<?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>S1409-42582022000200309</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.17</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Capacitación de extensionistas rurales en América Latina: Prácticas, problemas y propuestas]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of rural extension agents in Latin America: Practices, problems, and proposals]]></article-title>
<article-title xml:lang="pt"><![CDATA[Capacitação de extensionistas rurais em América Latina: Práticas, problemas e propostas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Landini]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villafuerte-Almeida]]></surname>
<given-names><![CDATA[Iván]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Posadas ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Las Américas  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>309</fpage>
<lpage>328</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La mayoría de los trabajos académicos sobre capacitación de extensionistas suele abordar el tema tangencialmente, de manera puramente teórica o centrándose en casos específicos. El presente trabajo se propone describir, caracterizar y analizar las capacitaciones que reciben extensionistas rurales de Argentina, Chile, Cuba, Ecuador, Guatemala y Uruguay.  Metodología.  Se entrevistó a 133 extensionistas en el marco de 68 entrevistas individuales y 18 grupales. Las mismas fueron transcriptas y sometidas a análisis de contenido utilizando software Atlas.ti.  Resultados.  Las personas extensionistas reciben capacitaciones productivas y de metodologías de extensión, aunque son fundamentalmente estas últimas las que encuentran insuficientes. Valoran especialmente las capacitaciones prácticas y las metodologías participativas que permiten el intercambio de experiencias entre pares. Las personas entrevistadas destacan la necesidad de que las instituciones de extensión apoyen la formación de sus técnicos y desarrollen un plan sistemático de capacitación donde se incluyan tanto temas productivos como de metodologías de extensión. Se reclama que las capacitaciones sean prácticas, participativas, con temas actualizados y con suficiente profundidad.  Discusión.  Los resultados del estudio coinciden con diferentes investigaciones. Su principal mérito es analizar la situación en diferentes países, yendo más allá de casos puntuales. Se recomienda profundizar en el estudio del impacto de los marcos institucionales en las prácticas de capacitación de las instituciones de extensión rural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Most academic work on training extension agents tends to address the topic tangentially, in a purely theoretical way or focussing on specific case studies. This article aims to describe, characterize, and analyze the training received by extension agents from Argentina, Chile, Cuba, Ecuador, Guatemala, and Uruguay.  Method. A sample of 133 extension agents was interviewed in 68 individual and 18 group interviews. The interviews were transcribed and examined using content analysis with the support of Atlas.ti software.  Results . Extension agents receive productive and methodological training, though they perceive the latter to be insufficient. Practical training and participatory methodologies, which allow for the exchange of experiences among peers, are valued the most. The interviewees recommend that extension institutions support their employees&#8217; training and develop systematic training plans covering productive topics and extension methodologies. Training is expected to be practical, participatory, up-to-date, and sufficiently profound.  Discussion. The research results concur with different investigations. The most important merit of the article is to analyze the situation in different countries beyond case studies. We recommend studying further the impact of institutional frameworks in the training practices for extension institutions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A maioria dos trabalhos acadêmicos sobre capacitação de extensionistas tende a abordar o tópico tangencialmente, de forma puramente teórica ou fazendo foco em casos específicos. Este trabalho objetiva descrever, caracterizar e analisar a formação que os extensionistas rurais recebem em Argentina, Chile, Cuba, Equador, Guatemala e Uruguai.  Metodologia . Foram entrevistados 133 extensionistas em 68 entrevistas individuais e 18 entrevistas grupais. As entrevistas foram transcritas e submetidas a análise de conteúdo utilizando o software Atlas.ti.  Resultados . Os resultados mostram que pessoas extensionistas recebem formação em temas produtivos e em metodologias de extensão, embora sejam fundamentalmente estas últimas as que consideram insuficientes. As pessoas desta especialidade valorizam especialmente a capacitação prática e as metodologias participativas que permitem a troca de experiências entre iguais. As pessoas entrevistadas destacam a necessidade de que as instituições de extensão apoiem a formação de seus técnicos e desenvolvam um plano sistemático de formação que inclua tópicos produtivos e metodologias de extensão. Essas pessoas pedem que as capacitações sejam práticas, participativas, com temas atualizados e com profundidade suficiente. Discussão. Os resultados da pesquisa coincidem com diferentes investigações. Seu principal mérito é analisar a situação em diferentes países, indo além de casos específicos. Recomenda-se estudar em profundidade o impacto dos marcos institucionais nas práticas de capacitação das instituições de extensão rural.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Extensión rural]]></kwd>
<kwd lng="es"><![CDATA[capacitación]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Rural extension]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="pt"><![CDATA[Extensão rural]]></kwd>
<kwd lng="pt"><![CDATA[capacitação]]></kwd>
<kwd lng="pt"><![CDATA[estratégias pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
</kwd-group>
</article-meta>
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