<?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>1657-8953</journal-id>
<journal-title><![CDATA[Civilizar Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Civilizar]]></abbrev-journal-title>
<issn>1657-8953</issn>
<publisher>
<publisher-name><![CDATA[Universidad Sergio Arboleda]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-89532019000100149</article-id>
<article-id pub-id-type="doi">10.22518/usergioa/jour/ccsh/2019.1/a09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes de la concepción pedagógica de Francisco Ruiz Sánchez para una teoría motivacional perfectiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of the Pedagogical Conception of Francisco Ruiz Sánchez for a Perfective Motivational Theory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Di Marco]]></surname>
<given-names><![CDATA[María Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portela]]></surname>
<given-names><![CDATA[Analía Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourdes González]]></surname>
<given-names><![CDATA[Mariela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boarini]]></surname>
<given-names><![CDATA[María Gisella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Difabio de Anglat]]></surname>
<given-names><![CDATA[Hilda Emilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>36</numero>
<fpage>149</fpage>
<lpage>162</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-89532019000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-89532019000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-89532019000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo señala algunos elementos para comprender la motivación a partir de la plenitud dinámica, esto es, desde la finalidad misma del acto educativo. La investigación analiza la motivación humana en el proceso de aprendizaje a la luz del pensamiento antropológico de Francisco Ruiz Sánchez. Mediante una hermenéutica de sus escritos publicados e inéditos detallamos los tres aspectos principales del proceso motivacional educativo: (a) el método empleado, (b) la propuesta de objetos buenos, y (c) la concienciación del valor del objeto. Se concluye que la motivación constituye un aspecto relacional en el marco de un proceso en el que interviene la cognición o tendencia intelectual hacia un objeto de conocimiento bueno, presentado de una manera sensible y que logra ser percibido como valioso por el educando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work aimed to indicate some aspects for understanding motivation from the dynamic fullness, that is, from the very purpose of the educational event. This research analyzes human motivation during the learning process in the light of the anthropological thought of Francisco Ruiz Sánchez. Through a hermeneutical methodology of his published and unpublished writings, we detailed the three main elements of the educational, motivational process: a) the method used, b) the proposal of good objects, and c) the awareness of the value of the object. It is concluded that motivation constitutes a relational aspect within the framework of a process in which cognition or intellectual tendency towards an object of good knowledge intervenes. This object has also been presented sensitively and can be perceived as valuable by the learner.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Plenitud dinámica]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[objetos perfectivos]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="es"><![CDATA[conciencia valorativa]]></kwd>
<kwd lng="en"><![CDATA[Dynamic fullness]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[perfective objects]]></kwd>
<kwd lng="en"><![CDATA[methodology]]></kwd>
<kwd lng="en"><![CDATA[value consciousness]]></kwd>
</kwd-group>
</article-meta>
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