<?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>S2218-36202022000100102</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia epistémica: rutas para investigar]]></article-title>
<article-title xml:lang="en"><![CDATA[The epistemic competence: a pathway for research]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deroncele Acosta]]></surname>
<given-names><![CDATA[Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio nace de la experiencia en formación investigativa en América Latina y España. El objetivo es establecer rutas para investigar que orienten la praxis investigativa. Desde un paradigma dialéctico y enfoque mixto se interconectan los métodos de sistematización de experiencia y teoría fundamentada. En el estudio longitudinal participan 50 asesores y 215 estudiantes de maestría y doctorado de 9 países. Se emplean múltiples técnicas y se analizan 200 tesis en las áreas de educación, psicología, neurociencia y ciencias empresariales. Los resultados permiten constatar rutas desde 7 categorías emergentes: aporte teórico en la investigación, método de construcción teórica, aporte práctico en la investigación, simbiosis entre proceso y texto de investigación, investigación básica vs investigación aplicada, variantes de estudio, categorización e instrumentación. Finalmente, ello permite avanzar en la teoría y práctica de la competencia epistémica del investigador, donde adquiere especial relevancia el holismo fundamental, la teoría sobre la construcción de teoría, la teoría holístico configuracional, y la disrupción teórica expresada en los principios de innovación disruptiva. Se legitima el grupo y la organización como espacio dinamizador de la competencia a partir de agentes epistémicos grupales, estados epistémicos colectivos y una competencia epistémica grupal, que convoca a una cultura organizacional epistémica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study derives from experience in research training in Latin America and Spain. The objective is to establish routes to investigate that guide the investigative praxis. From a dialectical paradigm and mixed approach, the methods of systematizing experience and grounded theory are interconnected. Fifty advisers and 215 master's and doctoral students from 9 countries participated in the longitudinal study. Multiple techniques are used and 200 theses are analyzed in the areas of education, psychology, neuroscience and business sciences. The results allow verifying routes from 7 emerging categories: theoretical report in research, theoretical construction method, practical report in research, symbiosis between research process and text, basic research vs applied research, study variants, categorization and instrumentation. Finally, this allows progress in the theory and practice of the epistemic competence of the researcher, where fundamental holism, theory on theory construction, holistic configurational theory, and theoretical disruption expressed in the principles of disruptive innovation acquire special relevance. The group and the organization are legitimized as a dynamizing space for competition based on group epistemic agents, collective epistemic states and a group epistemic competition, which calls for an epistemic organizational culture.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia epistémica]]></kwd>
<kwd lng="es"><![CDATA[mapeo epistémico]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[teoría]]></kwd>
<kwd lng="es"><![CDATA[holística]]></kwd>
<kwd lng="es"><![CDATA[holismo]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
<kwd lng="en"><![CDATA[Epistemic competence]]></kwd>
<kwd lng="en"><![CDATA[epistemic mapping]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[theory]]></kwd>
<kwd lng="en"><![CDATA[holistic]]></kwd>
<kwd lng="en"><![CDATA[holism]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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