<?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>0257-4314</journal-id>
<journal-title><![CDATA[Revista Cubana de Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cubana Edu. Superior]]></abbrev-journal-title>
<issn>0257-4314</issn>
<publisher>
<publisher-name><![CDATA[Dirección de Publicaciones Académicas de la Universidad de La Habana (Editorial UH) ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0257-43142020000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evolución de valores formativos y realidad social docente: acciones para incorporar la educación ambiental a Arquitectura]]></article-title>
<article-title xml:lang="en"><![CDATA[Evolution of Formative Values, and Social Reality of Teaching - Action to Incorporate Environmental Education into Architecture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Rehpani]]></surname>
<given-names><![CDATA[Colón-Gilberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés-Rodríguez]]></surname>
<given-names><![CDATA[María-Caridad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Santiago de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de las Ciencias Informáticas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0257-43142020000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0257-43142020000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0257-43142020000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el presente trabajo se analizó la importancia de los valores con certificación natural en el campo educativo. Se consideró su proceso de jerarquización dentro de las comunidades, más allá de las preferencias individuales. De esta forma, se recuperó la dimensión social de la universidad. Tomar los valores «ecología» y «desarrollo sostenible» como constantes o invariantes axiológicas permite que sirvan de referencia a las personas y que no puedan hacerse efímeros a lo largo del tiempo por la dinámica del contexto. Se confirmó la existencia de diferencias en lo relacionado con la no neutralidad de la actividad docente en el aula en lo referente a la enseñanza en/con valores. La tarea educativa debe ser estratégica y con prácticas abiertas a las innovaciones válidas para las necesidades locales. No puede ser neutral por la propia educabilidad del ser humano, que es consciente de su naturaleza inacabada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work examined the importance of values associated with nature in the realm of education. They were organized into a hierarchy within communities beyond individual preferences. In this way, the social aspect of universities was recovered. To consider such values as &#8220;ecology&#8221; and &#8220;sustainable development&#8221; as axiological invariants allows people to take them as their points of reference, so they won´t be considered as ephemeral over time due to the dynamics of context. It was confirmed that there are differences regarding non-neutrality of value-related teaching activities in classrooms. Teaching should be strategic and open to innovations which meet local needs. It can&#8217;t be neutral due to the educability of humans who are aware of their imperfection.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo sostenible]]></kwd>
<kwd lng="es"><![CDATA[invariantes axiológicas]]></kwd>
<kwd lng="es"><![CDATA[práctica educativa]]></kwd>
<kwd lng="es"><![CDATA[valores]]></kwd>
<kwd lng="en"><![CDATA[sustainable development]]></kwd>
<kwd lng="en"><![CDATA[axiological invariants]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[values]]></kwd>
</kwd-group>
</article-meta>
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