<?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>S2145-94442025000200089</article-id>
<article-id pub-id-type="doi">10.14482/zp.43.124.745</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacciones entre regulación metacognitiva social y generación de la solución en aprendizaje colaborativo]]></article-title>
<article-title xml:lang="en"><![CDATA[interactions between social metacognitive regulation and solution generation in collaborative learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOLANO GUERRERO]]></surname>
<given-names><![CDATA[JUAN CARLOS]]></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 contrib-type="author">
<name>
<surname><![CDATA[RODRÍGUEZ ORTIZ]]></surname>
<given-names><![CDATA[ANGÉLICA MARÍA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TAMAYO ALZATE]]></surname>
<given-names><![CDATA[ÓSCAR EUGENIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Tolima  ]]></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>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<numero>43</numero>
<fpage>89</fpage>
<lpage>109</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442025000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442025000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442025000200089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La regulación del aprendizaje y la solución de problemas en contextos individuales y sociales son consideradas hoy como dos capacidades claves del siglo XXI. En este artículo nos proponemos comprender algunas de las interacciones entre la regulación metacognitiva social y la solución colaborativa de problemas, en particular la generación de la solución, en el diseño de entornos virtuales de aprendizaje. La estrategia metodológica usada fue el análisis del discurso, desde la perspectiva de la psicología discursiva. Se configuró un entorno de aprendizaje en línea que utiliza un sistema de videoconferencia para el registro de las interacciones verbales de docentes en formación. Se caracterizaron tres formas sociales características del pensamiento o modelos de interacción discursiva, a saber: desconexión individual, conexión individual y conexión grupal. Se concluyó que el reconocimiento o no de las versiones propias y de los otros sobre la generación de la solución propicia sinergias discursivas que afianzan o no el acuerdo y el consenso, así como las relaciones de solidaridad y confianza. En el primer modelo, los participantes presentan sus propias versiones y desconocen las versiones de los otros, no reconocen el conflicto. En el segundo modelo, los participantes presentan sus propias versiones y conocen las versiones de los otros, sin gestionar el conflicto. Ello genera sinergias discursivas para influir, imponer o posicionar una versión sobre otras que no son reconocidas en el primer modelo, o que se aceptan o rechazan, sin reconocer sus interacciones, en el segundo modelo. Y en el tercer modelo, los participantes reconocen las versiones propias y de los otros, por lo cual se reconoce y gestiona el conflicto. Ello propicia sinergias discursivas que afianzan el acuerdo, y propician consensos específicos o generales, generando un liderazgo dirigido o distribuido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The regulation of learning and problem solving in individual and social contexts is today considered two key capabilities of the 21st century. In this article, we aim to understand some of the interactions between social metacognitive regulation and collaborative problem solving, in particular, solution generation, in the design of virtual learning environments. The methodological strategy used was discourse analysis, from the perspective of discursive psychology. An online learning environment using a video conferencing system was set up to record verbal interactions of pre-service teachers. Three characteristic social forms of thought or models of discursive interaction were characterized, namely: individual disconnection, individual connection, and group connection. It was concluded that the recognition or not of one's own and others' versions of the generation of the solution fosters discursive synergies that strengthen or not the agreement and consensus, as well as relationships of solidarity and trust. In the first model, participants present their own versions and ignore the versions of others, failing to acknowledge the conflict. In the second model, participants present their own versions and acknowledge the versions of others, without managing the conflict. This generates discursive synergies to influence, impose, or position one version over others that are not recognized in the first model, or that are accepted or rejected without acknowledging their interactions in the second model. In the third model, participants recognize their own and others' versions, thereby recognizing and managing the conflict. This generates discursive synergies that strengthen the agreement and foster specific or general consensus, promoting directed or distributed leadership.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Regulación metacognitiva social]]></kwd>
<kwd lng="es"><![CDATA[generación colaborativa de la solución]]></kwd>
<kwd lng="es"><![CDATA[diseño de entornos virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[psicología discursiva]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="en"><![CDATA[Social metacognitive regulation]]></kwd>
<kwd lng="en"><![CDATA[collaborative solution generation]]></kwd>
<kwd lng="en"><![CDATA[design of virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[discursive psychology]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
</kwd-group>
</article-meta>
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