<?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>S1409-42582023000100589</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.14547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectivas e investigación reciente sobre retroalimentación en el aula: Consideraciones para un enfoque pedagógico y dialógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives and Recent Research on Feedback in the Classroom: Considerations for a Pedagogical and Dialogical Approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectivas e pesquisas recentes sobre o feedback em sala de aula: considerações para uma abordagem pedagógica e dialógica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Araya]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales Programa de Doctorado en Educación UDP-UAH ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>589</fpage>
<lpage>608</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Propósito: En este ensayo bibliográfico se analizan las perspectivas e investigación reciente sobre retroalimentación. El argumento central sostiene que es necesario un enfoque pedagógico y dialógico para indagar sobre la interacción entre docente-estudiante y las formas en que participan, interpretan y utilizan la información de la retroalimentación el estudiantado para construir conocimiento.  Discusión: El debate se focaliza en la crítica al enfoque de transmisión de información que limita la retroalimentación como una práctica monólogica-unidirecccional centrada en el profesorado. En contraposición, el enfoque socio-constructivista la comprende como un fenómeno social en el que interactúan docentes y estudiantes. Sin embargo, ambas perspectivas reducen la discusión a la búsqueda de un modelo genérico para las buenas prácticas y limitan su función al logro del aprendizaje como producto cognitivo.  Conclusiones: Es importante enriquecer el estudio en el campo desde un enfoque pedagógico y de naturaleza social que asuma la retroalimentación como una interacción con la finalidad de problematizar las perspectivas dominantes que delimitan su acción como producto cognitivo relacionado con el rendimiento académico en contextos de educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Purpose: This bibliographic essay analyzes the perspectives and recent research on feedback. The central argument supports the importance of studying the phenomenon from this approach to deepen what the teacher-student interaction is like and how students participate, interpret, and use the feedback information to build knowledge.  Discussion: The debate focuses on the criticism of the information transmission approach that limits feedback as a monological-unidirectional practice centered on the teacher. In contrast, the socio-constructivist approach understands it as a social phenomenon in which teachers and students interact. However, both perspectives reduce the discussion to the search for a generic model for good practices and limit its function to the achievement of learning as a cognitive product.  Conclusions: It is important to enrich the study in the field from a pedagogical and social approach that assumes feedback as an interactive to problematize the dominant perspectives that define its action as a cognitive product related to academic performance in educational contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo: Este ensaio bibliográfico analisa as perspectivas e pesquisas recentes sobre feedback. O argumento central sustenta a importância de estudar o fenômeno a partir dessa abordagem para aprofundar em como é a interação professor-aluno e formas em que os alunos participam, interpretam e usam as informações de feedback para construir conhecimento.  Discussão: O debate centra-se na crítica à abordagem da transmissão da informação que limita o feedback como uma prática monológica-unidirecional centrada no professor. Em contrapartida, a abordagem socioconstrutivista a entende como um fenômeno social em que professor e alunos interagem. No entanto, ambas as perspectivas reduzem a discussão à busca de um modelo genérico de boas práticas e limitam sua função ao alcance da aprendizagem como produto cognitivo.  Conclusões: É importante enriquecer o estudo na área a partir de uma abordagem pedagógica e social que pressupõe o feedback como uma interação, a fim de problematizar as perspectivas dominantes que definem sua ação como produto cognitivo relacionado ao desempenho acadêmico em contextos educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[enfoques de retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[enfoque pedagógico y dialógico]]></kwd>
<kwd lng="es"><![CDATA[ensayo bibliográfico]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[feedback approaches]]></kwd>
<kwd lng="en"><![CDATA[pedagogical-dialogical approach]]></kwd>
<kwd lng="en"><![CDATA[bibliographic essay]]></kwd>
<kwd lng="pt"><![CDATA[Feedback]]></kwd>
<kwd lng="pt"><![CDATA[abordagens de feedback]]></kwd>
<kwd lng="pt"><![CDATA[abordagem pedagógico-dialógica]]></kwd>
<kwd lng="pt"><![CDATA[ensaio bibliográfico]]></kwd>
</kwd-group>
</article-meta>
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