<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592024000200007</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v15.n41.2024.16734</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre el Compromiso Agéntico y Apoyo a la Autonomía en Estudiantes de Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Enhancing Student Agency through Autonomy Support in Elementary Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre Compromisso Agente e Apoio à Autonomia em Alunos do Ensino Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejia Cifuentes]]></surname>
<given-names><![CDATA[Nathalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Giraldo]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa Angrino]]></surname>
<given-names><![CDATA[Solanlly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana Cali  ]]></institution>
<addr-line><![CDATA[Cali Valle del Cauca]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592024000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación tiene por objetivo analizar las interacciones de apoyo a la autonomía entre docente y estudiante que favorecen la emergencia de compromiso agéntico en estudiantes de primaria. Se desarrolló una investigación cuantitativa de modalidad no experimental. Participaron 5 profesores y 176 estudiantes de un colegio privado en la ciudad de Pasto, Colombia. Se utilizó como método la observación de 15 videos de clase, 3 por cada grado. Se usaron dos pautas de observación: el Sistema de Observación de Promoción de la Autonomía y la Pauta de Observación de Compromiso Agéntico. Se evidenció la emergencia de un total de 507 interacciones de compromiso agéntico, correspondientes principalmente a responder inquietudes (73,4%) y hacer requerimientos (19,1%). Se observa un mayor apoyo a la autonomía en los momentos previos a la emergencia del compromiso agéntico, comparado con los momentos posteriores. Se concluye que las interacciones docentes de apoyo a la autonomía que promueven el compromiso agéntico se caracterizan por enfocarse en el estudiante, permitiéndoles tomar un rol activo en su proceso de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research investigates the dynamic relationship between autonomy support provided by teachers and the emergence of student agency in elementary education. Employing a non-experimental quantitative design, the study involved 5 teachers and 176 students from a private school in Pasto, Colombia. Data collection relied on the observation of 15 classroom videos (3 videos per grade). Two distinct observation frameworks were applied: the Autonomy Promotion Observation System and the Agency Commitment Observation Guideline. A total of 507 instances of "student agency" were identified, primarily associated with addressing student inquiries (73.4%) and making requests (19.1%). Notably, autonomy support was more pronounced in the pre-emergence phase of student agency. In summary, teacher-student interactions that foster student agency prioritize student engagement and active participation in the learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa analisar as interações entre professor e aluno que apoiam a autonomia e promovem o comprometimento agente em alunos do ensino fundamental. A pesquisa adotou uma abordagem quantitativa não experimental, envolvendo 5 professores e 176 alunos de uma escola particular em Pasto, Colômbia. Foram observados 15 vídeos de aulas, 3 para cada série, utilizando duas diretrizes de observação: o Sistema de Observação da Promoção da Autonomia e a Diretriz de Observação do Comprometimento Agente. Foram identificadas 507 interações de comprometimento agente, predominando respostas a preocupações (73,4%) e realização de pedidos (19,1%). Observou-se um maior apoio à autonomia antes do surgimento do comprometimento agente, em comparação aos momentos posteriores. A conclusão destaca que as interações docentes que incentivam a autonomia e o comprometimento agente são caracterizadas por focar no aluno, permitindo que ele assuma um papel ativo em seu processo de aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[participación estudiantil]]></kwd>
<kwd lng="es"><![CDATA[relación profesor-alumno]]></kwd>
<kwd lng="es"><![CDATA[proceso de interacción educativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="en"><![CDATA[student participation]]></kwd>
<kwd lng="en"><![CDATA[teacher-student relationship]]></kwd>
<kwd lng="en"><![CDATA[educational interaction process]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="pt"><![CDATA[participação estudantil]]></kwd>
<kwd lng="pt"><![CDATA[relação professor-aluno]]></kwd>
<kwd lng="pt"><![CDATA[processo de interação educativa]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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