<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042020000100103</article-id>
<article-id pub-id-type="doi">10.18861/cied.2020.11.1.2945</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[DE LA DIVERSIÓN A LA TRANSFORMACIÓN1. Movilidad de creencias mediante metodología Lego® Serious Play®]]></article-title>
<article-title xml:lang="en"><![CDATA[FROM FUN TO TRANSFORMATION: Change of beliefs through Lego® Serious Play® methodology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Do Divertimento à Transformação: Mudanças de convicções por meio da metodologia Lego® SeriousPlay®]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Rivera]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Nocetti]]></surname>
<given-names><![CDATA[Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>103</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042020000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042020000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042020000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio reporta resultados de una experiencia de movilidad de creencias en formación inicial docente sobre escuelas en contextos de bajo nivel socioeconómico. Se implementaron cuatro sesiones basadas en la metodología Lego® SeriousPlay® (LSP) con un grupo de cuatro estudiantes novatos más dos grupos de tensionadores (estudiantes mayores y formadores), seleccionados mediante un instrumento sobre creencias epistemológicas y pobreza. Mediante análisis del discurso se establecieron las creencias relativas a escuelas vulnerables, estudiantes y profesores y luego se posicionaron en una gradiente de ingenuidad-sofisticación. Los resultados muestran que las primeras metáforas corroboran las creencias ingenuas en los estudiantes novatos, pero revelan menor sofisticación en estudiantes mayores respecto al cuestionario. La progresión en las sesiones muestra una trayectoria de sofisticación intermedia frente a estudiantes mayores, pero más acentuada ante los formadores. Estos últimos son los que más impactan en la sofisticación de las creencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study reports the results of a beliefs mobility experience in initial teacher training in schools in low socioeconomic contexts. Four sessions were implemented based on the Lego® SeriousPlay® (LSP) methodology with a group of four novice students plus two groups of tensioners (older students and trainers), selected through an instrument on epistemological beliefs and poverty. Discourse analysis established beliefs about vulnerable schools, students and teachers and then said beliefs positioned themselves on a gradient of ingenuity-sophistication. The results show that the first metaphors corroborate the naive beliefs in novice students, but reveal less sophistication in older students, regarding the questionnaire. The progression in the sessions shows a trajectory of intermediate sophistication in comparison to older students, but more accentuated as regards trainers, being the latter the ones who impact the most on the sophistication of beliefs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Essa pesquisa apresenta os resultados de uma experiência de mudança de convicções na formação inicial de professores em escolas em contextos socioeconômicos baixos. Foram implementadas quatro sessões baseadas no Lego® SeriousPlay® (LSP) em um grupo de quatro alunos iniciantes e dois grupos estressores (alunos veteranos e instrutores), selecionados por meio de um instrumento sobre convicções epistemológicos e pobreza. Ao analisar o discurso, foram estabelecidas as convicções relativas à escola vulnerável, alunos e professores. Essas convicções foram posicionadas em uma gradiente ingenuidade-sofisticação. Os resultados mostram que as primeiras metáforas corroboram as convicções ingênuas dos alunos iniciantes, mas revelam menos sofisticação nos alunos mais velhos, segundo o questionário. A progressão nas sessões mostra uma trajetória de sofisticação intermediária quando na presença de alunos veteranos, mas sendo mais pronunciada diante dos instrutores. Esses últimos são os que têm maior impacto na sofisticação das convicções.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[juegos]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[pobreza]]></kwd>
<kwd lng="es"><![CDATA[expectativas de profesores]]></kwd>
<kwd lng="es"><![CDATA[equidad educativa]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[play]]></kwd>
<kwd lng="en"><![CDATA[games]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[poverty]]></kwd>
<kwd lng="en"><![CDATA[teacher expectations of students]]></kwd>
<kwd lng="en"><![CDATA[educational equity]]></kwd>
<kwd lng="pt"><![CDATA[Convicções]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[jogo]]></kwd>
<kwd lng="pt"><![CDATA[jogos]]></kwd>
<kwd lng="pt"><![CDATA[inovação educativa]]></kwd>
<kwd lng="pt"><![CDATA[pobreza]]></kwd>
<kwd lng="pt"><![CDATA[expectativa de professores]]></kwd>
<kwd lng="pt"><![CDATA[igualdade educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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