<?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>0121-053X</journal-id>
<journal-title><![CDATA[Cuadernos de Lingüística Hispánica]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. linguist. hisp.]]></abbrev-journal-title>
<issn>0121-053X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-053X2022000200020</article-id>
<article-id pub-id-type="doi">10.19053/0121053x.n40.2023.15118</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Social Subjects Construction in EFL Teaching Education Programs: Challenges and Opportunities]]></article-title>
<article-title xml:lang="es"><![CDATA[La construcción de sujetos sociales en los programas de formación de la lengua extranjera: retos y oportunidades]]></article-title>
<article-title xml:lang="fr"><![CDATA[La construction des sujets sociaux dans les programmes de formation en langues étrangères: enjeux et opportunités]]></article-title>
<article-title xml:lang="pt"><![CDATA[A construção de sujeitos sociais em programas de formação de línguas estrangeiras: desafios e oportunidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RAMOS HOLGUÍN]]></surname>
<given-names><![CDATA[BERTHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AGUIRRE MORALES]]></surname>
<given-names><![CDATA[JAHIR]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>40</numero>
<fpage>1</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-053X2022000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-053X2022000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-053X2022000200020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reports the partial results of a research project aimed at interpreting how social actors in Bachelor Degrees programs in Foreign Languages understand the meanings of education. As such, this paper is a first attempt to understand that English Teacher Formation programs have been conceived based on economic models that focus on the construction of skills related to knowledge of the field of study, instead of providing spaces that strengthen the construction of social subjects. We conclude that for English Teacher Formation programs it is necessary to concentrate on possibilities that allow future teachers to be aware of their interculturalities in order to become social subjects. This requires that future teachers negotiate with their communities, the critical evaluation of teaching materials, and the comprehension of local contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo reporta los resultados parciales de un proyecto de investigación cuyo objetivo es interpretar la manera como los actores sociales en los programas de Licenciatura en Lenguas Extranjeras comprenden los sentidos de la educación. Por lo tanto, este artículo es un primer intento por entender que los programas de formación de docentes de inglés se han concebido desde modelos económicos que se enfocan en la construcción de habilidades relacionadas con el conocimiento de la disciplina, en vez de proveer espacios que fortalezcan la construcción de sujetos sociales. Concluimos que para los programas de formación de docentes de inglés es necesario orientarse hacia lo que les permita a los futuros maestros ser conscientes de sus interculturalidades a fin de convertirse en sujetos sociales. Esto requiere que los futuros docentes negocien con sus comunidades, evalúen de manera crítica el material que utilizan y comprendan sus contextos locales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article rend compte des résultats partiels d'un projet de recherche avec l'objectif d'interpréter la manière dont les acteurs sociaux des programmes de licence de langues étrangères comprennent les sens de l'éducation. Par conséquent, cet article est une première tentative pour considérer que les programmes de formation des enseignants d'anglais ont été conçus à partir de modèles économiques qui se concentrent sur la construction de compétences liées à la connaissance de la discipline, au lieu d'en fournir des espaces qui renforcent la formation d'acteurs sociaux. Nous concluons que pour les programmes de formation des enseignants d'anglais, il est nécessaire de se focaliser sur ce qui permet aux futurs enseignants d'être conscients de leurs interculturalités afin d'en devenir des sujets sociaux. Cela exige que les futurs enseignants s'engagent auprès de leurs communautés, évaluent de manière critique le matériel qu'ils utilisent et comprennent leurs contextes locaux.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo relata os resultados parciais de um projeto de pesquisa cujo objetivo é interpretar a maneira como os atores sociais dos programas de Licenciatura em Línguas Estrangeiras compreendem os significados da educação. Portanto, este artigo é uma primeira tentativa de entender que os programas de formação de professores de inglês têm sido concebidos a partir de modelos econômicos que focam na construção de habilidades relacionadas ao conhecimento da disciplina, ao invés de proporcionar espaços que fortaleçam a construção de sujeitos sociais. Concluímos que para os programas de formação de professores de inglês é necessário focar no que permite aos futuros professores tomar consciência de suas interculturalidades para se tornarem sujeitos sociais. Isso requer que os futuros professores se envolvam com suas comunidades, avaliem criticamente o material que usam e compreendam seus contextos locais.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[subjects]]></kwd>
<kwd lng="en"><![CDATA[interculturality]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[humanism]]></kwd>
<kwd lng="es"><![CDATA[sujetos]]></kwd>
<kwd lng="es"><![CDATA[interculturalidad]]></kwd>
<kwd lng="es"><![CDATA[maestros en formación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de inglés]]></kwd>
<kwd lng="es"><![CDATA[humanismo]]></kwd>
<kwd lng="fr"><![CDATA[sujets]]></kwd>
<kwd lng="fr"><![CDATA[interculturalité]]></kwd>
<kwd lng="fr"><![CDATA[enseignants en formation]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de l'anglais]]></kwd>
<kwd lng="fr"><![CDATA[acteurs sociaux]]></kwd>
<kwd lng="fr"><![CDATA[humanisme]]></kwd>
<kwd lng="pt"><![CDATA[sujeitos]]></kwd>
<kwd lng="pt"><![CDATA[interculturalidade]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[humanismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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