<?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>S1409-42582022000200627</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.33</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nuevas configuraciones en el espacio didáctico. Análisis de las políticas de inclusión educativa desde la mirada del constructivismo radical propuesta por Humberto Maturana]]></article-title>
<article-title xml:lang="en"><![CDATA[New Configurations in the didactic space. Analysis of educational inclusion policies from the perspective of radical constructivism proposed by Humberto Maturana]]></article-title>
<article-title xml:lang="pt"><![CDATA[Novas configurações no espaço didático. Análise das políticas de inclusão educacional a partir da perspectiva do construtivismo Radical proposto por Humberto Maturana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Román-Soto]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</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>627</fpage>
<lpage>638</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200627&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Este ensayo tiene por objetivo reflexionar acerca de los cambios experimentados por la educación en Chile, a partir de la implementación de la Ley General de Educación (LGE) del año 2009, lo que trajo consigo consecuencias directas en la puesta en marcha de diversas normativas y decretos desde una mirada inclusiva y de valoración de la diversidad.  Discusión.  Esta reflexión se posesiona desde la mirada epistemológica del constructivismo radical como dominio explicativo de la ontogenia del conocimiento desde la subjetividad del sujeto, sus experiencias e interacciones; rechaza la idea de que la realidad sea objetiva. Esta corriente epistémica pone, sobre la base del aprendizaje, las emociones como elementos movilizadores de dominios de acciones favorables para el desarrollo del proceso de enseñanza-aprendizaje, lo cual es coherente con las investigaciones internacionales presentadas que problematizan acerca de las emociones como elemento central para dicho proceso.  Conclusión.  Se concluye con base en la comprensión de las emociones desde una mirada inclusiva, lo que permite explicar, desde lo propuesto por el constructivismo radical, la importancia que poseen las emociones en el análisis de resultados de la política pública vigente, y su afectación en los procesos de aprendizaje al interior del espacio didáctico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. This essay aims to reflect on the changes experienced by education in Chile since the implementation of the General Education Law (LGE) in 2009, which brought direct consequences in the implementation of various regulations and decrees from an inclusive perspective and valuing diversity.  Discussion.  This reflection is based on the epistemological view of Radical Constructivism as an explanatory domain of the ontogeny of knowledge from the subjectivity of the subject, his experiences, and interactions, rejecting the idea that reality is objective. Based on learning, this epistemic trend places the emotions as promoting elements of scopes for actions for the development of the teaching-learning process, which is coherent with the presented international studies that problematize emotions as a central element for such process.  Conclusion.  The conclusion is based on the understanding of emotions from an inclusive point of view, which allows explaining from what is proposed by the Radical Constructivism, the importance of emotions in the analysis of the results of the current public policy, and its affectation in the learning processes within the didactic space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Este ensaio pretende refletir sobre as mudanças experimentadas pela educação no Chile, desde a implementação da Lei Geral de Educação (LGE) em 2009, que trouxe consequências diretas na implementação de vários regulamentos e decretos a partir de uma perspectiva inclusiva e valorizando a diversidade.  Discussão.  Esta reflexão se baseia na visão epistemológica do Construtivismo Radical como um domínio explicativo da ontogenia do conhecimento a partir da subjetividade do sujeito, suas experiências e interações, rejeitando a ideia de que a realidade é objetiva. Esta corrente epistêmica coloca na base do aprendizado as emoções como elementos mobilizadores de domínios de ações favoráveis para o desenvolvimento do processo de ensino-aprendizagem, o que é consistente com as pesquisas internacionais apresentadas que problematizam as emoções como um elemento central para este processo.  Conclusão.  Conclui-se com base na compreensão das emoções a partir de um olhar inclusivo, o que permite explicar, a partir do que é proposto pelo Construtivismo Radical, a importância que possui as emoções na análise dos resultados da política pública atual, e sua afetação nos processos de aprendizagem ao interno do espaço didático.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[constructivismo radical]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[política pública]]></kwd>
<kwd lng="es"><![CDATA[diversidad]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[radical constructivism]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[public policy]]></kwd>
<kwd lng="en"><![CDATA[diversity]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[construtivismo radical]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[diversidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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