<?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>S1409-47032021000300096</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i3.46241</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje contextualizado y expansivo: Una propuesta para dialogar con las incertidumbres en los procesos educativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Contextualized and expansive learning: A proposal to dialogue with uncertainties in educational processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio González]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Francisco]]></surname>
<given-names><![CDATA[Taeli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,niversidad de Atacama  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Atacama  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>96</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000300096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000300096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000300096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A propósito del actual contexto de pandemia, los ámbitos educativos se han visto afectados y tensionados al punto de desarrollarse diversas crisis y exteriorizado las reales condiciones de las prácticas en los centros educativos. En ese contexto, este ensayo científico crítico propone la posibilidad de realizar un diálogo con las incertidumbres en los procesos educativos, a partir de su contextualización y expansión. Lo anterior, implica considerar las tensiones/contradicciones que le son inherentes a estos procesos complejos e histórico-culturales. En ese sentido, se analizaron las problemáticas de los modelos tradicionales de enseñanza, basados en las certezas, predicción y control sustentadas en una matriz epistémica dualista y empirista-positivista, que entraron en crisis en momentos de pandemia. Además, se plantea la necesidad de dialogar con las incertidumbres en los ámbitos educativos, proponiendo la complejidad y el enfoque histórico-cultural como posibles paradigmas mediadores de este proceso. Para sustentar lo anterior se establecieron los principales postulados de las lógicas expansivas y contextualizadas en los procesos educativos, como mecanismos superadores de las certezas y propiciadores de contextos y prácticas educativas que consideren las totalidades, las condiciones materiales-sociales del contexto cultural, las emergencias, el caos y la diversidad. Se concluye que la matriz epistémica dualista tiende a castrar la enseñanza-aprendizaje y no permite transformaciones, aperturas y diálogos con las nuevas realidades educativas, atributos que sí poseen los procesos educativos contextualizados y expansivos, al ser propuestas heurísticas que permiten comprender y gestionar la complejidad y la incertidumbre de los escenarios actuales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Regarding the current context of pandemic, educational environments have been affected and stressed to the point of developing various crises and externalizing the real conditions of practices in educational centers. In this context, this critical scientific essay proposes the possibility of conducting a dialogue with uncertainties in educational processes, based on its contextualization and expansion. This implies considering the tensions / contradictions that are inherent to these complex and cultural-historical processes. In this sense, the problems of traditional teaching models were analyzed, based on certainties, prediction, and control, supported by a dualist and empiricist-positivist epistemic matrix, which entered into crisis during the pandemic. In addition, the need to dialogue with uncertainties in educational settings was arose, proposing the complexity and the historical-cultural approach as possible mediating paradigms of this process. To support the above, the main postulates of expansive and contextualized logics in educational processes were shown, as mechanisms that overcome certainties and promoters of educational contexts and practices that consider totalities, the material-social conditions of the cultural context, emergencies, chaos and diversity. It is concluded that the dualist epistemic matrix tends to weaken teaching-learning process and does not allow transformations, openings and dialogues with the new educational realities, attributes that contextualized and expansive educational processes do have, as they are heuristic proposals that allow understanding and managing complexity and the uncertainty of current scenarios.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[proceso de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning processes]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
</kwd-group>
</article-meta>
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