<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322022000100195</article-id>
<article-id pub-id-type="doi">10.22458/ie.v24i36.3896</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transición de la presencialidad a la virtualidad en las actividades de trabajo cooperativo en un taller de teatro inclusivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Transition from face to face to virtuality in cooperative work activities In an inclusive theater workshop]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transição do presencial ao virtual em atividades de trabalho cooperativo em uma oficina de teatro inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Poveda]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madriz Bermúdez]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>36</numero>
<fpage>195</fpage>
<lpage>207</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322022000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322022000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322022000100195&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente sistematización pretende analizar la transición del trabajo cooperativo en el Grupo de Teatro Rompecabezas, del espacio presencial al virtual, durante la pandemia por COVID-19, en un taller de teatro que tiene por objetivo desarrollar habilidades sociales en jóvenes con situación de discapacidad. Para ello, se realizó un análisis de contenido de las bitácoras y videos de las sesiones de trabajo en subgrupos de improvisación, en las que participaron 15 jóvenes con situaciones de discapacidad, además de una encuesta a estos y a las personas facilitadoras del espacio. Se encontró, que la experiencia para ajustar a la virtualidad el tipo de actividad que ya se realizaba de forma presencial, dio un rol más preponderante a la persona facilitadora para asegurar la dinámica de trabajo de los subgrupos. Las técnicas consistían en divisiones en subgrupos, con una premisa base para crear una improvisación en conjunto, ya fuera una escena o una canción, en lo presencial o una historia conjunta, en lo virtual. Se utilizó la estructura grupal del tipo informal, de hacer grupos pequeños al azar con el rol facilitador del tipo formal, que orienta a los subgrupos en el trabajo cooperativo. De los componentes de este tipo de trabajo, se destacaron la interdependencia positiva, la responsabilidad y la interacción estimulante, y se identificó la necesidad de fortalecer las habilidades sociales y el procesamiento grupal. Se identificó, la pertinencia de investigar más sobre las técnicas de trabajo cooperativo, en el medio virtual y artístico para personas en situación de discapacidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present systematization aims to analyze the transition of cooperative work in the Rompe Puzzle Theater Group, from face-to-face to virtual space, during the COVID-19 pandemic, in a theater workshop that aims to develop social skills in young people with disabilities. For this, a content analysis of the logs and videos of the work sessions in improvisation subgroups was carried out, in which 15 young people with disabilities participated, in addition to a survey of these and the people facilitating the space. It was found that the experience to adjust to virtuality, the type of activity that was already carried out in person, gave a more preponderant role to the facilitator to ensure the work dynamics of the subgroups. The technique consisted of subgroups and a basic premise to improvise together in the virtual session-whether a scene or a song, in person, or a joint story. A group structure of the informal type was used, making small groups randomly facilitating the role of the formal type, which guides the subgroups in cooperative work. Some of the components of this type of work were: positive interdependence, responsibility, and stimulating interaction were highlighted, and the need to strengthen social skills and group processing was identified. The relevance of investigating more about cooperative work techniques in the virtual and artistic environment for people with disabilities was identified.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente sistematização analisa a transição do trabalho cooperativo no Grupo Rompe Puzzle de Teatro, do espaço presencial para o virtual, durante a pandemia COVID-19, em uma oficina de teatro que visa desenvolver habilidades sociais em jovens com deficiência. Por tanto, uma análise de conteúdo dos logs e vídeos das sessões de trabalho foi realizada em subgrupos de improvisação, da qual participaram 15 jovens com deficiência, além de uma sondagem sobre eles e as pessoas facilitadoras do espaço. Corroborou-se que a experiência de adequar à virtualidade ao tipo de atividade que já era realizada presencialmente, conferiu ao facilitador um papel ainda mais preponderante para poder garantir a dinâmica de trabalho dos subgrupos. As técnicas consistiam em divisões em subgrupos, tendo como premissa básica criar uma improvisação virtual em conjunto, de uma cena ou uma música, ou uma história conjunta presencial. Foi utilizada a estrutura grupal do tipo informal, de formação de pequenos grupos aleatórios com o papel facilitador do tipo formal, que orienta os subgrupos no trabalho cooperativo. Dos componentes desta categoria de trabalho destacouse a interdependência positiva, a responsabilidade e o estímulo à interação, e identificou-se a necessidade de fortalecer as habilidades sociais e o processamento grupal. Identificou-se a relevância de se fazer mais pesquisas sobre técnicas de trabalho cooperativo, no ambiente virtual e artístico para pessoas com deficiência.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trabajo cooperativo]]></kwd>
<kwd lng="es"><![CDATA[teatro]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Cooperative work]]></kwd>
<kwd lng="en"><![CDATA[theater]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho cooperativo]]></kwd>
<kwd lng="pt"><![CDATA[teatro]]></kwd>
<kwd lng="pt"><![CDATA[educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
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