<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712024000100305</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i29.1423</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El método fenomenológico en la investigación educativa: entendiendo los principios clave de la metodología de Max van Manen]]></article-title>
<article-title xml:lang="en"><![CDATA[Phenomenological method in educational research: understanding the key tenets of Max van Manen&#8217;s methodology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes-Sosa]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Sanguino]]></surname>
<given-names><![CDATA[Narciso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemerita Universidad Autonoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnologica de Izúcar de Matamoros  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</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=S2007-21712024000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712024000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712024000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La fenomenología hace referencia a un movimiento filosófico y a diversas perspectivas de investigación cualitativa. La propuesta del pedagogo Max van Manen es una propuesta de investigación fenomenológica con características propias y que resulta difícil de aprehender para los investigadores cualitativos que recién se interesan en ella. El presente texto tiene por objetivo describir los principios y los supuestos metodológicos de la fenomenología hermenéutica, también llamada fenomenología de la práctica, que no han sido difundidos de manera explícita en la literatura, lo cual dificulta la comprensión de este método. El artículo se divide en dos secciones principales, en la primera sección se describe el principio teleológico, el principio ontológico y el principio epistemológico. En la segunda sección se describen los supuestos metodológicos que incluyen la metodología al servicio de la práctica profesional, transitar de la actitud natural a la actitud fenomenológica, investigar la experiencia tal como es vivida, la experiencia vivida no puede conocerse a través de código ni categorías y el texto fenomenológico promueve el conocimiento pático. Se concluye que la fenomenología de la práctica es una metodología cualitativa fenomenológica no canónica, que investiga el fenómeno educativo tal como es vivido (principio ontológico), que promueve la adquisición de una sabiduría práctica (principio epistemológico) y que permite velar por el bienestar de los estudiantes (principio teleológico).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract &#8216;Phenomenology&#8217; refers to a philosophical movement and also several qualitative research approaches. Max van Manen&#8217;s phenomenological research approach has its own characteristics, which are difficult to grasp for qualitative researchers new to this type of methodology. This text aims to describe the principles and methodological assumptions of hermeneutic phenomenology - also known as phenomenology of practice - not explicitly covered in the literature, which hinders the comprehension of the method. The article is divided into two main sections. The first one describes the teleological, the ontological and the epistemological principles. The second one describes the methodological assumptions, including the methodology in the service of the professional practice, the transition from the natural to the phenomenological attitude, investigating experience as it is lived, how lived experience cannot be known through codes or categories, and how the phenomenological text promotes pathic knowledge. We conclude that the phenomenology of practice is a non-canonical qualitative phenomenological methodology that inquiries into the educational phenomenon as it is lived (ontological principle), promotes the acquisition of a practical wisdom (epistemological principle), and allows us to ensure the students wellbeing (teleological principle).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[fenomenología]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[Max van Manen]]></kwd>
<kwd lng="en"><![CDATA[phenomenology]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[Max van Manen]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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