<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312019000100609</article-id>
<article-id pub-id-type="doi">10.26512/lc.v25.2019.24586</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Coreografías didácticas institucionales y calidad de la enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zabalza Beraza]]></surname>
<given-names><![CDATA[Miguel A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zabalza Cerdeiriña]]></surname>
<given-names><![CDATA[María Ainhoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Vigo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312019000100609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312019000100609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312019000100609&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Enseñar es &#8220;the intencional arrangement of situations in which apropiate learning will occur&#8221; (Menges,1997). Partiendo de ese principio, muchas de las miradas y de las prácticas educativas han ido cambiando el foco, trasladando el protagonismo de lo que el docente decía o hacía a lo que los estudiantes hacen en ambientes de aprendizaje especialmente preparados para enriquecer su experiencia y orientar su aprendizaje. Las coreografías, metáfora tomada del mundo de la danza (Oser y Baeriswyl, 2001) forman parte de esas nuevas miradas sobre la enseñanza. Con una arquitectura simple, las coreografías contienen 4 componentes básicos: anticipación, coreografía externa, coreografía interna y producto. El presente artículo trata de situar el concepto de coreografía en el contexto de estas nuevas miradas sobre la docencia universitaria y se centra, sobre todo, en las coreografías institucionales, sobre las que se presenta un modelo de análisis basado en 9 variables: las tres básicas de toda docencia (docente, estudiante, contenidos); otras tres referidas a las características de organización interna de los tres elementos básicos de la docencia mencionados (relaciones entre los docentes; relaciones entre los estudiantes; relaciones entre los contenidos); y, finalmente, otras tres variables referidas a la relación de cada uno de esos elementos con los otros dos: relaciones entre profesores y estudiantes; relaciones entre estudiantes y contenidos; relaciones entre profesores y contenido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ensinar é "the intentional arrangement of situations in which appropriate learning will occur" (Menges, 1997). Com base nesse princípio, muitas das visões e das práticas na educação mudaram o foco, substituindo a relevância do que o professor disse ou fez por o que os alunos fazem em ambientes de aprendizagem, especialmente preparados para enriquecer sua experiência e guiar sua aprendizagem. Coreografias, uma metáfora tirada do mundo da dança (Oser e Baeriswyl, 2001), fazem parte dessas novas perspectivas sobre o ensino. Com uma arquitetura simples, as coreografias contêm 4 componentes básicos: antecipação, coreografia externa, coreografia interna e produto. Este artigo procura situar o conceito de coreografia no contexto dessas novas perspectivas sobre o ensino universitário e enfoca, sobretudo, a coreografia institucional. Um modelo de análise de coreografia institucional baseada em 9 variáveis é apresentado: primeiro, os três elementos básicos de todo o ensino (professor, aluno, conteúdo); em segundo lugar, outros três ligados às características da organização interna dos três elementos básicos do ensino mencionados (relações entre professores, relações entre alunos, relações entre conteúdos); e, finalmente, três outras variáveis ligadas à relação de cada um desses elementos com os outros dois: relações entre professores e alunos; relações entre alunos e conteúdo; relações entre professores e conteúdo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching is "the intentional arrangement of situations in which appropriate learning will occur" (Menges, 1997). Based on this principle, many of the views and practices in education have changed the focus, shifting the role of what the teacher said or did to what students do in learning environments, specially prepared to enrich their experience and guide their learning. Choreographies, a metaphor taken from the world of dance (Oser and Baeriswyl, 2001), are part of these new perspectives on teaching. With a simple architecture, the choreographies contain 4 basic components: anticipation, external choreography, internal choreography and product. This article tries to situate the concept of choreography in the context of these new perspectives on university teaching and focuses, above all, on institutional choreography. An analysis model of institutional choreography based on 9 variables is presented: first, the three basic elements of all teaching (teacher, student, content); secondly, others linked to the characteristics of internal organization of the three basic elements of teaching mentioned (relations between teachers, relations between students, relationships between contents); and, finally, three other variables related to the relationship of each of these elements with the other two: relationships between teachers and students; relationships between students and content; relationships between teachers and content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Enseigner est "the intentional arrangement of situations in which appropriate learning will occur" (Menges, 1997). Sur la base de ce principe, bon nombre de points de vue et de pratiques en éducation ont changé ont changé la priorité donnée à ce que l'enseignant a dit ou fait en classe pour ce que les élèves font dans des environnements d'apprentissage, spécialement préparés à enrichir leur expérience et à guider leur apprentissage. Les chorégraphies, métaphore empruntée au monde de la danse (Oser et Baeriswyl, 2001), font partie de ces nouvelles perspectives pédagogiques. Avec une architecture simple, les chorégraphies contiennent 4 éléments de base: anticipation, chorégraphie externe, chorégraphie interne et produit. Cet article tente de situer le concept de chorégraphie dans le contexte de ces nouvelles perspectives de l&#8217;enseignement universitaire et se concentre, avant tout, sur la chorégraphie institutionnelle. Un modèle d'analyse de chorégraphie institutionnelle basé sur 9 variables est présenté: premièrement, les trois éléments de base de tout enseignement (enseignant, élève, contenu); deuxièmement, trois autres aspects trois aspects liés aux caractéristiques de l&#8217;organisation interne des trois éléments susmentionnés (relations entre enseignants, relations entre élèves, relations entre contenus); et, enfin, trois autres variables liées à la relation de chacun de ces éléments avec les deux autres: relations entre enseignants et étudiants; relations entre les étudiants et le contenu; relations entre les enseignants et le contenu.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coreografia didática]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[Processo de ensino-aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Coreografía]]></kwd>
<kwd lng="es"><![CDATA[Ambientes de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-Aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Choreography of Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning environments]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning Processes]]></kwd>
<kwd lng="fr"><![CDATA[Chorégraphie de l&#8217;enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Environnements d&#8217;apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement universitaire]]></kwd>
<kwd lng="fr"><![CDATA[Processus d'enseignementapprentissage]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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