<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162021000100103</article-id>
<article-id pub-id-type="doi">10.17227/rce.num81-10256</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sentido de pertenencia escolar entre niños, niñas y adolescentes en Chile: perfiles e itinerarios mediante árboles de clasificación]]></article-title>
<article-title xml:lang="en"><![CDATA[Sense of Belonging at School Among Children and Adolescents in Chile: Profiles and Paths Through Decision Tree]]></article-title>
<article-title xml:lang="pt"><![CDATA[O Ambiente de Sala de Aula em Escolas Públicas: Voltada a um Ensino mais Refletivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodriguez-Garcés]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinosa-Valenzuela]]></surname>
<given-names><![CDATA[Denisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla-Fuentes]]></surname>
<given-names><![CDATA[Geraldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<numero>81</numero>
<fpage>103</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162021000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162021000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162021000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el objetivo de indagar sobre el sentido de pertenencia que manifiestan hacia su escuela niños, niñas y adolescentes de Chile de séptimo grado básico a tercer grado medio, este artículo modela, desde una perspectiva cuantitativa, los itinerarios y perfiles que estructuran el apego a la unidad educativa mediante la técnica de árboles de clasificación. El sentido de pertenencia hacia la escuela es un fenómeno multifactorial y sustancial para el desarrollo íntegro de los estudiantes, el cual incide no solo sobre aspectos académicos, sino también sobre los niveles de bienestar subjetivo y vínculos entre la comunidad. Los resultados informan que no todos los estudiantes forjan un vínculo afectivo estable y duradero con su escuela. No obstante, en la medida en que mejoran sus niveles de satisfacción escolar, apoyo docente percibido y evaluación de calidad educativa, este sentido de pertenencia e identidad crece. Las conclusiones destacan cómo ambos fenómenos tienen un impacto positivo en la vida escolar, tanto por la mayor implicación que estimulan entre los actores, como por la satisfacción personal que producen en niños, niñas y adolescentes durante la etapa escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to inquire into the sense of belonging of Chilean children and adolescents from seventh year of primary school to third year of secondary school towards their school, this article models, from a quantitative perspective, the characteristics and profiles that build up the attachment to the educational unit through the classification tree method. The sense of belonging to the school is a multifactorial and substantial phenomenon for the comprehensive development of students. Its impact is not limited to academic aspects, but it also involves the levels of subjective well-being and the bonds within the community. According to the results, not all of the students forge a stable and lasting affective bond with their school. However, as their levels of school satisfaction, perceived teacher support, and evaluation of educational quality improve, the sense of belonging and identity grows. The conclusions highlight that both phenomena have a positive impact on school life because of the greater involvement they stimulate among the actors, as well as for the personal satisfaction they produce in children and adolescents during the school stage.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de investigar o sentido de pertencimento que meninos, meninas e adolescentes chilenos de sétima a terceira séries demonstram em relação à escola, este artigo modela, desde uma perspectiva quantitativa, os itinerários e perfis que estruturam o apego ao unidade educacional usando a técnica da árvore de classificação. O sentimento de pertencimento à escola é um fenômeno multifatorial e substancial para o desenvolvimento integral dos alunos que afeta não só os aspectos acadêmicos, mas também os níveis de bem-estar subjetivo e os vínculos entre a comunidade. Os resultados mostram que nem todos os alunos estabelecem um vínculo estável e duradouro com a escola. No entanto, à medida que melhoram os níveis de satisfação escolar, o apoio percebido dos professores e a avaliação da qualidade educacional, esse sentimento de pertencimento e identidade aumenta. As conclusões evidenciam como ambos fenômenos têm impacto positivo na vida escolar, tanto pelo maior envolvimento que estimulam entre os atores, quanto pela satisfação pessoal que produzem em meninos, meninas e adolescentes durante a fase escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[relaciones en la comunidad escolar]]></kwd>
<kwd lng="es"><![CDATA[bienestar estudiantil]]></kwd>
<kwd lng="es"><![CDATA[sentido de pertenencia]]></kwd>
<kwd lng="es"><![CDATA[ambiente de clases]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[schoolcommunity relationship]]></kwd>
<kwd lng="en"><![CDATA[student well-being]]></kwd>
<kwd lng="en"><![CDATA[sense of community]]></kwd>
<kwd lng="en"><![CDATA[classroom environment]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[relacionamento na comunidade escolar]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar do aluno]]></kwd>
<kwd lng="pt"><![CDATA[sentimento de pertencimento]]></kwd>
<kwd lng="pt"><![CDATA[ambiente de sala de aula]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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