<?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>S1409-42582023000200220</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-2.16186</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El rol del profesorado en la adolescencia: Un enfoque interdisciplinar del conflicto escolar con teoría de juegos]]></article-title>
<article-title xml:lang="en"><![CDATA[The Role of teachers in adolescence: An interdisciplinary approach to school conflict using game theory]]></article-title>
<article-title xml:lang="pt"><![CDATA[O papel do professor na adolescência: Uma abordagem interdisciplinar do conflito escolar com a teoria dos jogos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Barba]]></surname>
<given-names><![CDATA[Evangelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojo-Zárate]]></surname>
<given-names><![CDATA[María Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[Zapopan ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[Zapopan ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>220</fpage>
<lpage>237</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000200220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000200220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El conflicto y las emociones permean en todos los entornos de interacción social, y el ámbito educativo no es la excepción. Las emociones desempeñan un papel muy importante para el aprendizaje, ya que proveen un sistema de motivos que fortalecen o debilitan la percepción y comprensión académica.  Objetivo. Exponer el papel que juegan las emociones en un conflicto escolar originado en la red social facebook con adolescentes. Así mismo, se enfatiza la implicación del profesorado con diferentes roles de actuación en el proceso de resolución del conflicto.  Metodología.  Desde una mirada interdisciplinar, se analiza un caso representativo de conflicto y las posibles soluciones a la luz de la teoría de juegos con dos tipos de juego: Dilema del prisionero y de coordinación.  Resultados.  Se muestra que el nivel de inteligencia emocional del profesorado y su rol de actuación, al utilizar la información que dispone de las alumnas envueltas en el conflicto, es relevante para gestionar, de forma satisfactoria, tal confrontación en el aula de clase. Si el profesorado actúa bajo el rol de espectador, sin importar su nivel de inteligencia emocional, puede suscitar altos costos en su reputación como docente, mermando el entorno seguro de aprendizaje en el aula.  Discusión. Al comprender los aspectos emocionales que viven las personas adolescentes, el profesor o profesora puede generar confianza y procurar que el estudiantado adquiera habilidades personales a partir del diálogo, y mantener un punto focal relevante: el ambiente saludable que favorece el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. Conflict and emotions are present in all social environments, including educational institutions. Emotions play a vital role in the learning process as they provide a system of motives that can either strengthen or weaken academic perception and understanding.  Objective.  To expose the role of emotions in school conflicts that arise on Facebook among adolescents. Additionally, the study emphasizes the involvement of teachers in the conflict resolution process and their different acting roles.  Method.  From an interdisciplinary perspective, this study analyzes a representative case of conflict and possible solutions using game theory, specifically in the prisoner&#8217;s dilemma and coordination games.  Results.  The study demonstrates that the teacher&#8217;s level of emotional intelligence and acting role in utilizing the available information from the students involved in the conflict is relevant to successfully manage such confrontation in the classroom. If the teacher acts as a bystander, regardless of their level of emotional intelligence, this could lead to high costs on their reputation as a teacher and undermine the safe learning environment in the classroom.  Discussion. By understanding the emotional aspects that adolescents experience, teachers can become good coaches, generating confidence among students, helping them acquire personal skills through dialogue, and maintaining a relevant focal point: the healthy environment that favors learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução. Conflitos e emoções permeiam todos os ambientes de interação social, e o ambiente educacional não é exceção. As emoções desempenham um papel muito importante na aprendizagem, uma vez que fornecem um sistema de motivos que fortalece ou enfraquece a percepção e compreensão acadêmicas.  Objetivo. Expor o papel que as emoções desempenham em um conflito escolar originado na rede social Facebook com adolescentes. Da mesma forma, é enfatizado o envolvimento do professor com diferentes papéis de atuação no processo de resolução de conflitos.  Metodologia.  A partir de uma abordagem interdisciplinar, é analisado um caso representativo de conflito e possíveis soluções à luz da teoria dos jogos com dois tipos de jogo: o dilema do prisioneiro e a coordenação.  Resultados.  Mostra-se que o nível de inteligência emocional do professor e seu papel de atuação, ao utilizar as informações disponíveis dos alunos envolvidos no conflito, é relevante para administrar com sucesso tal enfrentamento em sala de aula. Se o professor atua na função de espectador, independentemente de seu nível de inteligência emocional, isso pode acarretar altos custos para sua reputação como professor, prejudicando o ambiente seguro de aprendizagem em sala de aula.  Discussão.  Ao compreender os aspectos emocionais que os adolescentes vivenciam, o professor pode ser um bom gestor, para gerar confiança, e garantir que os alunos adquiram habilidades pessoais a partir do diálogo, mantendo um ponto focal relevante: o ambiente saudável que favorece a aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conflicto escolar]]></kwd>
<kwd lng="es"><![CDATA[teoría de juegos]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[profesorado]]></kwd>
<kwd lng="en"><![CDATA[School conflict]]></kwd>
<kwd lng="en"><![CDATA[game theory]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="pt"><![CDATA[Conflito escolar]]></kwd>
<kwd lng="pt"><![CDATA[teoria dos jogos]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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