<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682023000100001</article-id>
<article-id pub-id-type="doi">10.22235/pe.v16i1.2758</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Innovación pedagógica en Geociencias desde la lectura crítica y la argumentación pragmadialéctica]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical innovation in Geosciences from critical reading and pragmadialectic argumentation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inovação pedagógica em Geociências através de leitura crítica e argumentação pragma-dialética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diez]]></surname>
<given-names><![CDATA[María Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Londoño Vásquez]]></surname>
<given-names><![CDATA[David Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Maximiliano Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casadío]]></surname>
<given-names><![CDATA[Silvio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Mejía]]></surname>
<given-names><![CDATA[Laura Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Río Negro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Universitaria de Envigado  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Río Negro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Río Negro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Institución Universitaria de Envigado  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682023000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo es resultado de una investigación acción que releva el proceso desde la capacitación en lectura y escritura académica, destinado a docentes con perfil científico en Geociencias (Universidad Nacional de Río Negro, Argentina), a su transferencia a prácticas educativas. La investigación se centró en indagar el abordaje de los docentes ante la formación, la práctica educativa y la reflexión en relación con la lectura crítica y la argumentación pragmadialéctica puesta en práctica en sus asignaturas. Las categorías fueron: perspectivas en docencia disciplinar e interdisciplinar, formación crítica como objeto de la enseñanza, retroalimentación como medio de regulación de las prácticas pedagógicas y evolución docente a través de las prácticas. Las técnicas empleadas fueron grupo focal, entrevistas y relatos de prácticas docentes. Como resultados se destacan el cambio positivo en los científicos-docentes ante la enseñanza, su incursión en el diseño didáctico con pautas metodológicas y la práctica reflexiva]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper is an action research result which emphasizes on the process from academic reading and writing training, targeted to scientists-teachers in Geoscience (Universidad Nacional de Río Negro, Argentina), into transferences to educational practices. The research was focused on questioning the teachers´ approaches about formation, the educational practice and the reflection on critical reading and pragma-dialectic argumentation included in their subjects. The categories were: perspectives in disciplinary and interdisciplinary teaching, critical formation as teaching objective, feedback as a regulation mean of pedagogical practices and teaching evolution by means of their practices. Techniques were focus groups, interviews, and teachers´ practice stories. As a main result, the positive change in scientists-teachers regarding teaching, their incursion on the didactic design with some methodology steps and the reflexive practice stand out]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo é o resultado de uma pesquisa-ação que revisa o processo desde a formação em leitura e escrita acadêmica, destinada a professores com perfil científico em Geociências (Universidad Nacional de Río Negro, Argentina), até sua transferência para as práticas educacionais. A pesquisa concentrou-se em investigar a abordagem dos professores frente à formação, à prática educacional e à reflexão em relação a leitura crítica e a argumentação pragma-dialética colocada em prática em suas disciplinas. As categorias foram: perspectivas no ensino disciplinar e interdisciplinar, formação crítica como objeto de ensino, feedback como meio de regulamentação das práticas pedagógicas e evolução do professor através de práticas. As técnicas utilizadas foram grupos focal, entrevistas e relatos de práticas de ensino. Os resultados destacam a mudança positiva dos cientistas-professores frente ao ensino, sua incursão no desenho didático com diretrizes metodológicas e a prática reflexiva]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[capacitación docente]]></kwd>
<kwd lng="es"><![CDATA[docentes reflexivos]]></kwd>
<kwd lng="es"><![CDATA[enseñanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[práctica educativa]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[reflective teachers]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[educational practice]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professores]]></kwd>
<kwd lng="pt"><![CDATA[professores reflexivos]]></kwd>
<kwd lng="pt"><![CDATA[ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[prática educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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