<?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>S1688-74682023000200111</article-id>
<article-id pub-id-type="doi">10.22235/pe.v16i2.3237</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo pedagógico en período de educación remota. Estudio de caso en universidades chilenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Leadership during Remote Education. A Case Study in Chilean Universities]]></article-title>
<article-title xml:lang="pt"><![CDATA[Liderança pedagógica em um período de educação à distância. Estudo de caso em universidades chilenas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuéllar Becerra]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizama Zamora]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Droguett]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faúndez Bastías]]></surname>
<given-names><![CDATA[María Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>111</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682023000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con el objetivo de explorar los nudos críticos y las acciones de directivos y docentes para resguardar los perfiles de egreso de estudiantes de pedagogía de Educación Inicial en pandemia, se realizó un estudio cualitativo de caso en dos universidades chilenas con características socioeconómicas disímiles. A través de entrevistas, grupos focales y análisis de datos secundarios, se identificaron nudos críticos en condiciones para la enseñanza y nuevas necesidades estudiantiles, tanto en el plano administrativo como pedagógico. Dichas problemáticas se sobrellevaron con acciones de liderazgo pedagógico colaborativo, innovador y centrado en el monitoreo del aprendizaje, siendo aquello incluso más determinante que la realidad socioeconómica de instituciones y estudiantes. Además, destacan aprendizajes, reflexiones e innovaciones pedagógicas, curriculares y metodológicas que aporten en cualquier disrupción futura. Asimismo, se releva la necesaria contextualización de los aprendizajes y su seguimiento, lo que se hace posible al basar el liderazgo pedagógico en relaciones humanas horizontales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In order to explore the critical challenges and the actions of educational leaders and educators in safeguarding the educational outcomes of Early Childhood Education students during the pandemic, a qualitative case study was conducted in two Chilean universities with differing socio-economic characteristics. Through interviews, focus groups, and secondary data analysis, critical challenges were identified in terms of teaching conditions and new student needs, both administratively and pedagogically. These challenges were addressed through collaborative, innovative, and learning-focused pedagogical leadership, which was found to be even more influential than the socio-economic reality of the institutions and students. Additionally, the study highlights the learning, reflections, and pedagogical, curricular, and methodological innovations that can contribute to any future disruptions. Furthermore, it emphasizes the need for contextualizing learning and its continuous monitoring, made possible by basing pedagogical leadership on horizontal human relationships.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com o objetivo de explorar as questões críticas e as ações de diretores e docentes para proteger o perfil do egresso dos estudantes de pedagogia da Educação Inicial na pandemia, foi realizado um estudo de caso qualitativo em duas universidades chilenas com características socioeconômicas diferentes. Por meio de entrevistas, grupos focais e análise de dados secundários, foram identificados nós críticos nas condições de ensino e novas necessidades estudantis, tanto no aspecto administrativo quanto pedagógico. Esses problemas foram superados com ações de liderança pedagógica colaborativas, inovadoras, e centradas no monitoramento da aprendizagem, sendo isso ainda mais relevante do que a realidade socioeconômica das instituições e dos estudantes. Além disso, destacam-se aprendizados, reflexões e inovações pedagógicas, curriculares e metodológicas que contribuem para qualquer disrupção futura. Da mesma forma, demonstra-se a necessária contextualização do aprendizado e o seu acompanhamento, o que é possível ao se fundamentar a liderança pedagógica nas relações humanas horizontais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes de preescolar]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios universitarios.]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[preschool teacher training]]></kwd>
<kwd lng="en"><![CDATA[university curriculum.]]></kwd>
<kwd lng="pt"><![CDATA[liderança]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores para pré-escolares]]></kwd>
<kwd lng="pt"><![CDATA[currículo universitário.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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