<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982018000200101</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conversación y mediación del aprendizaje en aulas de diversos contextos socioculturales]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning mediation and conversation in classrooms within various sociocultural contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalta Paucar]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assael Budnik]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baeza Reyes]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales Centro de Desarrollo Cognitivo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Diego Portales Centro de Desarrollo Cognitivo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>160</numero>
<fpage>101</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del texto es analizar la estructura dialogal del salón de clase en diferentes contextos socioculturales. La metodología fue la observación de clases reales de 15 profesoras de primero básico en escuelas de contexto urbano y rural de Chile. Se realizó análisis de la conversación (AC), y de criterios de experiencia de aprendizaje mediado (EAM). Se empleó estadística no paramétrica. En los resultados se encontró: a) la gestión del tiempo depende del contexto directo de aula; b) hay asociación significativa entre conversación y criterios de EAM según contexto: las aulas urbanas se caracterizan por conversaciones expositivas, regulativas y cooperativas, relacionados con EAM de intencionalidad y reciprocidad, trascendencia, planificación, regulación y autocontrol, y desafío; en tanto las aulas rurales se caracterizan por: conversaciones co-formadas, explicativas y colaborativas asociadas con EAM, significado, trascendencia e individualización. Estos diferentes patrones dialogales permiten promover el aprendizaje autónomo desde la realidad de cada escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text analyzes the structure of classroom dialogue in various sociocultural contexts. The methodology was to observe real-life classes being given by primary school teachers at urban and rural schools in Chile. This study involved a conversation analysis (CA) and examining mediated learning experience (MLE) criteria. Nonparametric statistics were used. The results revealed that: a) time management depends on the direct context of the classroom; b) a significant association exists between MLE criteria and conversation according to the context: urban classrooms tend to have expository, regulative and cooperative conversations, with MLE-related intentionality and reciprocity, transcendence, planning, regulation and self-control, and challenge; rural classrooms, on the other hand, are characterized by MLE-related co-created, explanatory and collaborative conversations, meaning, transcendence and individuation. These conversational patterns make it possible to stimulate autonomous learning based on each school&#8217;s reality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Mediación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Diversidad]]></kwd>
<kwd lng="es"><![CDATA[Contexto sociocultural]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical mediation]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural context]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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