<?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>S1409-42582022000300554</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.30</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un modelo de prácticas docentes para la acreditación basada en resultados en carreras de ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[A Model of teaching practices for results-based accreditation in engineering careers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um modelo de práticas docentes para acreditação baseada em resultados na carreira de engenharia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pizarro-Aguilar]]></surname>
<given-names><![CDATA[Melissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>554</fpage>
<lpage>573</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300554&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300554&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300554&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Este trabajo consiste en un estado del arte desarrollado con el fin de comprender cómo las prácticas docentes orientan el desarrollo del proceso de formación para la concreción del perfil profesional en las carreras de ingeniería.  Análisis. La elaboración de este escrito inició con un rastreo bibliográfico que consistió en la revisión documental de artículos académicos de las revistas mejor posicionadas en la temática de educación en ingeniería, contempla publicaciones del año 2008 al 2018. Posteriormente, en las investigaciones seleccionadas se determinan las líneas de investigación comunes y, en cada una de estas, se identifican coincidencias y diferencias en los abordajes teóricos y metodológicos, y los principales hallazgos.  Resultados.  Este artículo incluye una discusión sobre la caracterización de las competencias o atributos en el área de conocimiento de la ingeniería y la identificación de dos importantes líneas de investigación: la implementación de prácticas docentes para el desarrollo de una competencia específica y la comprensión de las creencias de las personas actoras respecto al desarrollo de competencias o atributos. Estas líneas están relacionadas, ya que pueden considerarse como etapas de un proceso sistemático y de mejora para las prácticas docentes a partir de la realimentación que se obtiene de las diversas percepciones de las personas actoras. Sin embargo, no se han abordado de forma integrada desde la investigación empírica aún.  Conclusiones. A partir de los hallazgos y las buenas prácticas identificadas a través de la investigación empírica analizada, se puede proponer un modelo de prácticas docentes para la acreditación basada en resultados fundamentados en un ciclo de integración de los atributos, lo cual constituye un proceso de mejora donde se destacan tres pilares: las bases teóricas, la enseñanza, el aprendizaje y el marco evaluativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This work consists of a state of the question created to understand how teaching practices guide the development of the training process for the completion of the professional profile in engineering careers.  Analysis.  Writing this paper began with a bibliographic review of academic articles from the best-positioned journals in engineering education, considering publications from 2008 to 2018. Subsequently, in the selected publications, common lines of research are determined. In each of these, coincidences and differences in the theoretical and methodological approaches and the main findings are identified.  Results.  This article includes a discussion on the characterization of competencies or attributes in the engineering knowledge area and the identification of two important lines of research: the implementation of teaching practices for the development of specific competence and the understanding of the actors&#8217; beliefs regarding the development of competencies or attributes. These lines are related since they can be considered as stages of a systematic improvement process for teaching practices based on the feedback obtained from the various perceptions of the actors. However, it is identified that they have not been addressed in an integrated manner from empirical research yet.  Conclusions.  Based on the findings and good practices identified through the analyzed empirical research, a model of teaching practices can be proposed for result-based accreditation, which includes a cycle of integration of the attributes comprising an improvement process where three pillars stand out: theoretical bases, teaching and learning, and the evaluative framework.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Este trabalho consiste num estado da arte elaborado com o objetivo de compreender como as práticas pedagógicas orientam o desenvolvimento do processo formativo para realizar um perfil profissional nas carreiras de engenharia.  Análise.  A investigação iniciou-se com um levantamento bibliográfico que consistiu na revisão documental de artigos acadêmicos das revistas mais bem posicionadas sobre o tema educação em engenharia, considerando publicações de 2008 a 2018. Posteriormente, nas investigações selecionadas, as linhas comuns de pesquisa são determinadas e, em cada uma delas, são identificadas coincidências e diferenças nas abordagens teóricas e metodológicas e as principais descobertas.  Resultados.  Este artigo inclui uma discussão sobre a caracterização das competências ou atributos na área do conhecimento da engenharia e a identificação de duas importantes linhas de investigação: a implementação de práticas de ensino para o desenvolvimento de uma competência específica e a compreensão das crenças dos atores quanto ao desenvolvimento de competências ou atributos. Essas linhas estão relacionadas, pois podem ser consideradas como etapas de um processo sistemático e de aprimoramento das práticas de ensino a partir do feedback obtido a partir das diversas percepções dos atores. No entanto, eles ainda não foram abordados de forma integrada a partir de pesquisas empíricas.  Conclusão.  Com base nas descobertas e boas práticas identificadas através da pesquisa empírica analisada, pode-se propor um modelo de práticas de ensino para acreditação baseada em resultados. A proposta inclui um ciclo de integração dos atributos que constitui um processo de melhoria onde se destacam três pilares: as bases teóricas, ensino e aprendizagem e a estrutura de avaliação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acreditación basada en resultados]]></kwd>
<kwd lng="es"><![CDATA[atributos de graduación]]></kwd>
<kwd lng="es"><![CDATA[competencias de graduación]]></kwd>
<kwd lng="es"><![CDATA[estrategias docentes]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[perfil profesional]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="en"><![CDATA[Result-based accreditation]]></kwd>
<kwd lng="en"><![CDATA[attributes of graduation]]></kwd>
<kwd lng="en"><![CDATA[competencies of graduation]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[professional profile]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="pt"><![CDATA[Acreditação baseada em resultados]]></kwd>
<kwd lng="pt"><![CDATA[atributos de graduação]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de graduação, estratégias de ensino]]></kwd>
<kwd lng="pt"><![CDATA[engenharia]]></kwd>
<kwd lng="pt"><![CDATA[perfil profissional]]></kwd>
<kwd lng="pt"><![CDATA[práticas docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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