<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000100300</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.27275</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El conocimiento pedagógico del contenido en tres docentes ingenieros: un acercamiento desde el análisis multimodal del discurso]]></article-title>
<article-title xml:lang="en"><![CDATA[The pedagogical content knowledge of three engineers professors: an approach from multimodal discourse analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Pacheco]]></surname>
<given-names><![CDATA[César Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CL</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>300</fpage>
<lpage>330</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEste artículo aporta una mirada reflexiva a aquellos docentes que no tienen formación pedagógica, pero que están interesados en desarrollar una visión crítica de los procesos de formación académica. Para esto, se profundiza en el conocimiento pedagógico del contenido manifestado en las prácticas de aula de tres académicos que no tienen estudios en Pedagogía, pero que imparten docencia en Educación Superior. Por medio del análisis multimodal del discurso, se exploraron las interacciones semióticas a través de la observación de las actividades típicas desarrolladas al interior del salón de clases, con el objetivo de describir las prácticas docentes de tres ingenieros de una escuela de Ingeniería Civil Industrial de una universidad tradicional chilena. Así, se realizó un estudio de casos múltiple, mediante un registro audiovisual de dos sesiones de aula y una entrevista semi-estructurada por cada uno; de este modo, se analizó el discurso de aula con el propósito de develar cómo los académicos despliegan los recursos semióticos que articulan para la formación profesional de sus aprendices. Los hallazgos nos muestran que el profesorado genera un discurso de aula marcado por el conocimiento particular de su materia; dado esto, los medios y modos semióticos que despliega varían según el tipo de conocimiento disciplinar que se produce. Como bien sabemos, la formación de competencias profesionales conlleva la integración de diversos conocimientos para el logro de estas, por lo que la relación entre contenido disciplinar y conocimiento pedagógico debiera ser más bien intrínseca e inclusiva. Lo anterior, implica que los docentes -independiente de su formación profesional- debieran manejar representaciones culturalmente construidas, no solo de sus materias y contenidos disciplinares, sino también de su accionar pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis paper provides a reflexive view to those professors with no pedagogical formation, but with an interest in developing a critical point of view about the processes of academic training. It is done a deep analysis of the pedagogical content knowledge manifested in the classroom practices of three professors with no studies in the field of Pedagogy, but that are teaching in Higher Education. Through multimodal discourse analysis, semiotic interactions were explored through the observation of typical activities developed in the classroom, with the aim of describing the teaching practices of three engineers of an Industrial Engineering School of a traditional Chilean university. A multiple case study was conducted using an audiovisual record of two classroom sessions and a semi-structured interview to each professor. This way, the classroom speech was analyzed to discover how the professors reveal the semiotic resources that they articulate for the professional education of their students. The results show us that the professors generate a classroom speech influenced by the particular knowledge about their field and accordingly, the semiotic means and the semiotic modes that they reveal vary according to the kind of disciplinary knowledge that is produced. As we well know, in order to develop professional skills, teaching involves the integration of diverse knowledge, and because of that, the relationship between the disciplinary content and the pedagogical knowledge should be rather intrinsic, or inclusive. This implies that the professors - independent of their professional education - should manage culturally constructed representations, not only about their field and contents, but also about their pedagogical action.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento pedagógico del contenido]]></kwd>
<kwd lng="es"><![CDATA[multimodalidad]]></kwd>
<kwd lng="es"><![CDATA[análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[semiótica]]></kwd>
<kwd lng="es"><![CDATA[ingeniería civil]]></kwd>
<kwd lng="es"><![CDATA[docentes universitarios]]></kwd>
<kwd lng="en"><![CDATA[pedagogical content knowledge]]></kwd>
<kwd lng="en"><![CDATA[multimodality]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[semiotics]]></kwd>
<kwd lng="en"><![CDATA[civil engineering]]></kwd>
<kwd lng="en"><![CDATA[university teachers]]></kwd>
</kwd-group>
</article-meta>
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