<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722023000200134</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2023.40.1549</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ética en la educación: análisis a partir de la serie Merlí]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ética na educação: análise a partir da série Merlí]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethics in education: an analysis based on the TV series Merlí]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mastandrea]]></surname>
<given-names><![CDATA[Paula-Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michel-Fariña]]></surname>
<given-names><![CDATA[Juan-Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cambra-Badii]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Vic-Universitat Central de Catalunya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>40</numero>
<fpage>134</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722023000200134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722023000200134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722023000200134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El contexto educativo actual requiere de docentes éticamente competentes para la detección y/o el abordaje de situaciones difíciles. Las series son una vía privilegiada para el acceso a situaciones éticamente controvertidas en tanto producen y reproducen imaginarios sociales actuales. Este artículo presenta la revisión y reelaboración de un esquema conceptual que reúne los grandes principios que organizan la ética en la educación a partir de la serie Merlí (2015-2018). Se realiza un análisis de contenido de los 40 episodios de la serie para relevar las situaciones éticamente controvertidas allí presentes. Los resultados demuestran que estas controversias ocupan un lugar relevante en la serie y la necesidad de actualizar un esquema conceptual sobre los grandes principios que organizan la ética en la educación. Éste es un recurso clave para la elaboración de un dispositivo diagnóstico de sensibilidad ética y una herramienta de la formación docente en materia de ética profesional a partir de series contemporáneas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O contexto educacional atual exige que professores eticamente competentes detectem e/ou abordem situações difíceis. As séries são uma forma privilegiada de acessar situações eticamente controversas à medida que produzem e reproduzem imaginários sociais atuais. Este artigo apresenta a revisão e reelaboração de um esquema conceitual que reúne os grandes princípios que organizam a ética na educação da série Merlí (2015-2018). Uma análise de conteúdo dos 40 episódios da série é realizada para ressaltar as situações eticamente controversas ali presentes. Os resultados mostram que essas controvérsias ocupam um lugar relevante na série e a necessidade de atualizar um esquema conceitual sobre os grandes princípios que organizam a ética na educação. Trata-se de um recurso fundamental para o desenvolvimento de um dispositivo diagnóstico de sensibilidade ética e uma ferramenta para a formação de professores em ética profissional a partir de séries contemporâneas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current educational context requires ethically qualified teachers to detect and/or deal with difficult educational situations. The series are a privileged way to access ethically controversial issues as they produce and reproduce current social imaginaries. This article presents the revision and redesign of a conceptual scheme that brings together the major organizing principles of ethics in education based on the series Merlí (2015-2018). A content analysis of the 40 episodes is carried out to identify the ethically controversial situations featured in the series. The results show that these dilemmas occupy a relevant place in the series and that it is necessary to update the conceptual framework on the main principles that organize ethics in education. This is a key resource for the elaboration of a diagnostic device of ethical sensitivity and a tool for teacher training in professional ethics based on contemporary series.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ética profesional]]></kwd>
<kwd lng="es"><![CDATA[educación general]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[medios audiovisuales]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="pt"><![CDATA[ética profissional]]></kwd>
<kwd lng="pt"><![CDATA[educação geral]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[meios audiovisuais]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="en"><![CDATA[professional ethics]]></kwd>
<kwd lng="en"><![CDATA[general education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[audiovisual media]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
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