<?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>S1409-42582021000300281</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.16</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo conforma el profesorado universitario su alta resiliencia? Un estudio de casos]]></article-title>
<article-title xml:lang="en"><![CDATA[How do university professors build high resilience? case studies]]></article-title>
<article-title xml:lang="pt"><![CDATA[Como se conforma em professores universitarios sua alta resiliência? Um estudo de casos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sierra-Molina]]></surname>
<given-names><![CDATA[Teresa de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sevilla-Santo]]></surname>
<given-names><![CDATA[Dora Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Marista de Mérida  ]]></institution>
<addr-line><![CDATA[ Yucatán]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Educación ]]></institution>
<addr-line><![CDATA[ Yucatán]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>281</fpage>
<lpage>299</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300281&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. La resiliencia es entendida desde una perspectiva triádica, como la creación de nuevas estrategias a partir de la necesidad de resistir en una interacción de características personales, con un ambiente familiar estable, así como con un contexto que apoye.  Objetivo. conocer cómo el profesorado universitario conforma su alta resiliencia, para que tanto este como las IES puedan disminuir factores de riesgo, promover mecanismos que permitan altos niveles de resiliencia y una mayor permanencia en la labor docente.  Metodología. Enfoque cualitativo de alcance descriptivo, con ocho profesores y profesoras de ingeniería y psicología de IES públicas y privadas del sureste mexicano, que formaron parte de un trabajo doctoral con enfoque mixto.  Resultados. Se identifica la importancia de aspectos profesionales y de la labor docente en la conformación de la alta resiliencia, ya que actúan como factores protectores y de riesgo, tanto internos como externos, que permiten mantener la alta resiliencia. Le siguen, en importancia, aspectos personales que funcionan como protectores y de riesgo, como el compaginar la docencia con la maternidad de hijas e hijos pequeños. En tercer lugar, se identifican aspectos institucionales percibidos casi en igual medida como protectores y de riesgo. Por último, los aspectos sociales son más percibidos por el personal docente de ingeniería y por el de tiempo completo.  Conclusiones. Se corrobora la dinámica y bidireccionalidad de estos aspectos en la conformación de alta resiliencia que, según las experiencias del personal docente, son percibidos como factores protectores que mitigan los muchos riesgos en forma de retos que la docencia actual les presenta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Resilience is understood under a triadic perspective as the creation of new strategies from the need to resist in the interaction of personal characteristics, with a stable family environment and a supportive context.  Objective.  To know how university teachers build their high resilience so that they and higher education institutions (HEI) can reduce risk factors and promote mechanisms allowing high levels of resilience and greater time working as teachers.  Methodology. A qualitative approach of descriptive scope for eight professors of engineering and psychology of public and private HEI from the Mexican southeast who were part of a doctoral work project with a mixed approach.  Results.  First, the importance of professional aspects and the teaching work in building high resilience is identified since these two elements act as protective and risk factors, both internal and external, that allow maintaining resilience. Second, next in importance are personal aspects that function as protectors and risk factors, such as combining teaching with the motherhood of young children. Third, institutional aspects are identified, which are perceived, almost equally, as protective and risky. Finally, social aspects are more perceived by the engineering teaching personnel and the full-time working staff.  Conclusions. The dynamics and bidirectionality of these aspects to build higher resilience levels are corroborated; according to the experiences of the teaching staff, these aspects are perceived as protective factors that mitigate many risks in the form of challenges that current teaching poses to teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Resiliência é entendida em uma perspectiva triádica, como a criação de novas estratégias a partir da necessidade de resistir em uma interação de características pessoais, com um ambiente familiar estável, bem como com um contexto de apoio.  Objetivo.  Saber como os professores universitários moldam a sua elevada resiliência, para que tanto eles como as IES possam reduzir os fatores de risco, promover mecanismos que permitam elevados níveis de resiliência e uma maior permanência no trabalho.  Metodologia.  Uma abordagem qualitativa de modelo descritivo para oito professores de engenharia e psicologia de IES públicas e privadas do sudeste mexicano que fizeram parte de um trabalho de doutorado com abordagem mista.  Resultados.  Identifica-se a importância dos aspectos profissionais e do trabalho docente na conformação da alta resiliência, uma vez que atuam como fatores protetores e de risco, internos e externos, que permitem manter a resiliência. Segue-se em importância os aspectos pessoais que funcionam como protetores e fatores de risco, como a conjugação do ensino com a maternidade dos filhos pequenos. Terceiro, são identificados aspectos institucionais que são percebidos quase igualmente como protetores e arriscados. Por fim, os aspectos sociais são mais percebidos pelo corpo docente da engenharia e pelos de tempo integral.  Conclusões.  É corroborada a dinâmica e a bidirecionalidade desses aspectos na formação de alta resiliência, os quais, segundo as experiências dos docentes, são percebidos como fatores de proteção que mitigam os diversos riscos em forma de desafios que o ensino atual lhes apresenta.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Resiliencia]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[personal académico docente]]></kwd>
<kwd lng="es"><![CDATA[reforma de la educación]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[educational reform]]></kwd>
<kwd lng="pt"><![CDATA[Resiliência]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[corpo docente acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[reforma educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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