<?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>S1409-42582022000300603</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.33</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación inicial docente en ciencias para la ciudadanía: una propuesta inspirada en la filosofía de Reggio Emilia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training in science for citizenship: a proposal inspired by the reggio Emilia Philosophy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação inicial docente em ciência para a cidadania: uma proposta inspirada na filosofia de Reggio Emilia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pezoa-Carrasco]]></surname>
<given-names><![CDATA[Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Zamora]]></surname>
<given-names><![CDATA[Graciela]]></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>
<aff id="Af2">
<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>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>603</fpage>
<lpage>616</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300603&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300603&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300603&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La educación para la ciudadanía debe desarrollarse desde la primera infancia, considerando los conocimientos, actitudes y valores que se requieren para la participación. Uno de los aspectos que aporta en este sentido es la alfabetización científica, a través de la indagación, para lo cual se requieren docentes que puedan integrarlo en los diseños didácticos, de modo que permita el acceso a democratizar el conocimiento científico y favorecer el protagonismo y participación de los niños y niñas en la enseñanza básica.  Objetivo.  Aportar al desarrollo de la indagación científica en la formación de los futuros profesorados de enseñanza básica.  Discusión. En esta perspectiva, la filosofía de Reggio Emilia puede aportar desde sus principios a la formación inicial de profesorado básico, para esto se recogen tres aspectos que son relevantes de incorporar como: el ambiente como tercer ente educador, los proyectos de aula y el personal docente como sujeto investigador plasmado en la documentación pedagógica. Con esto se busca integrar la indagación como un enfoque metodológico que puede ser abordado en la formación de docentes, para propiciar un aprendizaje desde la experiencia.  Conclusiones.  En este sentido, concluimos que la filosofía de Reggio Emilia, desde los tres elementos revisados, se presenta como una oportunidad de mejora de las habilidades de indagación y su incorporación en las futuras prácticas del profesorado de enseñanza básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Education for citizenship should be developed from early childhood, considering the knowledge, attitudes, and values required for participation. One of the aspects contributing to this is scientific literacy through inquiry, for which there must be teachers who can integrate this aspect into didactic designs to allow democratizing scientific knowledge and favor the centrality and participation of children in basic education.  Objective.  To contribute to developing scientific inquiry in the training of future elementary school teachers.  Discussion.  In this perspective, the Reggio Emilia philosophy can contribute from its principles to the initial training of basic education teachers. For this purpose, three relevant aspects to incorporate are the environment as a third educator, classroom projects, and the teaching staff as a researcher reflected in the pedagogical documentation. With this, it is sought that inquiry is integrated as a methodological approach to be addressed in the training of teachers, promoting learning from experience.  Conclusions.  In this sense, from the three elements reviewed, we conclude that the Reggio Emilia philosophy is presented as an opportunity to improve inquiry skills and their incorporation into the future practices of elementary school teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução. A educação da cidadania deve ser desenvolvida desde a primeira infância, levando em conta os conhecimentos, atitudes e valores necessários para a participação. Um dos aspectos que contribui neste sentido é a alfabetização científica, através da investigação, para a qual são necessários docentes que possam integrá-la em projetos didáticos, de modo a permitir o acesso à democratização do conhecimento científico e favorecer o protagonismo e a participação das crianças na educação básica.  Objetivo.  Contribuir para o desenvolvimento da investigação científica no treinamento de futuros docentes de educação básica.  Discussão.  Nesta perspectiva, a filosofia Reggio Emilia pode contribuir a partir de seus princípios para a formação inicial docente no nível básico. Três aspectos relevantes a incorporar são: o ambiente como terceiro educador, os projetos de sala de aula e o corpo docente como pesquisadores refletidos na documentação pedagógica. Com isto se busca que a consulta seja integrada como uma abordagem metodológica que possa ser abordada na formação docente, promovendo o aprendizado a partir da experiência.  Conclusões. Neste sentido, concluímos que a filosofia de Reggio Emilia, a partir dos três elementos revisados, é apresentada como uma oportunidade para melhorar as habilidades de indagação e sua incorporação nas práticas futuras dos docentes de educação básica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza científica]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[educación ciudadana]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[citizenship education]]></kwd>
<kwd lng="pt"><![CDATA[educação científica]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[educação para a cidadania]]></kwd>
</kwd-group>
</article-meta>
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