<?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>S2215-26442018000200024</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v42i2.27567</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dar voz a los protagonistas: La participación estudiantil en el proceso de enseñanza-aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Give Voice to the Participants: Student Participation in the Teaching-Learning Process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hidalgo]]></surname>
<given-names><![CDATA[Nina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perines]]></surname>
<given-names><![CDATA[Haylen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</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>438</fpage>
<lpage>464</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442018000200024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442018000200024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442018000200024&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El objetivo principal de este artículo es describir las prácticas pedagógicas y las actitudes que docentes tienen hacia la participación de estudiantes. Para ello, se ha desarrollado un estudio ex post facto descriptivo con 177 docentes pertenecientes a centros de Educación Secundaria de cuatro comunidades autónomas de España. La investigación se centra en tres aspectos de las prácticas de participación que desarrollan el personal docente: la selección del contenido a enseñar, las estrategias didácticas a llevar a cabo y la evaluación de los aprendizajes. Los resultados apuntan a que estos cuerpos permiten que sus estudiantes participen principalmente en la selección de las estrategias didácticas; pero muy poco en la evaluación o en la selección de los contenidos. Además, entre las tres prácticas de participación analizadas la opción más elegida por el profesorado es informar al alumnado con antelación de lo que se va a realizar. Por otro lado, muy poca cantidad de docentes afirma dar espacio al consenso o a la implicación de estos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this research is to describe the pedagogical practices and the attitudes teachers have towards student participation. For this, an ex post facto descriptive study was developed with 177 teachers belonging to secondary education schools from four autonomous communities in Spain. The research focuses on three aspects of participation practices that teachers develop: selection of content to teach, teaching strategies to be carried out and learning assessment. The results suggest that teachers allow students to participate mainly in the selection of teaching strategies, but insufficient participation is allowed in the selection of assessments or contents. In addition, among the three participation practices analyzed, the most selected option by the teachers is to inform the students in advance about the subject matter to be carried out during the lesson. On the other hand, few teachers give space for consensus or student participation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Participación estudiantil]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación de la educación]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="en"><![CDATA[Student participation]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[educational assessment]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
</kwd-group>
</article-meta>
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