<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000200225</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La autonomía pedagógica como potencialidad formativa en los actores educativos del aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical autonomy as a formative potential in educational actors in the classroom]]></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 contrib-type="author">
<name>
<surname><![CDATA[Gross Tur]]></surname>
<given-names><![CDATA[Ramiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Zuta]]></surname>
<given-names><![CDATA[Patricia]]></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>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior Politécnico do Bié  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Angola</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>79</numero>
<fpage>225</fpage>
<lpage>233</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000200225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de la investigación fue evaluar a partir de evidencias científicas el abordaje de la autonomía pedagógica como potencialidad formativa en los actores educativos del aula. Se presenta un análisis de literatura científica especializada, focalizada esencialmente en Scopus, Web of Science y Scielo. La sistematización epistemológica permitió reconocer un insuficiente abordaje de la autonomía pedagógica en los actores del proceso educativo en el aula, por lo que se plantea transitar desde una perspectiva tradicional centralista que ubica la autonomía pedagógica como competencia del estado, hacia una perspectiva de la autonomía pedagógica como potencialidad formativa concretada en una herramienta socio-praxiológica. Esto permitirá dinamizar los recursos emocionales, disciplinares y didáctico-transformadores, por parte del docente, así como los recursos de creatividad, proactividad e innovación por parte del estudiante. Todo lo cual confluye, en una coparticipación ética y de responsabilidad social en la toma de decisiones, todas ellas orientadas en y desde el proceso formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the research was to evaluate, based on scientific evidence, the approach to pedagogical autonomy as a training potential in educational actors in the classroom. An analysis of specialized scientific literature is presented, essentially focused on Scopus, Web of Science and Scielo; The epistemological systematization allowed recognizing an insufficient approach to pedagogical autonomy in the actors of the educational process in the classroom, so it is proposed to move from a traditional centralist perspective that places pedagogical autonomy as a state competence, towards a perspective of pedagogical autonomy as a formative potential concretized in a socio-praxiological tool, for the dynamization of emotional, disciplinary and didactic-transforming resources by the teacher, as well as creativity, proactivity and innovation resources by the student, which converge in an ethical and social responsibility in decision-making in and from the training process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autonomía pedagógica]]></kwd>
<kwd lng="es"><![CDATA[potencialidades formativas]]></kwd>
<kwd lng="es"><![CDATA[aula]]></kwd>
<kwd lng="es"><![CDATA[actores educativos]]></kwd>
<kwd lng="es"><![CDATA[competencia]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical autonomy]]></kwd>
<kwd lng="en"><![CDATA[training potential]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
<kwd lng="en"><![CDATA[educational actors]]></kwd>
<kwd lng="en"><![CDATA[competition]]></kwd>
</kwd-group>
</article-meta>
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