<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412016000200002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El orientador escolar ante el reto de la mejora curricular. Un estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[School Counselor and the Challenge of Improving Curricula: a Case Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingo Segovia]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Gálvez]]></surname>
<given-names><![CDATA[Juan de Dios]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrero Fernández]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Equipo de Orientación Educativa de Atarfe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela Universitaria de Magisterio "Virgen de Europa"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>27</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412016000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412016000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412016000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Andalucía necesita afrontar el reto curricular para mejorar los resultados escolares. Los servicios de apoyo (asesor psicopedagógico), por su posición estratégica y su visión sistémica, pueden actuar como asesores en los procesos de desarrollo curricular; el presente artículo analiza bajo qué circunstancias y con qué metodología pueden desempeñar esta función, accede a la teoría fundamentada de estos profesionales desde un estudio de caso, con un enfoque dialógico y biográfico-narrativo. El informante, de larga trayectoria y reconocimiento profesional, utiliza 35 entrevistas a profundidad sobre su experiencia profesional y los principios que la sustentan. Realiza un análisis de discurso con categorías emergentes del propio relato. Concluye que es necesario operar cambios en la mente de los orientadores, para incidir en el núcleo pedagógico de la mejora. Deben asumir prioritariamente un rol de acompañamiento crítico en los procesos de debate curricular cercano al aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Andalusia must face up to the challenge posed by curricula if it is to improve results in schools. Educational psychologists offering support services hold a strategical position and systemic vision that allow them to act as consultants in curriculum development. This paper analyzes the circumstances under which they may perform this role, and the methodology used. It taps into the grounded theory of these professionals with a case study from a biographical-narrative and dialog-based approach. The informant, who has a long career and professional recognition, supplies 35 in-depth interviews about his professional experience and the principles that underpin it. The study uses discourse analysis with emerging categories from his account, and concludes that it is necessary to make changes in the mindset of counselors in order to improve teaching at its core.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Orientación educativa]]></kwd>
<kwd lng="es"><![CDATA[Mejora educativa]]></kwd>
<kwd lng="es"><![CDATA[Asesoría]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[educational guidance]]></kwd>
<kwd lng="en"><![CDATA[Improvement education]]></kwd>
<kwd lng="en"><![CDATA[counseling]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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