<?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>S2007-74672024000200750</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2121</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Propuesta para determinar un modelo pedagógico sobre competencias investigativas a nivel doctorado]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposal to determine a pedagogical model on research competencies at the doctoral level]]></article-title>
<article-title xml:lang="pt"><![CDATA[Proposta de determinação de um modelo pedagógico sobre competências de investigação a nível de doutoramento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez-Silva]]></surname>
<given-names><![CDATA[Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Martínez]]></surname>
<given-names><![CDATA[Rocío-Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200750&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los procesos de formación están definidos por las competencias que busca desarrollar en sus aprendices; para el desarrollo de investigaciones en cualquier campo disciplinar, se fomenta la adquisición de diversas herramientas, capacidades, conocimientos y actitudes. El presente documento tiene por objetivo analizar los procesos formativos que potencian las competencias investigativas, con la identificación de necesidades educativas en contextos específicos, que permitan la definición de un nuevo modelo pedagógico para reducir las brechas entre el campo de la docencia e investigación. Se realizó una cartografía conceptual con la intención de encontrar referentes teóricos y metodológicos. Los resultados obtenidos se organizaron en ocho ejes analíticos, la noción permitió explorar las definiciones; la categorización ofreció diferentes dominios sobre cómo se construyen estas competencias; esta última demostró algunas experiencias de enseñanza y aprendizaje. En diferenciación se describen tres constructos, en clasificación se ubicaron los tipos de conocimientos, habilidades y actitudes. Para vinculación se asociaron los casos en los que las competencias investigativas se han implementado con diferentes referentes de e-learning. Al final, en metodología se mostró cómo el modelo microlearning se constituye y cómo se pueden conformar micro contenidos. Por su parte, en ejemplificación no se encontró ningún estudio que ya haya relacionado las variables. Se concluyó que, un modelo pedagógico para competencias investigativas se caracterizaría por estar enfocado en la internalización de saberes, aprendizaje autónomo, el desarrollo de autogestión y auto motivación sobre procesos indagatorios en diversas áreas del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The training processes are defined by the competencies they seek to develop in their learner; for the development of research in any disciplinary field, the acquisition of diverse tools, skills, knowledge, and attitudes. This document aims to analyze the training processes that enhance research competencies, identifying educational needs in specific contexts, allowing the definition of a new pedagogical model to reduce the gap between teaching and research. A conceptual cartography was developed with the intention of finding theoretical and methodological. The results were organized into eight analytical axes; the notion allowed exploring the definition; categorization offered different domains on how these competencies are constructed. Characterization demonstrated some teaching and learning experiences. Differentiation described three constructs, and in classification, the type of knowledge, skills, and attitudes was described. For linkage, cases where research competencies have been implemented with different e-learning references, finally, in methodology, it was shown how the microlearning model is constituted and how microcontents can be formed; meanwhile, in exemplification, no study was found that had already related the variables. It was concluded that a pedagogical model for research competencies would be characterized by being focused on the internalization of knowledge, autonomous learning, the development of self-management, and self-motivation on investigative processes in various areas of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os processos formativos são definidos pelas competências que procura desenvolver nos seus aprendizes; Para o desenvolvimento da investigação em qualquer área disciplinar, incentiva-se a aquisição de diversas ferramentas, competências, conhecimentos e atitudes. O objetivo deste documento é analisar os processos de formação que potenciam competências de investigação, com a identificação de necessidades educativas em contextos específicos, que permitam a definição de um novo modelo pedagógico para reduzir as lacunas entre o campo do ensino e da investigação. Foi realizada uma cartografia conceitual com o intuito de encontrar referências teóricas e metodológicas. Os resultados obtidos foram organizados em oito eixos analíticos, a noção permitiu explorar as definições; a categorização ofereceu diferentes domínios sobre como essas competências são construídas; estes últimos demonstraram algumas experiências de ensino e aprendizagem. Na diferenciação são descritos três construtos, na classificação foram localizados os tipos de conhecimentos, habilidades e atitudes. Para vinculação, foram associados os casos em que as competências de pesquisa foram implementadas com diferentes referências de e-learning. Ao final, a metodologia mostrou como se constitui o modelo de microaprendizagem e como o microconteúdo pode ser formado. Por sua vez, a título de exemplificação, não foi encontrado nenhum estudo que já relacionasse as variáveis. Concluiu-se que um modelo pedagógico de competências investigativas se caracterizaria por estar focado na internalização do conhecimento, na aprendizagem autônoma, no desenvolvimento da autogestão e da automotivação nos processos investigativos nas diversas áreas do conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencias investigativas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la investigación]]></kwd>
<kwd lng="es"><![CDATA[habilidades investigativas]]></kwd>
<kwd lng="es"><![CDATA[micro aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[proceso de investigación]]></kwd>
<kwd lng="en"><![CDATA[research competencies]]></kwd>
<kwd lng="en"><![CDATA[research teaching]]></kwd>
<kwd lng="en"><![CDATA[research skills]]></kwd>
<kwd lng="en"><![CDATA[microlearning]]></kwd>
<kwd lng="en"><![CDATA[research process]]></kwd>
<kwd lng="pt"><![CDATA[competências de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[ensino de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[microaprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[processo de pesquisa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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