<?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>1996-2452</journal-id>
<journal-title><![CDATA[Podium. Revista de Ciencia y Tecnología en la Cultura Física]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Podium]]></abbrev-journal-title>
<issn>1996-2452</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1996-24522023000200014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje basado en retos: una mirada desde la educación superior]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem baseada em desafios: um olhar desde o ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenge-based learning: A view from higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Posso Pacheco]]></surname>
<given-names><![CDATA[Richar Jacobo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cóndor Chicaiza]]></surname>
<given-names><![CDATA[María Gladys]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora Guerrero]]></surname>
<given-names><![CDATA[Lourdes María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segundo Leonidas]]></surname>
<given-names><![CDATA[Revelo Manosalvas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unidad Educativa "Antonio José de Sucre"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela de Educación Básica "Victoria Macías De Acuña"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Unidad Educativa "Libertad"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1996-24522023000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1996-24522023000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1996-24522023000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación fue analizar cómo el aprendizaje basado en retos proporciona, a los docentes de la Carrera de Pedagogía de la Actividad Física y Deporte, mayores posibilidades de desarrollo de competencias profesionales en sus estudiantes. Se utilizó el método cualitativo bajo diseño de la teoría fundamentada, una muestra no probabilística donde se seleccionaron 25 docentes universitarios, se aplicó la técnica de la entrevista en profundidad y como instrumento una guía de preguntas, validado a través del juicio de cinco expertos. Los resultados encontrados se determinaron en cuatro etapas: codificaciones abiertas, axiales, selectivas y la matriz condicional; esta última permitió tener una aproximación teórica al relatar que el aprendizaje basado en retos posibilita la adquisición de competencias profesionales. Como conclusiones, se planteó que el aprendizaje basado en retos le permite al docente generar en sus estudiantes efectos positivos sobre el rendimiento escolar y desarrolla, mejor que otras metodologías, las competencias profesionales durante la formación universitaria para dar solución a los nuevos desafíos globales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo desta pesquisa foi analisar como a aprendizagem baseada em desafios proporciona, aos professores da Pedagogia da Atividade Física e do Esporte, maiores possibilidades de desenvolver habilidades profissionais em seus alunos. Foi utilizado o método qualitativo sob o delineamento da teoria fundamentada, uma amostra não probabilística onde foram selecionados 25 professores universitários, foi aplicada a técnica de entrevista em profundidade e um guia de perguntas como instrumento, validado por meio do julgamento de cinco especialistas. Os resultados encontrados foram determinados em quatro etapas: codificação aberta, axial, seletiva e matriz condicional; este último nos permitiu uma abordagem teórica ao relatar que a aprendizagem baseada em desafios possibilita a aquisição de competências profissionais. Como conclusões, afirmou-se que a aprendizagem baseada em desafios permite que os professores gerem efeitos positivos em seus alunos no desempenho escolar e desenvolvam, melhor do que outras metodologias, habilidades profissionais durante a educação universitária para resolver novos desafios globais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research was to analyze how learning based on challenges provides, to the teachers of the Pedagogy of Physical Activity and Sport, greater possibilities of developing professional skills in their students. The qualitative method under the design of the grounded theory was used, a non-probabilistic sample where 25 university professors were selected, the in-depth interview technique was applied and a question guide as an instrument, validated through the judgment of five experts. The results found were determined in four stages: open, axial, selective coding and the conditional matrix; the latter allowed to have a theoretical approach by reporting that learning based on challenges enables the acquisition of professional skills. As conclusions, it was stated that challenge-based learning allows teachers to generate positive effects on their students on school performance and develops, better than other methodologies, professional skills during university education to solve new global challenges.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[competencias profesionales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[metodología.]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[habilidades profissionais]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[metodologia.]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[professional skills]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[methodology.]]></kwd>
</kwd-group>
</article-meta>
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