<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942022000302532</article-id>
<article-id pub-id-type="doi">10.5294/edu.2022.25.3.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacción profesor-estudiante y toma de decisiones: una aproximación teórica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher-Student Interaction and Decision-making: A Theoretical Approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[Interação professor-estudante e tomada de decisões: uma abordagem teórica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique-Tisnés]]></surname>
<given-names><![CDATA[Horacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle-Zuluaga]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Eafit  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Eafit  ]]></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>
<volume>25</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942022000302532&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942022000302532&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942022000302532&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el aula de clase, profesores y estudiantes están constantemente tomando decisiones y eligiendo; esto marca la interacción mutua, en mayor o menor medida, así como su propia existencia y despliegue subjetivo. Por ello, el artículo revisa y explora teóricamente la literatura referente al proceso de interacción entre estudiantes y profesores, reflexionando sobre la toma de decisiones, en un ejercicio analítico y hermenéutico sobre el estado del arte, temáticas que se presentan en la toma de decisiones en la interacción profesor-estudiante. Como resultados, se encontró: mayor producción sobre el tema en la educación primaria y secundaria que en la universitaria; los estudios enfatizan la importancia de la interacción docente-estudiantes para potenciar diferentes aspectos del desarrollo, como el aprendizaje, las habilidades cognitivas y actitudinales, así como la función protectora que cumple respecto al matoneo y el suicidio. Además, se vio que las implicaciones existenciales casi no están presentes en los estudios revisados y tampoco hay referencias a las implicaciones de las decisiones de los estudiantes para los profesores. Como conclusión, es importante prestar mayor atención a la interacción profesor-estudiante en el contexto universitario; relacionar la toma de decisiones profesor-estudiante con las interacciones transindividuales; explorar esa interacción desde la perspectiva de los estudiantes; e identificar su influencia en la toma de decisiones de los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the classroom, teachers and students are constantly making decisions and choosing what will mark their mutual interaction to a greater or lesser extent, as well as their existence and subjective deployment. This article theoretically reviews and explores state-of-the-art literature on the interaction process between students and teachers, reflecting on decision-making in an analytical and hermeneutic exercise. As a result, we found more outstanding production on the subject in elementary and high school education than in university; studies emphasize the importance of teacher-student interaction to enhance various aspects of development, such as learning, cognitive and attitudinal skills, and the protective function it fulfills regarding bullying and suicide. In addition, existential implications are almost absent in the reviewed studies, and there are no references to the consequences of the students&#8217; decisions for teachers. In conclusion, it is vital to pay more attention to teacher-student interaction in the university context; relate teacher-student decision-making to trans-individual interactions; explore that interaction from the students&#8217; perspective; and identify their influence on teachers&#8217; decision-making.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na sala de aula, professores e estudantes estão constantemente tomando decisões e escolhendo o que marcará a interação mútua, em maior ou menor grau, bem como sua existência e desenvolvimento subjetivo. Por isso, este artigo revisa e explora teoricamente a literatura referente ao processo de interação entre estudantes e professores, refletindo sobre a tomada de decisões, num exercício analítico e hermenêutico acerca do estado da arte, temáticas que são apresentadas na tomada de decisões na interação professor-estudante. Como resultados, foi possível constatar que há maior produção sobre o tema na educação básica que na superior; que os estudos enfatizam a importância da interação docente-estudantes para potencializar diferentes aspectos do desenvolvimento, como a aprendizagem, as habilidades cognitivas e atitudinais, bem como a função protetora que diz respeito ao bullying e ao suicídio. Além disso, viu-se que as consequências existenciais quase não estão presentes nos estudos revisados e não há referências às repercussões das decisões dos estudantes para os professores. Como conclusão, é importante prestar mais atenção à interação professor-estudante no contexto universitário; relacionar a tomada de decisões professor-estudante com as interações transindividuais; explorar essa interação a partir da perspectiva dos estudantes e identificar sua influência na tomada de decisões dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comunicación en el aula]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[investigación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[relación profesor-alumno]]></kwd>
<kwd lng="en"><![CDATA[Classroom communication]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[student teacher relationship]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação na sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[relação professor-aluno]]></kwd>
</kwd-group>
</article-meta>
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