<?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>S0120-39162023000100037</article-id>
<article-id pub-id-type="doi">10.17227/rce.num87-12704</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje socioemocional en la Educación Primaria: una investigación sobre las concepciones y las prácticas de los maestros en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Social and Emotional Learning in Primary Education: A Research Study on the Conceptions and Practices of Teachers in the Classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[A aprendizagem socioemocional no Ensino Fundamental: uma pesquisa sobre as conceções e as práticas dos professores em sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis-Jorge]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olcina Sempere]]></surname>
<given-names><![CDATA[Gustau]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior de Educação e Ciências  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Jaume I Departamento de Educación y Didácticas Específicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Superior de Educação e Ciências  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<numero>87</numero>
<fpage>37</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tiene como objetivo comprender las concepciones de los maestros de primaria sobre el aprendizaje socioemocional y la forma en que incluyen e implementan las actividades de aprendizaje socioemocional en sus prácticas diarias. Se trata de un estudio exploratorio, de carácter cualitativo, en el que participaron 31 maestros pertenecientes a las escuelas públicas y privadas de Portugal. Los resultados obtenidos corroboran, en general, las representaciones teóricas y los resultados empíricos presentados en la literatura de la especialidad. Los maestros expresan la importancia del aprendizaje socioemocional, pero sus prácticas en el aula varían según los intereses individuales de cada maestro, manifestando que, en su realidad escolar, a pesar de la valoración implícita sobre el aprendizaje socioemocional, la ausencia de una regulación curricular específica a nivel nacional sobre el desarrollo socioemocional de los alumnos hace que la implicación de la escuela dependa de la motivación individual de cada maestro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study reported in this article aimed to understand the conceptions and representations of primary school teachers about social and emotional learning andthe way they integrate and implement social and emotional learning activities in their daily practice. This is an exploratory study, of a qualitative nature, which involved 31 teachers from public and private schools in Portugal. Overall, our results corroborate the theoretical representations and the empirical results presented in the specialized literature. The teachers reveal the importance of social and emotional learning, but their classroom practices varied according to the individual interests of each teacher. The teachers express that in their schools, despite the implicit appreciation of social and emotional learning, the absence of specific curricular regulation at the national level on the social and emotional development of students makes the engagement of each school very dependent on the motivation of each teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo tem como objetivo compreender as conceções dos profesores de ensino fundamental sobre a aprendizagem socioemocional e a forma como eles incluem e implementam as atividades de aprendizagem socioemocional nas suas práticas diárias. Trata-se de um estudo exploratório, de natureza qualitativa, no qual participaram 31 professores pertencentes às escolas públicas e privadas de Portugal. Os resultados obtidos corroboram, de maneira geral, as representações teóricas e os resultados empíricos apresentados na literatura da especialidade. Os professores expressam a importância da aprendizagem socioemocional, mas as suas práticas em sala de aula variam de acordo com os interesses individuais de cada professor, revelando que, na sua realidade escolar, apesar da valorização implícita sobre a aprendizagem socioemocional, a ausência de uma regulação curricular específica a nível nacional acerca do desenvolvimento socioemocional dos alunos, torna o investimento de cada escola muito dependente da motivação individual de cada professor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje socioemocional]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[clima de clase]]></kwd>
<kwd lng="es"><![CDATA[metodologías de enseñanza.]]></kwd>
<kwd lng="en"><![CDATA[social and emotional learning]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[classroom climate]]></kwd>
<kwd lng="en"><![CDATA[teaching methodologies]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem socioemocional]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[investigação qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[clima de sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[metodologias de ensino.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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