<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100708</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147224651</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La práctica del silencio como una herramienta educativa: directrices para la educación basada en competencias]]></article-title>
<article-title xml:lang="en"><![CDATA[The practice of silence as an educational tool: guidelines for competence-based education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dul&#269;i&#263;]]></surname>
<given-names><![CDATA[Francisco José Lería]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Atacama  ]]></institution>
<addr-line><![CDATA[Copiapó ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100708&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100708&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100708&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las características de los entornos educativos contemporáneos, abundantes en actividades y uso excesivo de las tecnologías digitales, alertan a la necesidad de proveer al estudiante de una experiencia de equilibrio psicofísico al interior del aula. Esto ha despertado el interés de los y las docentes por el silencio como un acto educativo crucial para un proceso formativo menos saturado de información y más harmónico en naturaleza. Así, el presente artículo revisa literatura científica sobre el concepto de silencio como un potenciador de la neurofisiología, por ejemplo, la neurogénesis y estado basal del cerebro; pero también el desarrollo psicosocial, las habilidades auto regulativas atencionales y la calidad del procesamiento del lenguaje, sugiriendo así que su práctica posee las condiciones necesarias para ser considerada como una herramienta pedagógica, tarea a la cual este artículo está dedicado. Se expone una breve revisión de la orientación contemplativa en la enseñanza y el aprendizaje, como aquel enfoque teórico y práctico interesado en el silencio como una estrategia de uso y alcance pedagógico, potenciadora del crecimiento psicológico y la transformación social, a través del desarrollo de la conciencia y la promoción del comportamiento ético-relacional. Se describen algunas implicaciones para la educación basada en competencias y la articulación de su práctica con el desarrollo de las competencias procedimentales. Finalmente, algunas limitaciones son abordadas para generar conciencia sobre el mejor camino para la promoción del silencio y sus beneficios para los entornos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The characteristics of contemporary educational environments, abundant in activities and often-excessive use of digital technologies, highlight the need for providing psychophysical balance to the student inner experience, current situation that stimulates teachers&#8217; interest to the consideration of silence as an educative act, crucial to any less saturated, and more balanced formative process. Current scientific literature is reviewed here about silence as an enhancer of neurophysiology, e.g.: on neurogenesis and default network inductor; and psychosocial development, e.g.: on self-regulative attentional skills and/or language processing quality; suggesting it already involves the preconditions to be systematically introduced as a pedagogical tool, a task still to be done and to which this paper tributes. For this goal, a brief review on the contemplative orientation in teaching and learning is exposed as a theoretical and practical framework interested in silence as a tool of learning, psychological growth, and social transformation, through awareness development and relational-ethical behavior. Some implications are described then for competence-based education, and the possibility of articulating the practice of silence with the development of procedural competences. Finally, some limitations are addressed in order to raise awareness of the best path to tread in promoting silence and its benefits for teaching and learning environments]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[Educación alternativa]]></kwd>
<kwd lng="es"><![CDATA[Orientación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Actualización de los conocimientos]]></kwd>
<kwd lng="es"><![CDATA[Atención plena]]></kwd>
<kwd lng="en"><![CDATA[Competence-based education]]></kwd>
<kwd lng="en"><![CDATA[Alternative education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical guidance]]></kwd>
<kwd lng="en"><![CDATA[Knowledge updating]]></kwd>
<kwd lng="en"><![CDATA[Mindfulness]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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