<?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>S1409-42582020000200198</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-2.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones de aprendizaje desde una perspectiva fenomenográfica. Convergencias y diferencias entre estudiantado universitario portugués y latinoamericano]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Conceptions From a Phenomenographic Approach. Convergences and Differences Between Portuguese and Latin American University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Concepções de aprendizado desde uma perspectiva fenomenográfica. Convergências e diferenças entre estudantes universitários portugueses e latino-americanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morchio]]></surname>
<given-names><![CDATA[Ida Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Astudillo]]></surname>
<given-names><![CDATA[Solange]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Difabio]]></surname>
<given-names><![CDATA[Hilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Cuyo Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>198</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000200198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000200198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000200198&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo reseñaunestudioenel que se indaganlasconcepciones de aprendizajeenestudiantadolatinoamericano que cursa una mismacarrera (Ciencias de laEducación/Pedagogía), a fin de ponerenrelaciónlos resultados conlosobtenidos por Rosário et ál. (2006) en Portugal. El objetivo de lainvestigación que se informa es ponderar los alcances y límites de aplicar el sistema categorial de las personas autoras nombradas a lasconcepciones de aprender extraídas en diferentes contextos. Ambas investigacionescompartenun enfoque fenomenográfico, pero difierenenlapoblación y enel instrumento. La nuestra se realizóen 264 estudiantes que cursabanel tramo inicial o final de lacarreraen Argentina (Universidad Nacional de Cuyo), Brasil (Universidad Federal de Río de Janeiro y Universidad Estadual Paulista) y México (Universidad de Colima), mediante unítemabiertodelInventario de concepciones y experiencias de aprender enlauniversidad (INCEAPU). El trabajo de Rosário et ál. (2006) se realizóen 16 estudiantes de laUniversidad de Évora a través de entrevistas individuales. Los hallazgosponen de manifiestoalgunasconcepciones compartidas, otrassemejantes, pero no idénticas y otras distintivas de lamuestraenanálisis, lo que lleva a concluir que, si bien se reconocen similitudes y solapamientos, también se destacan particularidades enfuncióndel contexto educativo. Por otra parte, sugieren que lasconcepcionesadquierenun sentido bidireccional, puesaunque se inicianenelestudiantado y condicionansuactuar frente a lapropuestadidáctica, dichapropuesta incide enlo que elestudiantadoentiende por aprender. Es relevante indagar lasconcepciones de aprendizajeenlaspalabrasdelalumnado porque, si launiversidad se compromete conelrespeto por ladiversidad, loprimero es conocerenqué consiste &#8220;lo diverso&#8221; en términos de las diferentes formas en que sus estudiantesentiendenlo que es aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper describes a study about the empirical conceptions that a group of Latin American students, attending the same career (Learning sciences/Pedagogy), has about learning to relate the results with those obtained by Rosário et al. (2006) in Portugal. This research aims to weigh the scopes and limits of applying the categorial system developed by the authors to conceptions of learning obtained from different contexts. Both research works share a phenomenological approach, but they differ in population and instrument. Our research was conducted on 264 students -attending the initial or the final courses of their careers in Argentina (National University of Cuyo), Brazil (Federal University of Rio de Janeiro and Paulista State University) and Mexico (University of Colima)-, using an open item of the Inventory of Learning Conceptions and Experiences at University (INCEAPU). The work of Rosário et al. (2006) was applied to 16 students of the University of Évora through individual interviews. Findings show shared conceptions, some similar but not identical categories, and other categories that are different from the sample under analysis. Therefore, it can be concluded that, although some similarities and overlaps can be observed, there are also distinctive aspects, according to the educational context. On the other hand, findings suggest that, even though conceptions start on the students&#8217; community and condition their response to the educational tasks, such conceptions become bidirectional, since the teaching methods influence students&#8217; perception of learning. It is relevant to research the learning conceptions in students&#8217; words because, if the university makes a commitment involving respect for diversity, the first issue in question is to know what is &#8220;the diverse&#8221; in terms of the different ways in which students understand the concept of learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo resenhaumestudo empírico no qualsão indagadas as concepções de aprendizado em estudanteslatino-americanos que cursamuma mesma carreira (Ciências da educação/ Pedagogia), a fim de pôr em relação os resultados com os obtidos por Rosário et al. (2006) em Portugal. O objetivo da investigação é ponderar os alcances elimites de aplicar o sistema categorial dos autores nomeadosàsconcepções de aprender, extraídas em diferentes contextos. Ambas investigaçõescompartemum enfoque fenômenográfico, mas diferem em quantopopulação e instrumento. A nossafoi realizada em 264 estudantes que cursavam o trajeto inicial ou final da carreirana Argentina (Universidade Nacional de Cuyo), no Brasil (Universidade Federal do Río de Janeiro e Universidade Estadual Paulista) e no México (Universidade de Colima), por meio de umitemaberto do Inventário de Concepções e Experiências de Aprender naUniversidade(INCEAPU). O trabalho de Rosário et al. (2006)foi realizado com 16 estudantes da Universidade de Évora através de entrevistas individuais. As descobertaspõem de manifestoalgumasconcepçõescompartilhadas, outrassemelhantes, mas nãoidênticas e outras diferentes da amostra em análise, o que leva a concluir que, se bem se reconhecemsemelhanças e sobreposições, também se destacam particularidades em função do contexto educativo. Por outra parte, sugerem que as concepçõesadquiramum sentido bidirecional porque, a pesar de que se iniciamnapessoaestudante e condicionamseu proceder perante a propostadidática, tal proposta incide no que se entende por aprender. É relevante indagar as concepções de aprendizagemnaspalavras dos estudantes porque, se auniversidade se compromete com o respeito à diversidade, o primeiro a fazer é conhecer em quê consiste &#8220;a diversidade&#8221; em termos das diferentes formas em que os e as estudantesentendem o que é aaprender.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Concepciones de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[universidades]]></kwd>
<kwd lng="es"><![CDATA[estudiantadouniversitarioportugués y latinoamericano]]></kwd>
<kwd lng="es"><![CDATA[implicacionesdidácticas]]></kwd>
<kwd lng="en"><![CDATA[learning conceptions]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
<kwd lng="en"><![CDATA[Portuguese and Latin American university students]]></kwd>
<kwd lng="en"><![CDATA[educational implications]]></kwd>
<kwd lng="pt"><![CDATA[Concepções de aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[universidades]]></kwd>
<kwd lng="pt"><![CDATA[estudantesuniversitários portugueses e latino-americanos, implicaçõesdidáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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