<?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>2683-2208</journal-id>
<journal-title><![CDATA[Revista panamericana de comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. panam. comun.]]></abbrev-journal-title>
<issn>2683-2208</issn>
<publisher>
<publisher-name><![CDATA[Centros Culturales de México A.C., Universidad Panamericana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2683-22082021000100092</article-id>
<article-id pub-id-type="doi">10.21555/rpc.v0i1.2354</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dramaturgia teatral en el aula universitaria. Salvar la brecha comunicativa a través de la acción y el trabajo colaborativo en momentos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Theatre dramaturgy in the university classroom. Bridging the communication gap through action and collaborative work in times of pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valhondo Crego]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vivas Moreno]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>3</volume>
<numero>1</numero>
<fpage>92</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2683-22082021000100092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2683-22082021000100092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2683-22082021000100092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Este texto explora modos alternativos de considerar los roles de los estudiantes en el espacio del aula universitaria en momentos de pandemia. Para ello, nos basamos en la tradición clásica de la mímesis aristotélica contrastada con las ideas sobre el teatro moderno ideadas por Brecht y Artaud. Se pretende llevar adelante una agenda en la que el estudiante adopte diferentes papeles en relación a un objetivo concreto, en este caso, el de aprender a traducir imágenes a palabras y viceversa en el entorno de la Narrativa Audiovisual. Se emplean los modelos consolidados del Aprendizaje Basado en Problemas (ABP) y el Aprendizaje Colaborativo (AC). El diseño propuesto se compone de una serie de fases en las que el rol del espectador va modificándose, desde la observación hasta la participación activa en la tarea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. This text explores alternative ways of considering students&#8217; roles in the university classroom space in times of pandemic. In doing so, we draw on the classical tradition of Aristotelian mimesis contrasted with ideas about modern theatre devised by Brecht and Artaud. The aim is to carry out an agenda in which the student adopts different roles in relation to a specific objective, in this case, that of learning to translate images into words and vice versa, in the environment of Audiovisual Narrative. The consolidated models of Problem Based Learning (PBL) and Collaborative Learning (CL) are used. The proposed design consists of a series of phases in which the role of the viewer changes from observation to active participation in the task.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alumno]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[espectador]]></kwd>
<kwd lng="es"><![CDATA[teatro]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[spectatorship]]></kwd>
<kwd lng="en"><![CDATA[theatre]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
