<?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>S0120-39162023000300206</article-id>
<article-id pub-id-type="doi">10.17227/rce.num89-13930</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dimensiones pedagógicas de un desarrollo potencialmente generativo en profesores rurales chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Dimensions of a Potentially Generative Development in Chilean Rural Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dimensões pedagógicas de um desenvolvimento potencialmente gerador em professores rurais chilenos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña-Troncoso]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>89</numero>
<fpage>206</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000300206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las historias de vida de los docentes rurales chilenos aportan experiencias y saberes relevantes para la comprensión de su práctica docente potencialmente generativa y genuinamente comprometida con el desarrollo educativo del alumnado y sus comunidades de origen. El objetivo de este artículo es comprender, desde la perspectiva narrativa generativa, las pautas de comportamiento potencialmente generativas manifestadas por el profesorado rural residente en las Regiones Metropolitana, La Araucanía y los Ríos (Chile). De esta manera, como método se adopta un enfoque cualitativo y fenomenológico, en donde participaron doce educadores (siete hombres y cinco mujeres), quienes tienen en promedio treinta y tres años de experiencia profesional. Se utilizan entrevistas en profundidad desde la perspectiva narrativa generativa; luego, los relatos son sometidos al análisis de contenido, siguiendo la lógica de la teoría fundamentada. Dentro de los resultados se evidencia que los docentes rurales muestran pautas de comportamientos potencialmente generativas caracterizadas por la empatia, el optimismo la resiliencia y la autonomía. Asimismo, los participantes manifiestan el desarrollo de una adultez expansiva generativa caracterizada por la pasión por enseñar, la sensibilidad frente al sufrimiento de otros y el autodesarrollo, fortaleciendo su compromiso docente con las generaciones más jóvenes. Finalmente, se concluye que las trayectorias vitales del profesorado rural permiten sistematizar un conjunto de experiencias, saberes y prácticas pedagógicas que enriquecen la formación y mejora continua del quehacer profesional, develando las implicaciones pedagógicas de la generatividad para el despliegue de una profesión docente rural trascendente y comprometida con su labor educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The life stories of Chilean rural teachers provide relevant experiences and knowledge for understanding their potentially generative teaching practice, which is genuinely committed to the educational development of students and their communities of origin. The objective of this article is to understand, from a generative narrative perspective, the patterns of potentially generative behavior manifested by rural teachers residing in the Metropolitan, La Araucanía, and Los Ríos Regions (Chile). In this way, as a method, a qualitative and phenomenological approach is adopted, with the participation of twelve educators (seven men and five women) who have an average of thirty-three years of professional experience. In-depth interviews are used from the generative narrative perspective. Subsequently, the stories are submitted to content analysis, following the logic of the grounded theory. The results show that rural teachers show potentially generative behavior patterns characterized by empathy, optimism, resilience, and autonomy. Likewise, the participants manifest the development of an expansive generative adulthood characterized by a passion for teaching, sensitivity to the suffering of others, and self-development, strengthening their teaching commitment to the younger generations. In conclusion, the life trajectories of rural teachers allow for the systematization of a set of experiences, knowledge, and pedagogical practices that enrich the training and continuous improvement of professional work, revealing the pedagogical implications of generativity for a transcendent rural teaching profession committed to their educational work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As histórias de vida de professores rurais chilenos proporcionam experiências e conhecimentos relevantes para a compreensão de sua prática pedagógica potencialmente generativa e genuinamente comprometida com o desenvolvimento educacional dos alunos e de suas comunidades de origem. O objetivo deste artigo é compreender, a partir de uma perspectiva narrativa generativa, os padrões de comportamento potencialmente generativos manifestados por professores rurais residentes nas Regiões Metropolitana, La Araucanía e Los Ríos (Chile). Desta forma, como método adota-se uma abordagem qualitativa e fenomenológica, onde participaram 12 educadores (7 homens e 5 mulheres), com média de trinta e três anos de experiência profissional. Entrevistas em profundidade são usadas a partir da perspectiva narrativa generativa; posteriormente, as histórias são submetidas à análise de conteúdo, seguindo a lógica da Grounded Theory. Dentro dos resultados, evidenciam-se que os professores rurais apresentam padrões de comportamento potencialmente generativos caracterizados por empatia, otimismo, resiliência e autonomia. Da mesma forma, os participantes manifestam o desenvolvimento de uma idade adulta expansiva e generativa caracterizada pela paixão pelo ensino, pela sensibilidade ao sofrimento dos outros e pelo autodesenvolvimento, reforçando o seu compromisso docente com as gerações mais novas. Por fim, conclui-se que as trajetórias vitais dos professores rurais permitem sistematizar um conjunto de experiências, saberes e práticas pedagógicas que enriquecem a formação e a melhoria contínua do trabalho profissional, revelando as implicações pedagógicas da geratividade para o desdobramento de uma profissão docente rural transcendente e comprometida com sua formação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[generatividad]]></kwd>
<kwd lng="es"><![CDATA[historias de vida]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[autodesarrollo]]></kwd>
<kwd lng="es"><![CDATA[ruralidad]]></kwd>
<kwd lng="en"><![CDATA[generativity]]></kwd>
<kwd lng="en"><![CDATA[life stories]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[self-development]]></kwd>
<kwd lng="en"><![CDATA[rurality]]></kwd>
<kwd lng="pt"><![CDATA[geratividade]]></kwd>
<kwd lng="pt"><![CDATA[histórias de vida]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[autodesenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[ruralidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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