<?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>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792018000200292</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v46i2.6584</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher&#8217;s Situated Knowledge Through Metaphor Construction and Its Story- Licensing]]></article-title>
<article-title xml:lang="es"><![CDATA[El conocimiento situado del docente a través de la construcción de metáforas y de la validación de sus narrativas]]></article-title>
<article-title xml:lang="fr"><![CDATA[La connaissance située des enseignants à travers la construction de métaphores et la validation de leurs narrations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serna Dimas]]></surname>
<given-names><![CDATA[Héctor Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad EAN Lenguas Modernas ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<fpage>292</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792018000200292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792018000200292&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792018000200292&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This theoretical article argues for metaphor construction and development to explain how teachers situate their knowledge and make sense of their teaching lives and practices. However, the process of metaphor construction must go beyond the scope of cognitive theories, and their systematization of concepts in metaphors. Metaphors, as conscious attempts to situate teachers&#8217; knowledge, must be considered as a text whose constituting elements are the teachers&#8217; values, belief systems, ideologies, professional knowledge, and culture intertwined in their minds. The concept of story licensing plays a key role in validating the definition and development of metaphors to explain teachers&#8217; situated knowledge construction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo teórico argumenta cómo el proceso de construcción y desarrollo de metáforas explica cómo los profesores sitúan su conocimiento y brindan sentido a su vida docente y a sus prácticas. No obstante, el proceso de construcción de metáforas debe ir más allá del alcance de las teorías cognitivas y de su sistematización de conceptos en las metáforas. Las metáforas como apuestas conscientes por situar el conocimiento docente deben ser consideradas como un texto cuyos elementos constitutivos son los valores, los sistemas de creencias, las ideologías, el conocimiento profesional y la cultura interrelacionados en las mentes de los docentes. El concepto de validación de narrativas juega un papel determinante en la ratificación de la definición y el desarrollo de metáforas que expliquen la construcción de conocimiento situado por parte del docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article théorique explique comment le processus de construction de métaphores permet aux enseignants de situer leur connaissance tout en donnant un sens à leur métier et leurs pratiques pédagogiques. Néanmoins, ce processus doit dépasser la portée des théories cognitives et leur systématisation des concepts à propos des métaphores. Les métaphores en tant que tentatives conscientes en vue de situer le savoir de l´enseignant doivent être conçues comme un texte dont les éléments constitutifs ce sont des valeurs, les systèmes de croyances, les idéologies, la connaissance professionnelle et la culture articulés dans l´esprit du professeur. La notion de validation des narratives joue un role déterminant dans la consolidation de la définition et le développement des métaphores qui expliquent la construction d´une connaissance située chez les enseignants.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[metaphor]]></kwd>
<kwd lng="en"><![CDATA[story licensing]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s situated knowledge]]></kwd>
<kwd lng="es"><![CDATA[metáfora]]></kwd>
<kwd lng="es"><![CDATA[validación de narrativas]]></kwd>
<kwd lng="es"><![CDATA[el conocimiento situado del docente]]></kwd>
<kwd lng="fr"><![CDATA[métaphore]]></kwd>
<kwd lng="fr"><![CDATA[validation des narrations]]></kwd>
<kwd lng="fr"><![CDATA[la connaissance située des enseignants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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