<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000300402</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-3.20</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica docente y currículo: Un marco de análisis construccionista]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Practice and Curriculum: A Construccionist Analysis Frame]]></article-title>
<article-title xml:lang="pt"><![CDATA[Prática de ensino e currículo: uma perspectiva de análise construcionista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Ruiz]]></surname>
<given-names><![CDATA[Abel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>402</fpage>
<lpage>416</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000300402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000300402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000300402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito del presente artículo es reflexionar, desde el enfoque de la construcción social, la relación de la práctica docente con el currículo de educación básica. Se establece que los sistemas curriculares no actúan como referentes de conocimiento uniformes y abstractos, sino más bien permiten la conformación de interdependencias comunicativas entre agentes que, a partir de sus creencias, valores y saberes históricamente construidos, interpretan y le dan un sentido singular a lo educativo en contextos determinados. La relevancia reside en ubicar el currículo como un mecanismo dialógico con intenciones comunicativas diversas en un escenario donde se buscan estandarizar las orientaciones de los actos de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this paper is to reflect, from the perspective of the social construction, the relationship between the teaching practice with the elementary education curriculum. It is established that the curricular systems do not act as uniform and abstract knowledge, but instead, they allow the formation of communicative interdependencies between agents who, based on their beliefs, values and historically constructed knowledge, interpret education and give a unique sense to it in certain contexts. The relevance lies in locating the curriculum as a dialogic mechanism with various communicative intentions in a scenario that seeks to standardize the guidelines of teaching acts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é refletir, dentro da perspectiva da construção social, a relação entre a prática docente e o currículo da educação básica. Fica estabelecido que os sistemas curriculares não atuam como referências de conhecimento uniforme e abstrato, mas sim possibilitam a conformação de interdependências comunicativa entre agentes que, a partir de suas crenças, valores e conhecimentos historicamente construídos, interpretam e dão um sentido único ao educacional em determinados contextos. A relevância está em situar o currículo como um mecanismo dialógico com diversas intenções comunicativas, num contexto capaz de padronizar as diretrizes educativas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[subjetividad]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[subjectivity]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[comunicação]]></kwd>
<kwd lng="pt"><![CDATA[subjetividade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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