<?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>S1409-42582020000300498</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-3.24</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura &#8220;Paisaje y sostenibilidad&#8221; en aulas de secundaria en Galicia, España]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Representations About the Teaching-Learning Process of the Subject Landscape and Sustainability in Secondary Classrooms in Galicia, Spain]]></article-title>
<article-title xml:lang="pt"><![CDATA[Representações do corpo docente sobre o ensino-aprendizagem da disciplina Paisagem e Sustentabilidade em salas de aula secundárias na Galicia, Espanha]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riveiro-Rodríguez]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez-Almansa]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Facal]]></surname>
<given-names><![CDATA[Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>498</fpage>
<lpage>520</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000300498&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000300498&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000300498&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El breve currículo de &#8220;Paisaje y sostenibilidad&#8221;, una nueva materia optativa implementada en Galicia (noroeste de España), permite al profesorado diseñar sus programaciones didácticas con un alto grado de autonomía, al no tener que someterse a estrictas prescripciones normativas. Esta circunstancia da la oportunidad de analizar y ver cómo influyen en el aula las representaciones sociales (RS) del profesorado sobre su propia práctica docente, la asignatura y el tipo de contexto educativo que favorece la innovación. Este artículo de investigación busca dar respuesta a ello. Identificar cómo tres docentes de educación secundaria conciben la posibilidad de innovar que ofrece esta nueva materia y comprobar en qué medida creen que esto desarrolla actitudes educativas innovadoras en la práctica didáctica. Se trata de un estudio cualitativo. Los datos se obtuvieron a partir de tres entrevistas semiestructuradas, con preguntas abiertas organizadas en bloques. Se analizaron a partir del método de comparaciones constantes. Los tres docentes coincidieron en (1) una visión integral y crítica del contexto educativo; (2) otorgaron importancia a la utilización de métodos activos y un enfoque crítico como clave del éxito de las propuestas; (3) la posibilidad de proporcionar conocimientos específicos en torno al paisaje apoyados en una perspectiva interdisciplinar; (4) asumieron como principal objetivo la identificación del alumnado con sus entornos próximos como una forma de promover su responsabilidad social en esos lugares y, (5) en dos casos explícitamente y de forma más indirecta en el tercero, relacionaron sus propuestas sobre el entorno con elementos patrimoniales, persiguiendo objetivos de aprendizaje diferentes. El análisis de estas representaciones permite avanzar la preeminencia de las disciplinas de referencia del profesorado sobre su vocación de interdisciplinariedad. Además, se observa una tendencia a generar en el alumnado identificaciones con lugares o elementos patrimoniales vinculados a lo estético, lo histórico o lo tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The short curriculum titled Landscape and Sustainability, a new optional subject implemented in Galicia (Northwest of Spain), allows teachers to design their didactic programs with an important degree of autonomy when they do not have to be subjected to normative prescriptions. This circumstance allows analyzing and seeing the influence of the teachers&#8217; social representations (SR) in the classroom around their teaching practice, the subject, and the type of educational context that favors innovation. This research article aims to answer that, also to identify how three secondary teachers conceive the innovation possibilities offered by this new subject, and to what extent they believe that this develops innovative educational attitudes in the didactic practice. It is a qualitative study whose data was obtained by applying three semi-structured interviews with open questions organized in blocks. These blocks were analyzed using the constant comparison method. The three teachers coincided with (1) an integral and critical view of the educational context; (2) they gave importance to the use of active methods and a critical approach as the key to success in their proposals; (3) the possibility of providing specific knowledge around the landscape supported by an interdisciplinary perspective; (4) they primarily aimed to have the students identify with their surroundings as a way to promote their social responsibility with those places; and (5) in two cases explicitly, and more indirectly in the third, they linked their proposals about the surroundings with heritage elements, pursuing different learning objectives. The analysis of these representations allows advancing the pre-eminence of the teacher&#8217;s disciplines over their interdisciplinary intention. Furthermore, it can be observed a tendency to make up students&#8217; identities with places or heritage elements linked to the aesthetic, historical, or traditional factors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O breve currículo de Paisagem e Sustentabilidade, um novo curso eletivo implementado na Galicia (noroeste da Espanha), permite aos professores projetar seus programas didáticos com alto grau de autonomia quando não precisam estar sujeitos a prescrições normativas rígidas. Essa circunstância dá a oportunidade de analisar e ver como influenciam na aula as representações sociais (RS) de professores sobre sua prática de ensino, a matéria e o tipo de contexto educacional que favorece a inovação na sala de aula. Este artigo de investigação busca responder a isso. Identificar como três professores do ensino médio concebem a possibilidade de inovar oferecida por esse novo curso e ver em que medida eles acreditam que isso desenvolve atitudes educativas inovadoras na prática didática. É um estudo qualitativo. Os dados foram obtidos a partir de três entrevistas semiestruturadas, com questões abertas organizadas em blocos. Eles foram analisados pelo método de comparações constantes. Os três professores concordaram em (1) uma visão integral e crítica do contexto educacional; (2) se atribui importância à utilização de métodos ativos e uma abordagem crítica como chave para o sucesso das propostas; (3) a possibilidade de fornecer conhecimentos específicos sobre a paisagem apoiados em uma perspectiva interdisciplinar; (4) assumiram como principal objetivo a identificação de alunos com os seus ambientes próximos como forma de promover sua responsabilidade social nesses lugares e, (5) em dois casos explicita e indiretamente no terceiro, relacionaram suas propostas sobre o meio ambiente com elementos patrimoniais, perseguindo diferentes objetivos de aprendizagem. A análise dessas representações permite avançar a preeminência das disciplinas de referência do corpo docente sobre sua vocação de interdisciplinaridade. Além disso, há uma tendência a gerar nos alunos a identificação com lugares ou elementos ligados à estética, à histórica ou à tradicional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Docentes]]></kwd>
<kwd lng="es"><![CDATA[educación cívica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[civics]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[educação cívica]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[prática de ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexandre]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemological awareness and geographical education in Portugal: the practice of newly qualified teachers]]></article-title>
<source><![CDATA[International Research in Geographical and Environmental Education]]></source>
<year>2009</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>253-9</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexandre]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The standardization of geography teacher´s practices: A journey to self-sustainability and professional identity development]]></article-title>
<source><![CDATA[International Research in Geographical and Environmental Education]]></source>
<year>2016</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>166-88</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year>2015</year>
<volume>45</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>395-423</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biesta]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Priestley]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Robinson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The role of beliefs in teacher agency. Teachers and Teaching: theory and practice]]></source>
<year>2015</year>
<volume>21</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>624-40</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Domínguez Almansa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[López Facal]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Patrimonios en conflicto, competencias cívicas y formación profesional en educación primaria]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2017</year>
<numero>375</numero>
<issue>375</issue>
<page-range>86-104</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Domínguez Almansa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Riveiro Rodríguez]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lo emocional y lo racional en la enseñanza de las ciencias sociales]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[López Facal]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Miralles Martínez]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Prats Cuevas]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez Carrasco]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza de la historia y competencias educativas]]></source>
<year>2017</year>
<page-range>49-66</page-range><publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Donoso]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rico]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Creencias y concepciones de profesores chilenos sobre las matemáticas, su enseñanza y aprendizaje. Profesorado]]></article-title>
<source><![CDATA[Revista de currículum y formación del profesorado]]></source>
<year>2016</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>76-97</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duveen]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lloyd]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las representaciones sociales como una perspectiva de la psicología social]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Castorina]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Representaciones sociales. Problemas teóricos y conocimientos infantiles]]></source>
<year>2008</year>
<page-range>29-39</page-range><publisher-name><![CDATA[Gedisa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farr]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The theory of social representations: Whence and whither?]]></article-title>
<source><![CDATA[Paper on Social Representations]]></source>
<year>1993</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>130-8</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farr]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[De las representaciones colectivas a las representaciones sociales: Ida y vuelta]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Castorina]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Representaciones sociales. Problemas teóricos y conocimientos infantiles]]></source>
<year>2008</year>
<page-range>153-75</page-range><publisher-name><![CDATA[Gedisa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Vega]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cárcamo-Vásquez]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Noción de ciudadanía en estudiantes de pedagogía]]></article-title>
<source><![CDATA[Revista Electrónica Educare]]></source>
<year>2017</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calixto Flores]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medio ambiente y educación ambiental: Representaciones sociales de los profesores en formación]]></article-title>
<source><![CDATA[Magis, Revista Internacional de Investigación Educativa]]></source>
<year>2010</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>401-13</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García Mínguez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introducción. Las representaciones sociales de las drogas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Añaños Bedriñana]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Representaciones sociales de los jóvenes sobre las drogas (alcohol, tabaco y cannabis) y su influencia en el consumo]]></source>
<year>2005</year>
<page-range>19-40</page-range><publisher-name><![CDATA[Dykinson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Valcárcel Muñoz-Repiso]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández Martín]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Recamán Payo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La metodología del aprendizaje colaborativo a través de las TIC: Una aproximación a las opiniones de profesores y alumnos]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2012</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>161-88</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[B. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The discovery of grounded theory: Strategies for qualitative research]]></source>
<year>1967</year>
<publisher-name><![CDATA[Aldine]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González Rey]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación cualitativa y subjetividad]]></source>
<year>2007</year>
<publisher-name><![CDATA[McGraw Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hamilton]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pedagogical transitions among science teachers: How does context intersect with teacher beliefs?]]></article-title>
<source><![CDATA[Teachers and Teaching. Theory and practice]]></source>
<year>2017</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>151-65</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jovchelovitch]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[In defence of representations.]]></article-title>
<source><![CDATA[Journal for the Theory Social Behaviour]]></source>
<year>1996</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-36</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jovchelovitch]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowledge in context. Representations, community and culture]]></source>
<year>2019</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kvale]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Las entrevistas en investigación cualitativa]]></source>
<year>2011</year>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kwo]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Fung]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Liberated to learn: Teacher education as transformation of relationships]]></article-title>
<source><![CDATA[Education as Change]]></source>
<year>2014</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>S47-61</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liceras Ruiz]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
</person-group>
<source><![CDATA[Observar e interpretar el paisaje. Estrategias didácticas]]></source>
<year>2003</year>
<publisher-name><![CDATA[Grupo Editorial Universitario]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lobato-Junior]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representaciones sociales y didáctica: Construcción teórica de un espacio común]]></article-title>
<source><![CDATA[Magis, Revista Internacional de Investigación en Educación]]></source>
<year>2013</year>
<volume>5</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>277-95</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Macía Arce]]></surname>
<given-names><![CDATA[X. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lois González]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez Lestegás]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Armas Quintá]]></surname>
<given-names><![CDATA[F. X.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Approach to student´s social representations in the constructions of academic european geography: A case study of Spanish university students]]></article-title>
<source><![CDATA[Quaestiones Geographicaer]]></source>
<year>2017</year>
<volume>36</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>159-70</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mazzitelli]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representaciones acerca de la enseñanza y el aprendizaje de las ciencias durante la formación docente inicial]]></article-title>
<source><![CDATA[Profesorado.Revista de currículum y formación del profesorado]]></source>
<year>2012</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>392-408</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moscovici]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Notes towards a description of social representations]]></article-title>
<source><![CDATA[European Journal of Social Psychology]]></source>
<year>1988</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>211-50</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[I. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[S. E. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representações sociais sobre a permanência na docência: O que dizem os docentes do ensino fundamental]]></article-title>
<source><![CDATA[Educaçao e Pesquisa]]></source>
<year>2018</year>
<volume>44</volume>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Prats]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qué son las ciencias sociales]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Prats]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Geografía e historia. Complementos de formación disciplinar]]></source>
<year>2011</year>
<page-range>9-30</page-range><publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sammut]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Andreouli]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Gaskell]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Valsiner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge handbook of social representations]]></source>
<year>2015</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[F. D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[A. M. de O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representaçoes sociais de professores de Educaçao Infantil sobre o desenvolvimento da prática pedagógica em meio ambiente]]></article-title>
<source><![CDATA[Ciência &amp; Educaçao]]></source>
<year>2016</year>
<volume>22</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1013-26</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verd]]></surname>
<given-names><![CDATA[J.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lozares]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a la investigación cualitativa. Fases, métodos y técnicas]]></source>
<year>2016</year>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Voet]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[de Weber]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers´ adoption of inquiry-based learning activities: The importance of beliefs about education, the self, and the context]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2018</year>
<volume>70</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>423-40</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wagner]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social representations and beyond: Brute facts, symbolic coping and domesticated words]]></article-title>
<source><![CDATA[Culture and Psychology]]></source>
<year>1998</year>
<volume>4</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>297-329</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wagner]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representations in action]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sammut]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Andreouli]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Gaskell]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Valsiner]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge handbook of social representations]]></source>
<year>2015</year>
<page-range>12-28</page-range><publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<collab>Xunta de Galicia</collab>
<article-title xml:lang=""><![CDATA[Consejería de cultura, educación y ordenación universitaria. Orden de 15 de julio de 2015 por la que se establece la relación de materias de libre configuración autonómica de elección para los centros docentes en las etapas de educación secundaria obligatoria y bachillerato, y se regula su currículo y su oferta]]></article-title>
<source><![CDATA[Diario Oficial de Galicia]]></source>
<year>2015</year>
<numero>136</numero>
<issue>136</issue>
<page-range>30343-8</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
