<?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>S0120-39162025000119685</article-id>
<article-id pub-id-type="doi">10.17227/rce.num95-19685</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacciones cognitivas y metacognitivas: un indicador de la calidad educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive and Metacognitive Interactions: An Indicator of Educational Quality]]></article-title>
<article-title xml:lang="pt"><![CDATA[Interações cognitivas e metacognitivas: um indicador da qualidade educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vélez-Gutiérrez]]></surname>
<given-names><![CDATA[Carlos Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Ortega]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>94</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000119685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000119685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000119685&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aula de clases es un lugar estratégico para reflexionar sobre la calidad de la educación. Ello exige volcar la mirada hacia las interacciones cognitivas y metacognitivas, como posibilidad de enriquecimiento y apoyo al desarrollo de aprendizajes profundos. El objetivo de la investigación fue caracterizar y comprender las interacciones cognitivas y metacognitivas entre estudiantes y docentes universitarios. Participaron 57 docentes en una investigación cualitativa, utilizando el estudio de casos múltiples. Los resultados indican mayor preponderancia de las interacciones orientadas a la transmisión de información, sin abordar los procesamientos mentales asociados con ella. Por esto, el necesario llamado para crear oportunidades comunicativas que integren las dimensiones cognitiva y metacognitiva, cuando profesores y estudiantes interactúan en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The classroom is a strategic place for reflecting on the quality of education. This reflection requires focusing on cognitive and metacognitive interactions as a means of enriching and supporting the development of deep learning. The objective of the research was to characterize and understand the cognitive and metacognitive interactions between university students and professors. Fifty-seven teachers participated in qualitative study using multiple case studies. The results indicate a greater prevalence of interactions aimed at the transmission of information, without addressing the mental processes associated with it. Therefore, there is a necessary call to create communicative opportunities that integrate both cognitive and metacognitive dimensions when teachers and students interact in the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A sala de aula é um lugar estratégico para refletir sobre a qualidade da educação. Isso exige uma atenção especial às interações cognitivas e metacognitivas como uma possibilidade de enriquecimento e apoio ao desenvolvimento de uma aprendizagem profunda. O objetivo da investigação foi caracterizar e compreender as interações cognitivas e metacognitivas entre estudantes e professores universitários. Cinquenta e sete professores participaram de uma pesquisa qualitativa, utilizando o estudo de casos múltiplos. Os resultados indicam uma maior predominância de interações voltadas para a transmissão de informação, sem abordar os processos mentais associados a elas. Por isso, é necessário um chamado para criar oportunidades comunicativas que integrem as dimensões cognitiva e metacognitiva quando professores e alunos interagem na sala de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[interacción]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[interaction]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[interação]]></kwd>
<kwd lng="pt"><![CDATA[qualidade educativa]]></kwd>
</kwd-group>
</article-meta>
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