<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442018000200002</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v42i2.23432</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creando contextos de comprensión: Rol estudiantil en las instancias de lectura en la sala de clases]]></article-title>
<article-title xml:lang="en"><![CDATA[Creating comprehension contexts: The role the students play in classroom reading situations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bustos- Ibarra]]></surname>
<given-names><![CDATA[Andrea Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montenegro- Villalobos]]></surname>
<given-names><![CDATA[Cintia Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval- Santana]]></surname>
<given-names><![CDATA[Wilma Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo-Letelier]]></surname>
<given-names><![CDATA[Giselle Francis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>21</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442018000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442018000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442018000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se caracterizaron los tipos de episodios y las estructuras de participación de 9 docentes de Chile de 3º, 5º y 7º de primaria en clases de Ciencias, Historia y Lenguaje en instancias de lectura colectiva. Se utilizó el sistema de análisis propuesto por Sánchez et al (2008), en el cual se analizó la frecuencia de aparición de los episodios de planificación e interpretación/evaluación y la estructura de participación presente en ellos. Los resultados muestran un bajo porcentaje de episodios de planificación con un alto dominio del discurso docente. Asimismo, una mayor frecuencia en episodios de interpretación/evaluación con escasa participación de estudiantes, indistintamente de la asignatura o nivel escolar. Los resultados permiten dilucidar el contexto en que se generan las lecturas colectivas y cómo ello condiciona el rol del sujeto aprendiz como persona lectora en formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The type of events and the participation structures of nine primary school Chilean educators teaching 3 rd , 5th , and 7th grade science, history and Spanish lessons were characterized in collective reading situations. The system used was the one provided by Sánchez et al (2008) where the frequency of planning and interpretation/evaluation episodes and the participation structure were analyzed. The results showed a low percentage of planning episodes with a great domain of the teacher&#8217;s discourse. Like wise, a higher rate of interpretation/evaluation, with a lack of students&#8217; involvement, either in the level or in the subject was found. These results allowed to explain the context in which the collective reading is created and how it determines the learner role as a reader in training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[formación de lectores]]></kwd>
<kwd lng="es"><![CDATA[participación]]></kwd>
<kwd lng="es"><![CDATA[autonomía]]></kwd>
<kwd lng="es"><![CDATA[transferencia de control]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[reader in training]]></kwd>
<kwd lng="en"><![CDATA[participation]]></kwd>
<kwd lng="en"><![CDATA[autonomy]]></kwd>
<kwd lng="en"><![CDATA[&#8220;transference of control&#8221;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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