<?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>S1688-93042023000101207</article-id>
<article-id pub-id-type="doi">10.18861/cied.2023.14.1.3251</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Andamiaje: a casi medio siglo de su creación]]></article-title>
<article-title xml:lang="en"><![CDATA[Scaffolding: Almost half a century after its creation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Andaime: quase meio século depois da sua criação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Maggioli]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</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>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042023000101207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042023000101207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042023000101207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La metáfora del andamiaje fue acuñada en la segunda mitad del siglo XX para dar cuenta de una forma específica de mediación de los aprendizajes. Desde su inicio en el campo educativo, ha evolucionado y se la ha utilizado para hacer referencia a una amplia variedad de constructos relacionados con la enseñanza y el aprendizaje. Debido a la polisemia resultante de esta situación, se decidió realizar un metaanálisis de la literatura sobre andamiaje desde su incepción hasta tiempos recientes. Dicho metaanálisis confirmó la existencia de diferentes conceptualizaciones de la metáfora y evidenció la necesidad de abogar por un posicionamiento epistemológico específico en el campo de la enseñanza y el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The scaffolding metaphor was originally coined in the second half of the twentieth century to account for a very specific form of support for learning. However, since its inception in the field of education, it has been used to refer to a wide array of constructs related to teaching and learning. This research project used a meta-analysis of the literature on scaffolding since its inception in the field of education. Findings confirmed the existence of various conceptualizations of the term and made evident the need to advocate for a specific epistemological positioning for it, given its relevance to the fields of teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A metáfora do andaime foi originalmente cunhada na segunda metade do século XX para dar conta de una forma muito específica de suporte à aprendizagem. Desde a sua criação no campo educacional, evoluiu e foi usado para se referir a uma ampla variedade de construtos relacionados ao ensino e à aprendizagem. Devido à polissemia decorrente dessa situação, optou-se por realizar uma meta-análise da literatura sobre andaimes desde o seu surgimento até os últimos tempos. Os resultados da pesquisa confirmam a existência de diversas conceituações do termo e evidenciam a necessidade de se advogar por um posicionamento epistemológico específico para o mesmo, dada sua relevância para os campos de ensino e aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[mediación]]></kwd>
<kwd lng="es"><![CDATA[andamiaje]]></kwd>
<kwd lng="es"><![CDATA[Zona de Desarrollo Próximo]]></kwd>
<kwd lng="es"><![CDATA[perspectiva sociocultural]]></kwd>
<kwd lng="es"><![CDATA[metaanálisis]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
<kwd lng="en"><![CDATA[scaffolding]]></kwd>
<kwd lng="en"><![CDATA[Zone of Proximal Development]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural perspective]]></kwd>
<kwd lng="en"><![CDATA[meta-analysis]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="pt"><![CDATA[mediação]]></kwd>
<kwd lng="pt"><![CDATA[andaime]]></kwd>
<kwd lng="pt"><![CDATA[Zona de Desenvolvimento Proximal]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva Sociocultural]]></kwd>
<kwd lng="pt"><![CDATA[metanálise]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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