<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872022000100011</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2022.61200</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[el trasfondo afectivo intersubjetivo en la adquisición de conocimiento y la confianza como actitud epistémica]]></article-title>
<article-title xml:lang="en"><![CDATA[the intersubjective affective background in the acquisition of knowledge and trust as an epistemic attitude]]></article-title>
<article-title xml:lang="pt"><![CDATA[o fundo afetivo intersubjetivo na aquisição de conhecimento e confiança como atitude epistêmica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[santamaría]]></surname>
<given-names><![CDATA[jesús armando fajardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[espitia]]></surname>
<given-names><![CDATA[ana cristina santana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,fundación centro internacional de educación y desarrollo humano  ]]></institution>
<addr-line><![CDATA[manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,universidad pedagógica y tecnológica de colombia  ]]></institution>
<addr-line><![CDATA[tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872022000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872022000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872022000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Entre la amplia variedad de vivencias ligadas al quehacer académico hay algunas experiencias afectivas intensas que se relacionan más directamente con el avance conceptual que alcanzarán los aprendices porque están intrínsecamente vinculadas a la actividad desplegada durante la adquisición de conocimiento, tal es el caso de la curiosidad, la confusión y la sorpresa. Estas emociones epistémicas que ocurren durante las actividades de aprendizaje tienen como objeto el contenido conceptual de las creencias del individuo. El objetivo de este trabajo es explorar de manera teórica la idea de que el desarrollo conceptual que ocurre en contextos educativos depende del desarrollo de una tendencia afectiva de base intersubjetiva que sirve como trasfondo al advenimiento de las emociones epistémicas en situaciones sociales de aprendizaje. La confianza con que se enfrenta una situación de aprendizaje es una tendencia general (una actitud epistémica) fruto de la trayectoria del individuo que funciona como trasfondo de las actividades mismas en que se adquiere conocimiento. Una adecuada comprensión de las relaciones entre emociones epistémicas, confianza y conocimiento puede generar ideas que permitan promover la consolidación de dicha actitud como faceta del aprendizaje en la escuela. Como implicaciones pedagógicas de este modelo conceptual se presentan algunos patrones emotivos epistémicos habituales en las relaciones asimétricas entre docentes, niños y niñas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Dentre a grande variedade de experiências vinculadas ao trabalho acadêmico, encontram-se algumas vivências afetivas intensas que estão mais diretamente relacionadas ao avanço conceitual que os alunos irão realizar por estarem intrinsecamente ligadas à atividade apresentada durante a aquisição do conhecimento, como é o caso de curiosidade, confusão e surpresa. Essas emoções epistêmicas que ocorrem durante as atividades de aprendizagem são direcionadas ao conteúdo conceitual das crenças do indivíduo. O objetivo deste trabalho é explorar teoricamente a ideia de que o desenvolvimento conceitual que ocorre em contextos educacionais depende do desenvolvimento de uma tendência afetiva de base intersubjetiva que serve de pano de fundo para o advento de emoções epistêmicas em situações de aprendizagem social. A confiança com que se depara uma situação de aprendizagem é uma tendência geral (atitude epistêmica) fruto da trajetória do indivíduo que funciona como pano de fundo para as atividades em que o conhecimento é adquirido. Uma compreensão adequada das relações entre emoções epistêmicas, confiança e conhecimento pode gerar ideias que promovam a consolidação dessa atitude como faceta da aprendizagem na escola. Como implicações pedagógicas deste modelo conceitual, alguns padrões emocionais epistêmicos comuns são apresentados em relações assimétricas entre professores e crianças.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emociones epistémicas]]></kwd>
<kwd lng="es"><![CDATA[confianza]]></kwd>
<kwd lng="es"><![CDATA[enculturación]]></kwd>
<kwd lng="es"><![CDATA[cognición situada]]></kwd>
<kwd lng="es"><![CDATA[educación.]]></kwd>
<kwd lng="en"><![CDATA[epistemic emotions]]></kwd>
<kwd lng="en"><![CDATA[confidence]]></kwd>
<kwd lng="en"><![CDATA[enculturation]]></kwd>
<kwd lng="en"><![CDATA[situated cognition]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[emoções epistêmicas]]></kwd>
<kwd lng="pt"><![CDATA[confiança]]></kwd>
<kwd lng="pt"><![CDATA[inculturação]]></kwd>
<kwd lng="pt"><![CDATA[cognição situada]]></kwd>
<kwd lng="pt"><![CDATA[educação.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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