<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202018000400012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Praxeología, laboratorio y aprendizaje. Un enfoque curricular técnico emancipador]]></article-title>
<article-title xml:lang="en"><![CDATA[Praxeology, laboratory and learning. An emancipator technical curriculum approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora Laborde]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora Guevara]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Zamora]]></surname>
<given-names><![CDATA[Fabrizzio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República del Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>10</volume>
<numero>4</numero>
<fpage>12</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202018000400012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202018000400012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202018000400012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los maestros aún cierran la puerta del aula y hacen lo que saben hacer y creen que es lo mejor para los estudiantes que enseñan. En este sentido, los cambios en la ideología docente pueden estar entre los cambios importantes que se pueden hacer en el campo de la educación. El método aquí proclamado y promovido consiste en combinar dos actividades en el proceso educativo como partes esenciales de ambos, la enseñanza y el aprendizaje: la investigación científica cognitiva y la práctica de su aplicación, aula y laboratorio. La realidad es que se conoce muy poco de cómo utilizar los espacios de laboratorio de forma eficiente, una confusión académica en el acto de emplearlos y de suministrarlos ha provocado que la Universidad de Guayaquil (en este caso investigado) sea deficiente en este rubro pedagógico. Se establece que los laboratorios fueron afianzados luego de los estudios comprobatorios sobre la forma de que el conocimiento se desarrolle a través del uso de la computadora en los años ochenta del siglo veinte. Pero se aclara que no es solo el uso de ella la que inserta la praxis en el aprendizaje, sino que es un quiebre histórico que hace permisible que el equipo electrónico mejore los mismos. Se revisan nuevas ideas de aulas con principios de laboratorio permanente en las ciencias químicas, agrarias y administrativas y una de las conclusiones es que hay que parametrizar y caracterizar adecuadamente los laboratorios para cada área del conocimiento, idealizado todo por un experto en educación y otro en el área del conocimiento, pero no personajes ajenos al mismo, por mucho que se tengan buenas intenciones, las personas alejadas a la práctica, pueden dilucidar en lo procesual pero no en lo técnico y aplicativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teachers still close the classroom door and do what they know how to do and believe it is best for the students they teach. In this sense, changes in the teaching ideology may be among the important changes that can be made in the field of education. The method proclaimed and promoted here consists of combining two activities in the educational process as essential parts of both, teaching and learning: cognitive scientific research and the practice of its application, classroom and laboratory. The reality is that very little is known about how to use laboratory spaces efficiently, an academic confusion in the act of using them and supplying them has caused the University of Guayaquil (in this case investigated) to be deficient in this pedagogical field. It is established that the laboratories were guaranteed after the confirmatory studies on the way in which the knowledge is developed through the use of the computer in the eighties of the twentieth century. But it is clarified that it is not only the use of it that inserts the praxis in learning, but it is a historical break that makes it permissible for electronic equipment to improve them. New classroom ideas are reviewed with permanent laboratory principles in the chemical, agrarian and administrative sciences and one of the conclusions is that laboratories have to be parameterized and properly characterized for each area of &#8203;&#8203;knowledge, idealized by an expert in education and another in the area of &#8203;&#8203;knowledge, but not characters outside the same, no matter how much you have good intentions, people away from practice, can elucidate in the process but not in the technical and application.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Praxeología]]></kwd>
<kwd lng="es"><![CDATA[currículo emancipador]]></kwd>
<kwd lng="es"><![CDATA[laboratorio para aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Phraseology]]></kwd>
<kwd lng="en"><![CDATA[emancipating curriculum]]></kwd>
<kwd lng="en"><![CDATA[laboratory for learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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