<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000100083</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.1.680</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una perspectiva cognitiva corporizada y ecológica: otros abordajes posibles de lo ambiental]]></article-title>
<article-title xml:lang="en"><![CDATA[A Cognitive, Embodied, and Ecological Perspective: Alternative Approaches to Environmental Matters]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Holz]]></surname>
<given-names><![CDATA[Silvia Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,El Colegio de la Frontera Sur  ]]></institution>
<addr-line><![CDATA[San Cristóbal de Las Casas Chiapas]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>1</numero>
<fpage>83</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo queremos enriquecer una mirada integrativa de los procesos formativos en el nivel educativo superior, a través de una perspectiva cognitiva corporizada y ecológica, para proponer abordajes didácticos que cultiven transformaciones hacia modos más cuidadosos de relacionarnos con nosotros mismos, con los demás y con el entorno humano y no humano. Partimos presentando los supuestos cognitivos que predominan actualmente en nuestros sistemas educativos, y subrayamos la creciente relevancia de las perspectivas cognitivas emergentes corporizadas y ecológicas. Introducimos un diálogo entre elementos claves de las didácticas críticas y de la cognición corporizada y ecológica, planteando algunas estrategias posibles para construir prácticas formativas integrativas y con potencial transformador, que contribuyan a ampliar nuestra conciencia en relación con lo ambiental y a cultivar modos de habitar solidarios, basados en la profunda interconexión que tenemos en la red de la vida. Ponemos en relevancia la importancia de cultivar prácticas formativas que integren la experiencia sensible directa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we aim to enrich an integrative perspective of educational processes at the higher education level through a corporeal and ecological cognitive approach. Our goal is to propose didactic approaches that cultivate transformations towards more caring ways of relating to ourselves, to others, and to the human and non-human environment. We begin by presenting the cognitive assumptions that currently predominate in our educational systems and underscore the growing relevance of emerging embodied and ecological cognitive perspectives. We introduce a dialogue between key elements of critical didactics and embodied and ecological cognition, proposing possible strategies for constructing integrative and transformative educational practices that contribute to expanding our environmental awareness and cultivating solidary ways of inhabiting, based on the profound interconnection we have in the web of life. We highlight the importance of cultivating educational practices that integrate direct sensory experience.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cognición ecológica]]></kwd>
<kwd lng="es"><![CDATA[didáctica crítica e integrativa]]></kwd>
<kwd lng="es"><![CDATA[experiencia sensible directa]]></kwd>
<kwd lng="es"><![CDATA[didáctica ecológica]]></kwd>
<kwd lng="en"><![CDATA[ecological cognition]]></kwd>
<kwd lng="en"><![CDATA[critical and integrative didactics]]></kwd>
<kwd lng="en"><![CDATA[direct sensory experience]]></kwd>
<kwd lng="en"><![CDATA[ecological didactics]]></kwd>
</kwd-group>
</article-meta>
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