<?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>2011-804X</journal-id>
<journal-title><![CDATA[Pensamiento palabra y obra]]></journal-title>
<abbrev-journal-title><![CDATA[Pensam. palabra obra]]></abbrev-journal-title>
<issn>2011-804X</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Bellas Artes Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-804X2023000100053</article-id>
<article-id pub-id-type="doi">10.17227/ppo.num29-19059</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigación artística y aprendizaje transdisciplinario: taller virtual entre la geometría y el arte]]></article-title>
<article-title xml:lang="en"><![CDATA[Artistic research and Transdisciplinary Learning: Virtual Workshop Between Geometry and Art]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pesquisa artística e aprendizagem transdisciplinar: oficina virtual entre geometria e arte]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rioseco Castillo]]></surname>
<given-names><![CDATA[Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berna Sepúlveda]]></surname>
<given-names><![CDATA[Isabel Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana Ciencias de la Educación (umce)  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana Ciencias de la Educación (umce)  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<numero>29</numero>
<fpage>53</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-804X2023000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-804X2023000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-804X2023000100053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de reflexión presenta el estado de avance de un proyecto de investigación transdisciplinaria que se originó en respuesta a la creciente virtualización de la educación, producto de la crisis sanitaria covid-19. El objetivo es desarrollar talleres e-learning usando la plataforma lms Canvas, que reconozcan e incluyan al cuerpo como principal agente cognoscitivo, y así fortalecer el uso de Ambientes Virtuales de Aprendizaje de estudiantes en la etapa escolar. Para eso, se propone trabajar con metodologías de investigación artística como estrategia pedagógica para diseñar actividades educativas virtuales, materiales y encarnadas. Esto responde a la hipótesis de que el abordaje particular de estas metodologías puede convertirlas en un vehículo que facilite procesos de aprendizaje y ayude a fortalecer la docencia. Según lo discutido en la bibliografía revisada, se identifican ocho acciones generales que se mantienen como constante en proyectos de investigación artística, y con base en estas se relata una primera aproximación al diseño del taller transdisciplinario e-learning: Entre la Geometría y el Arte, para estudiantes de primero medio (14-15 años). Se espera que, como producto del pilotaje de este taller, durante el año 2023, el aprendizaje que se logre en los y las participantes sea el desarrollo de un pensamiento artístico-geométrico, donde ambas disciplinas estarían realmente entrelazadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This reflective article presents the state of progress of a transdisciplinary research study that originated in response to the growing virtualization of education, as a product of the covid-19 health crisis. The objective is to develop e-learning workshops using the Canvas lms platform that recognize and include the body as a main cognitive agent, and thus enhance the use of Virtual Learning Environments by students in the school stages. For this purpose, it is proposed to work with artistic research methodologies as a pedagogical strategy to design virtual, material and embodied educational activities. This responds to the hypothesis that the specific approach of these methodologies can turn them into a vehicle that facilitate into a vehicle that can facilitate learning processes and help to strengthen teaching. According to what has been discussed in the reviewed bibliography, eight general actions are identified as constant in artistic research projects, and based on these, it is a first approach to a transdisciplinary e-learning workshop: Between Geometry and Art, for school students (14-15 years old). It is expected that, as a product of the piloting of this workshop, during the year 2023, the learning achieved in the participants will be the development of an artistic-geometric thinking, where both disciplines would be truly intertwined.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo de reflexão apresenta o estado de progresso de um projeto de investigação transdisciplinar que teve origem em resposta à crescente virtualização da educação, um produto da crise da saúde covid-19. O objetivo é desenvolver workshops de e-learning utilizando a plataforma lms Canvas, para reconhecer e incluir o corpo como o principal agente cognitivo, e assim reforçar a utilização de Ambientes de Aprendizagem Virtuais pelos estudantes na fase escolar. Para este fim, propõe-se trabalhar com metodologias de investigação artística como estratégia pedagógica para desenhar atividades educativas virtuais, materiais e encarnadas. Isto responde à hipótese de que a abordagem particular de estas metodologias pode transformá-las num veículo que facilita os processos de aprendizagem e ajuda a reforçar a docência. De acordo com o que foi discutido na bibliografia revista, oito ações gerais são identificadas como constantes nos projetos de investigação artística, e com base nelas, é relatada uma primeira abordagem à concepção do workshop transdisciplinar de e-learning: Entre Geometria e Arte, para estudantes da primeira metade do ensino secundário (14-15 anos de idade). Espera-se que, como produto da pilotagem deste workshop durante o ano 2023, a aprendizagem alcançada nos participantes seja o desenvolvimento de um pensamento artístico-geométrico, onde ambas disciplinas estariam verdadeiramente entrelaçadas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ambientes virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[investigación artística]]></kwd>
<kwd lng="es"><![CDATA[transdisciplina]]></kwd>
<kwd lng="es"><![CDATA[conocimiento encarnado]]></kwd>
<kwd lng="es"><![CDATA[educación escolar]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[artistic research]]></kwd>
<kwd lng="en"><![CDATA[transdisciplinary]]></kwd>
<kwd lng="en"><![CDATA[embodied knowledge]]></kwd>
<kwd lng="en"><![CDATA[school education]]></kwd>
<kwd lng="pt"><![CDATA[ambientes virtuais de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[investigação artística]]></kwd>
<kwd lng="pt"><![CDATA[transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento encarnado]]></kwd>
<kwd lng="pt"><![CDATA[educação escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Acaso]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Megías]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Art Thinking. Cómo el arte puede transformar la educación]]></source>
<year>2017</year>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barad]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter]]></article-title>
<source><![CDATA[Signs: Journal of Women in Culture and Society]]></source>
<year>2003</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>801-31</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barad]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Meeting the Universe Halfway Quantum Physics and the Entanglement of Matter and Meaning]]></source>
<year>2007</year>
<publisher-name><![CDATA[Duke University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Behncke]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Chávez]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanhueza]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologías de aprendizaje activo y su componente lúdico]]></source>
<year>2019</year>
<publisher-name><![CDATA[Corporación Chilena de Video y Artes Electrónicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bergson]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Mitchel]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Creative Evolution]]></source>
<year>1998</year>
<publisher-name><![CDATA[Dover Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beyes]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Steyaert]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Ontological Politics of Artistic Interventions: Implications for Performing Action Research]]></article-title>
<source><![CDATA[Action Research]]></source>
<year>2011</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>100-15</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borgdorff]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El debate sobre la investigación en las artes]]></article-title>
<source><![CDATA[Cairon. Revista de Ciencias de la Danza]]></source>
<year>2010</year>
<volume>13</volume>
<page-range>25-46</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braidotti]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Theoretical Framework for the Critical Posthumanities]]></article-title>
<source><![CDATA[Theory, Culture and Society]]></source>
<year>2018</year>
<volume>36</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1-31</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carter]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Material Thinking: The Theory and Practice of Creative Research]]></source>
<year>2004</year>
<publisher-name><![CDATA[Melbourne University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La práctica como investigación: nuevas metodologías para la academia latinoamericana]]></article-title>
<source><![CDATA[Poiésis]]></source>
<year>2013</year>
<volume>21 y 22</volume>
<page-range>71-86</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cortés]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rioseco]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Grinspun]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Espacios esco lares y enseñanza de las artes visuales en torno al enfoque de la cognición enactiva]]></article-title>
<source><![CDATA[(pensamiento), (palabra)... Y obra]]></source>
<year>2021</year>
<volume>25</volume>
<page-range>140-59</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dallow]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representing Creativeness: Practice-Based Approaches to Research in Creative Arts]]></article-title>
<source><![CDATA[Art]]></source>
<year>2003</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>49-66</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deleuze]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Guattari]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Kauf]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[¿Qué es la filosofía?]]></source>
<year>1993</year>
<publisher-name><![CDATA[Anagrama]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Art as Experience]]></source>
<year>1934</year>
<publisher-loc><![CDATA[New York, USA ]]></publisher-loc>
<publisher-name><![CDATA[Capricorn Books, G. P. Putnam&#8217;s Sons]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garoian]]></surname>
<given-names><![CDATA[Ch.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Book Review: Art Practice as Research: Inquiry in the Visual Arts by Graeme Sullivan. Studies in Art Education]]></article-title>
<source><![CDATA[A Journal of Issues and Research]]></source>
<year>2006</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>108-12</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gibson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Ecological Approach to Visual Perception]]></source>
<year>1986</year>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holmbaeck]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Zaldívar]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Artes I. Artes visuales]]></source>
<year>2012</year>
<publisher-name><![CDATA[Telesecundaria. Secretaría de Educación Pública]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ingold]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Making: Anthropology, Archaeology, Art and Architecture]]></source>
<year>2013</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jagodzinski]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond Aesthetics: Returning Force and Truth to Art and its Education]]></article-title>
<source><![CDATA[Studies in Art Education]]></source>
<year>2009</year>
<volume>50</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>338-51</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Embodied Knowing through Art]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Biggs]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Karlsson]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge Companion to Research in the Arts]]></source>
<year>2011</year>
<page-range>141-51</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Courage of Complementarity: Practice as-Research as a Paradigm Shift in Performance Studies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Allegue]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Kershaw]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Piccini]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Practice-as-Research in Performance and Screen]]></source>
<year>2009</year>
<page-range>18-32</page-range><publisher-name><![CDATA[Palgrave]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kirk]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Painting as Emergent Knowledge: A Practice-led Case Study of Contemporary Artistic Labour]]></article-title>
<source><![CDATA[Journal of Visual Art Practice]]></source>
<year>2014</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>114-29</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kilpatrick]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[History of Research in Mathematics Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lerman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Encyclopedia of Mathematics Education]]></source>
<year>2014</year>
<page-range>267-72</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Macedonia]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Embodied Learning: Why at School the Mind Needs the Body]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2019</year>
<volume>10</volume>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morin]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[On Complexity]]></source>
<year>2008</year>
<publisher-name><![CDATA[Hampton Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nathan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grounded Mathematical Reasoning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Shapiro]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Routledge Handbook of Embodied Cognition]]></source>
<year>2014</year>
<page-range>171-83</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nathan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Walkington]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grounded and Embodied Mathematical Cognition: Promoting Mathematical Insight and Proof Using Action and Language]]></article-title>
<source><![CDATA[Cognitive Research: Principles and Implications]]></source>
<year>2017</year>
<volume>2</volume>
<numero>9</numero>
<issue>9</issue>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nathan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Walkington]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Boncoddo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pier]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alibali]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Actions Speak Louder with Words: The Roles of Action and Pedagogical Language for Grounding Mathematical Proof]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2014</year>
<volume>33</volume>
<page-range>182-93</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pascual]]></surname>
<given-names><![CDATA[A. de.]]></given-names>
</name>
<name>
<surname><![CDATA[Lanau]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[El arte es una forma de hacer (no una cosa que se hace). Reflexiones a partir de una conversación de Luís Camnitzer y María Acaso]]></source>
<year>2018</year>
<publisher-name><![CDATA[Catarata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinochet]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Arte, comunidad y polifonía: acerca de la noción de investigación en arte y antropología]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Borea]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Arte y antropología: estudios, encuentros y nuevos horizontes]]></source>
<year>2017</year>
<page-range>305-16</page-range><publisher-name><![CDATA[Pontificia Universidad Católica del Perú]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rogoff]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practicing Research: Singularising Knowledge]]></article-title>
<source><![CDATA[MaHKUzine]]></source>
<year>2010</year>
<volume>9</volume>
<page-range>37-42</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rubio]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Caerols]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La evaluación holística de la investigación en las artes en España: la necesidad y complejidad de confluir las dinámicas de los campos académico y artístico]]></article-title>
<source><![CDATA[Cuadernos de Música, Artes Visuales y Artes Escénicas]]></source>
<year>2018</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>237-55</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Soylu]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lester]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Newman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[You Can Count on your Fingers: The Role of Fingers in Early Mathematical Development]]></article-title>
<source><![CDATA[Journal of Numerical Cognition]]></source>
<year>2018</year>
<volume>4</volume>
<page-range>107-35</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Springgay]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Truman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Transmaterial Approach to Walking Methodologies: Embodiment, Affect, and a Sonic Art Performance]]></article-title>
<source><![CDATA[Body and Society]]></source>
<year>2017</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>27-58</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Springgay]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Truman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Walking Methodologies in a More-than-Human World: Walking Lab]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2019</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>584-5</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Varela]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Roch]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Embodied Mind: Cognitive Science and Human Experience]]></source>
<year>1991</year>
<publisher-name><![CDATA[mit Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
