubjetivas entre los sujetos pedagógicos, en sesiones síncronas y asíncronas. Asimismo, se destacó la importancia de la argumentación y el conflicto sociocognitivo en la construcción colectiva del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The post-pandemic situation has driven the use of hybrid learning environments in educational institutions, regarded as bridge tools between face-to-face and virtual spaces to facilitate students' knowledge construction. In this context, linking face-to-face and virtual activities has significantly transformed how students acquire knowledge. This study analyzed the epistemic-methodological foundations underpinning the knowledge construction of higher-level students, grounded in socio-constructivist theory. Using a qualitative methodology, a documentary research approach was employed, reviewing and analyzing 83 primary and secondary sources from databases such as Emerald Insight, Taylor &amp; Francis Online, Scopus, Web of Science, Redalyc, and Scielo, as well as from UNAM and IPN. The analysis revealed that knowledge construction within hybrid learning environments is shaped by intersubjective relationships among pedagogical subjects in synchronous and asynchronous sessions. Furthermore, the importance of argumentation and sociocognitive conflict in collective knowledge construction was highlighted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A situação pós-pandemia impulsionou o uso de ambientes híbridos de aprendizagem nas instituições de ensino, reconhecidos como ferramentas de ponte entre os espaços presenciais e virtuais para a construção do conhecimento dos estudantes. Nesse contexto, a vinculação entre atividades presenciais e virtuais transformou significativamente a forma como os alunos adquirem conhecimento. Por isso, esta pesquisa analisou os fundamentos epistêmico-metodológicos presentes na construção do conhecimento de estudantes de nível superior, fundamentada na teoria socioconstrutivista. Utilizando uma metodologia qualitativa, realizou-se uma pesquisa documental com 83 fontes primárias e secundárias, extraídas de bases de dados como Emerald Insight, Taylor &amp; Francis Online, Scopus, Web of Science, Redalyc e Scielo, além de UNAM e IPN. A análise revelou que a construção do conhecimento em ambientes híbridos é moldada pelas relações intersubjetivas entre os sujeitos pedagógicos em sessões síncronas e assíncronas. Além disso, destacou-se a importância da argumentação e do conflito sociocognitivo na construção coletiva do conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[ambiente híbrido de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[socioconstructivismo]]></kwd>
<kwd lng="en"><![CDATA[knowledge construction]]></kwd>
<kwd lng="en"><![CDATA[hybrid learning environment]]></kwd>
<kwd lng="en"><![CDATA[socio-constructivist theory]]></kwd>
<kwd lng="pt"><![CDATA[construção do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[ambiente híbrido de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[socioconstrutivismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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