<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442021000100049</article-id>
<article-id pub-id-type="doi">10.14482/zp.34.371.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La autobiografía como estrategia activadora de la reflexión docente: desafíos y oportunidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Autobiography as an activating strategy for teacher reflection: challenges and opportunities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haas Prieto]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Santander]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,https://orcid.org/0000-0001-9511-2766  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,https://orcid.org/0000-0002-3422-2627  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<numero>34</numero>
<fpage>49</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442021000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442021000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442021000100049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La reflexión constituye una de las competencias más importantes de la vida de un docente, pues independiente de la etapa que este atraviese, surge como el motor de su empoderamiento, crecimiento y mejora. En tal línea, esta investigación se centra en el estudio de la autobiografía como activador de la relexión en profesores en formación de primaria. Para ello se les solicitó a los futuros profesores graficar sus autopercepciones, basándose en sus experiencias de buen o mal rendimiento en el área de las matemáticas. Esto fue complementado con entrevistas semiestructuradas de carácter individual. Los resultados muestran cómo la relexión es activada por la autobiografía, la cual permite a los futuros docentes entender el por qué de ciertas conductas y disposiciones para aprender y, enseñar, además de proyectar posibilidades en sus futuras prácticas como maestros ya formados. Las conclusiones muestran desafíos y proyecciones en los que la relexión vinculada a la autobiografía abre diversos e interesantes espacios de crecimiento y mejora en las acciones del futuro quehacer profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reflection is one of the most important competences in the life of a teacher, because regardless of the stage that it goes through, it emerges as the engine of its empowerment, growth and improvement. In this line, the present research focuses on the study of autobiography as a trigger for relection in primary school teachers. For this, future teachers were asked to graph their self-perceptions, based on their experiences of good or bad performance in the area of mathematics. This was complemented with semi-structured interviews of an individual nature. The results show how relection is activated by autobiography, which allows future teachers to understand why certain behaviors and dispositions to learn and teach and at the same time project possibilities in their upcoming practices as already trained teachers. The conclusions show challenges and projections where the relection linked to autobiography opens diverse and interesting spaces for growth and improvement in the actions of the future professional task.]]></p></abstract>
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<kwd lng="es"><![CDATA[reflexión]]></kwd>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="en"><![CDATA[autobiography]]></kwd>
<kwd lng="en"><![CDATA[reflection, future teachers]]></kwd>
</kwd-group>
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