<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000100115</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.1.686</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprender a cuidar ante la crisis socioecológica: desestabilizando el androantropocentrismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning to Care in the Face of the Socio-Ecological Crisis: Destabilizing Androanthropocentrism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Zuany]]></surname>
<given-names><![CDATA[Rosa Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera García]]></surname>
<given-names><![CDATA[Fabiola Itzel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Rivera]]></surname>
<given-names><![CDATA[Juan Carlos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>1</numero>
<fpage>115</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo analizar cómo las progresiones de aprendizaje situado para el cuidado del entorno físico y social que promueve el Proyecto CARE-México en escuelas, coadyuvan a la desestabilización de una educación androantropocéntrica sostenida por dualismos opresivos (humanidad/naturaleza, humano/ animal, razón/emoción, relevancia/pertinencia) que coadyuvan a ahondar la crisis socioecológica. Desde una metodología cualitativa colaborativa, a partir de observaciones, entrevistas y conversaciones informales, analizamos el diseño y la implementación de progresiones de aprendizaje en dos escuelas primarias de Yucatán y Veracruz, México. En los resultados se presentan: a) la participación de las mujeres en el proceso de aprendizaje situado como acompañantes, sabedoras, transmisoras de conocimiento y cuidadoras del entorno natural y social, así como de seres humanos y no humanos; y b) el abordaje educativo situado ecológica, social, histórica y culturalmente a través de los conocimientos y prácticas de cuidado construidas por mujeres en sus distintos roles y que son pertinentes al contexto local.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to analyze how situated learning progressions for the care of the physical and social environment, promoted by the CARE-Mexico Project in schools, contribute to destabilizing an androanthropocentric education sustained by oppressive dualisms (humanity/nature, human/animal, reason/emotion, relevance/pertinence) that deepen the socioecological crisis. Using a collaborative qualitative methodology, based on observations, interviews, and informal conversations, we analyze the design and implementation of learning progressions in two primary schools in Yucatán and Veracruz, Mexico. The results present: a) women&#8217;s participation in the situated learning process as companions, knowledgeable individuals, knowledge transmitters, and caretakers of the natural and social environment, as well as human and non-human beings; and b) an educational approach that is ecologically, socially, historically, and culturally situated through care knowledge and practices constructed by women in their various roles, which are relevant to the local context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje situado]]></kwd>
<kwd lng="es"><![CDATA[cuidado]]></kwd>
<kwd lng="es"><![CDATA[pertinencia]]></kwd>
<kwd lng="es"><![CDATA[crisis socioecológica]]></kwd>
<kwd lng="es"><![CDATA[androantropocentrismo]]></kwd>
<kwd lng="es"><![CDATA[dualismos opresivos]]></kwd>
<kwd lng="es"><![CDATA[conocimientos de las mujeres]]></kwd>
<kwd lng="es"><![CDATA[prácticas de las mujeres]]></kwd>
<kwd lng="en"><![CDATA[situated learning]]></kwd>
<kwd lng="en"><![CDATA[care]]></kwd>
<kwd lng="en"><![CDATA[pertinence]]></kwd>
<kwd lng="en"><![CDATA[socio-ecological crisis]]></kwd>
<kwd lng="en"><![CDATA[androanthropocentrism]]></kwd>
<kwd lng="en"><![CDATA[oppressive dualisms]]></kwd>
<kwd lng="en"><![CDATA[women&#8217;s knowledge]]></kwd>
<kwd lng="en"><![CDATA[women&#8217;s practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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