<?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>S0120-39162024000400081</article-id>
<article-id pub-id-type="doi">10.17227/rce.num93-17518</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trabajo colaborativo y co-enseñanza: Sentidos que le otorgan los equipos de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative Work and Co-Teaching: Meanings Attributed by Classroom Teams]]></article-title>
<article-title xml:lang="pt"><![CDATA[Trabalho colaborativo e co-ensino: sentidos atribuídos pelas equipes de sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Cáceres]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lillo]]></surname>
<given-names><![CDATA[Emilio Sagredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>93</numero>
<fpage>81</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000400081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000400081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000400081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como propósito comprender los sentidos que le otorgan los profesores al trabajo colaborativo al momento de realizar co-enseñanza, focalizados en contextos educativos inclusivos. Estos desafíos tienen relación con la incorporación de estrategias pedagógicas que propicien una educación inclusiva en espacios educativos regulares. El trabajo se desarrolló desde un paradigma interpretativo-comprensivo, con una metodología cualitativa, desde un enfoque fenomenológico, con estudios de casos múltiples. Según lo anterior, el abordaje de la información se efectuó a partir de la hermenéutica reflexiva que contempla el análisis estructural del discurso. El estudio consideró cuatro escuelas municipales de Educación Básica, situadas en la comuna de San Pedro de la Paz, en la región de Biobío (Chile); participaron diez duplas de aula regular, para un total de veinte participantes. Los resultados de la investigación muestran prácticas pedagógicas competitivas e individuales con relaciones profesionales tensas y jerárquicas. A esto se agregan formas de trabajo rutinario y normado con escaso margen a la reflexión y creación pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand the meanings that teachers attribute to collaborative work when implementing co-teaching, focusing on inclusive educational contexts. These challenges relate to the incorporation of pedagogical strategies that promote inclusive education in regular educational settings. The study was developed from an interpretive-comprehensive paradigm, using a qualitative methodology with a phenomenological approach and multiple case studies. Accordingly, the analysis of the information was carried out using reflexive hermeneutics, which involves the structural analysis of discourse. The study included four municipal primary schools, located in the commune of San Pedro de la Paz, in the Biobío region, Chile, with 10 regular classroom teaching pairs participating, totaling 20 participants. The research results show competitive and individualistic pedagogical practices with tense and hierarchical professional relationships. In addition, there are routine and normative work methods with little margin for pedagogical reflection and creativity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo compreender os sentidos que os professores atribuem ao trabalho colaborativo ao realizar o co-ensino, focando em contextos educacionais inclusivos. Esses desafios estão relacionados à incorporação de estratégias pedagógicas que promovam uma educação inclusiva em ambientes educacionais regulares. O estudo foi desenvolvido a partir de um paradigma interpretativo-compreensivo, utilizando uma metodologia qualitativa com uma abordagem fenomenológica e estudos de casos múltiplos. Com base nisso, a análise das informações foi realizada por meio da hermenêutica reflexiva, que envolve a análise estrutural do discurso. O estudo incluiu quatro escolas municipais de Educação Básica localizadas na comuna de San Pedro de la Paz, na região de Biobío, Chile, com a participação de 10 duplas de ensino regular, totalizando 20 participantes. Os resultados da pesquisa mostram práticas pedagógicas competitivas e individualistas com relações profissionais tensas e hierárquicas. Além disso, existem formas de trabalho rotineiro e normativo com pouco espaço para a reflexão e a criatividade pedagógica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[coeducación]]></kwd>
<kwd lng="es"><![CDATA[trabajo en equipo]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[cooperación educacional]]></kwd>
<kwd lng="en"><![CDATA[co-education]]></kwd>
<kwd lng="en"><![CDATA[teamwork]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[collaborative work]]></kwd>
<kwd lng="pt"><![CDATA[coeducação]]></kwd>
<kwd lng="pt"><![CDATA[trabalho em equipe]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[trabalho colaborativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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