<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712022000100016</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i24.900</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Futuros docentes peruanos frente a la educación mediática: entre la deuda y la esperanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Future Peruvian teachers and media education: between debt and hope]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mateus]]></surname>
<given-names><![CDATA[Julio-César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz-Velasco]]></surname>
<given-names><![CDATA[María-Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Lima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Lima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712022000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712022000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712022000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora los conocimientos y actitudes de docentes en formación peruanos sobre la educación mediática como estrategia para formar ciudadanos mediáticos, es decir, críticos y creativos frente a las TIC para ejercer su ciudadanía. En un contexto de pandemia global en que dependemos de las tecnologías para garantizar el ejercicio del derecho a la educación y en un escenario donde los flujos de información se multiplican, resulta pertinente discutir los términos en que el estudio de las TIC debe ser incorporado en la formación inicial docente. Para conocer la voz de los futuros docentes realizamos cuatro grupos focales con algunas de las instituciones educativas más importantes del Perú. Los resultados dejan ver que los docentes son críticos del papel educativo de los medios de comunicación, pero también lo son de sus propias carencias como profesionales para comprenderlos, manejarlos, apropiarse de ellos e integrarlos en el aula, más allá de su presencia como auxiliares didácticos. En ese sentido, acusan una falta de formación sobre las TIC desde una dimensión sociocultural que supere la mirada instrumental, y sugieren la necesidad de incorporarlas en los planes de estudio, como parte de su formación integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores the knowledge and attitudes of Peruvian teachers in initial training regarding media education as a strategy to train competent citizens competent in the use of ICTs. In a context of a global pandemic where we depend on technologies to guarantee the right to education and where flows of information multiply, it is pertinent to discuss the terms on which these ICTs should be incorporated into initial teacher training. In order to know the voice of future teachers, we conducted four focus groups with some of the most important educational institutions in Peru. The results show that teachers are critical of the educational role of media, but also that they are aware of their own shortcomings as professionals to understand, manage, appropriate and integrate them into the classroom, beyond their presence as teaching aids. In that sense, they have little training on ICTs from a sociocultural dimension that goes beyond the instrumental view, and detect the need to incorporate ICTs in their curricula as part of their comprehensive training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación mediática]]></kwd>
<kwd lng="es"><![CDATA[competencia mediática]]></kwd>
<kwd lng="es"><![CDATA[literacidad mediática]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="en"><![CDATA[Media education]]></kwd>
<kwd lng="en"><![CDATA[media competence]]></kwd>
<kwd lng="en"><![CDATA[media literacy]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
</kwd-group>
</article-meta>
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