<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802018000100149</article-id>
<article-id pub-id-type="doi">10.32870/ap.v10n1.1140</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Redefinición del &#8220;aprendizaje en red&#8221; en la cuarta revolución industrial]]></article-title>
<article-title xml:lang="en"><![CDATA[Redefinition of "Network learning" in the fourth industrial revolution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero Nahón]]></surname>
<given-names><![CDATA[Alexandro]]></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>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>149</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802018000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802018000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802018000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La &#8220;cuarta revolución industrial&#8221; provocará una transformación en los escenarios educativos porque incorporará redes ciberfísicas en la producción, logística y consumo de bienes y servicios. La teoría educativa ha abordado tradicionalmente los escenarios educativos tecnologizados con categorías de análisis propias de la tercera revolución industrial y es necesario superar esos lastres conceptuales. Este texto propone el concepto de &#8220;aprendizaje en red&#8221; y toma como punto de partida la ontología poshumanista y la epistemología de la teoría del actor-red. Así, el aprendizaje sería un proceso que asocia agencias humanas y no humanas por igual, que opera sin centro ni periferia, y cuyo objetivo es garantizar su autorregulación y persistencia porque en cuanto las agencias dejan de operar, la red de aprendizaje desaparece. El aprendizaje es, en sí mismo, una red heterogénea en funcionamiento. Asimismo, en este texto se identifican algunas agencias humanas y no humanas básicas que permiten constituir redes de aprendizaje, fortalecerlas o destruirlas. Además, se justifica por qué la investigación educativa debería crear datos de manera inductiva y construir categorías de análisis en forma abductiva para identificar nuevos objetos de estudio en los escenarios de aprendizaje de la cuarta revolución industrial, que se caracterizan por ser híbridos, ambiguos y contingentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The "fourth industrial revolution" will provoke a transformation in educational scenarios because it will incorporate cyber-physical networks in the production, logistics and consumption of goods and services. Educational theory has traditionally approached technological educational scenarios with categories of analysis typical of the third industrial revolution and it is necessary to overcome these conceptual weights. This paper proposes the concept of "network learning" taking as a starting point the posthumanist ontology and the epistemology of the actor-network theory. Thus, learning would be a process that associates human and non-human agencies alike, which operates without center nor periphery, and whose objective is to guarantee self-regulation and persistence because as soon as the agencies stop operating, the learning network disappears. Learning is, in itself, a heterogeneous network in operation. Likewise, this paper identifies some basic human and non-human agencies that allow learning networks to be established, strengthened or destroyed. In addition, it is justified why educational research should create data through an inductive manner and construct categories of analysis abductively to identify new objects of study in the learning scenarios of the fourth industrial revolution, which are characterized by being hybrid, ambiguous and contingent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Teoría educativa]]></kwd>
<kwd lng="es"><![CDATA[poshumanismo]]></kwd>
<kwd lng="es"><![CDATA[teoría del actor-red]]></kwd>
<kwd lng="es"><![CDATA[cuarta revolución industrial]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en red]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="en"><![CDATA[Educational theory]]></kwd>
<kwd lng="en"><![CDATA[posthumanism]]></kwd>
<kwd lng="en"><![CDATA[actor-network theory]]></kwd>
<kwd lng="en"><![CDATA[fourth industrial revolution]]></kwd>
<kwd lng="en"><![CDATA[network learning]]></kwd>
<kwd lng="en"><![CDATA[philosophy of education]]></kwd>
</kwd-group>
</article-meta>
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