<?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>2007-8110</journal-id>
<journal-title><![CDATA[Cultura y representaciones sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Cultura representaciones soc]]></abbrev-journal-title>
<issn>2007-8110</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-81102019000200008</article-id>
<article-id pub-id-type="doi">10.28965/2019-27-08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudiantes normalistas ante la reforma educativa mexicana de 2013: emociones y representaciones sociales]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching trainees and the 2013 Mexican Educational Reform: emotions and social representations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Vidrio]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas Cajiga]]></surname>
<given-names><![CDATA[Yazmín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana División de Ciencias Sociales y Humanidades Departamento de Educación y Comunicación]]></institution>
<addr-line><![CDATA[Xochimilco ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Facultad de Filosofía y Letras  Colegio de Pedagogía]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<fpage>257</fpage>
<lpage>279</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-81102019000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-81102019000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-81102019000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La reforma educativa mexicana de 2013 supuso modificaciones al proceso de ingreso a la docencia, entre cuyas consecuencias estuvo que los estudiantes normalistas enfrentaran una situación inusitada: concursar por un empleo de maestro con profesionales de otras carreras, cuestión que ocasionó en ellos diferentes estados emocionales. El propósito de este artículo es precisamente analizar las emociones que 16 estudiantes normalistas entrevistados dicen haber experimentado en relación con dicha reforma y su vínculo con la representación social que construyeron de la medida legal. Las entrevistas son analizadas utilizando una metodología cualitativa para el estudio de las emociones. Los resultados indican que la reforma desencadenó en los entrevistados diferentes emociones, entre las más recurrentes la tristeza y la incertidumbre. Esto se concatena con la representación social que comparten de la reforma, ya que para los normalistas ésta condicionó su futuro laboral al modificar tanto el reconocimiento de su formación profesional docente, como el canal de ingreso a los empleos de maestro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Mexican Educational Reform 2013 implied a series of modifications in the teaching admission process, which positioned teaching trainees before an unusual situation: to contend for a job with applicants from other professions; this triggered in them different emotional states. The purpose of this paper is precisely to analyze the emotions that 16 interviewed teaching trainees say to have experimented towards the reform and its link with the social representations they constructed in relation to it. The interviews are analyzed using a qualitative methodology for the study of emotions. The results indicate that the Reform activated in the interviewees different emotions, being sadness and uncertainty the most recurring. This is related to their social representation of the Reform since from their point of view the Reform conditioned their labor future by modifying the recognition of their professional activity as well as the admission channel to the teaching jobs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación normalista]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[reforma educativa]]></kwd>
<kwd lng="es"><![CDATA[representación social]]></kwd>
<kwd lng="en"><![CDATA[educational reform]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[social representation]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s college]]></kwd>
<kwd lng="en"><![CDATA[teaching trainees]]></kwd>
</kwd-group>
</article-meta>
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