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4P97mzT9bMrIY4MTbksYE3sbc7ymLK1oi7OypWblK23Ri/pwCroq6huOtoSsV+lpZpsU/N9uMJR= nsLOK9J/k5j976R1TOz5x+8mZm1J77NPxbhHBvbJsctpk+Obe/MzEYcNNYd+DU1T9KfSvr8r66d= a52kYyX9jaQDYpkNMzPbR+KBt6eBbcAHMbe/Cjh3rPtmZmZmZmZmZmZmZmZmZmZmZmZmZmZmZmZ= mZmZmZmZmZmZmZmZmZuPX/wMI4e18C7/xmwAAAABJRU5ErkJggg=3D=3D" width=3D"385" he= ight=3D"92" alt=3D"" style=3D"margin-top:-24.2pt; margin-left:247.2pt; posi= tion:absolute" /></span><span style=3D"font-family:Arial"> </span></p>= <p class=3D"Header"><span> </span></p><p class=3D"Header"><span> = </span></p></div><p style=3D"margin-bottom:0pt; text-align:center; line-hei= ght:normal; font-size:18pt"><a id=3D"_Hlk92206057"><span style=3D"font-fami= ly:'Times New Roman'; font-weight:bold">Interdisciplinariedad escolar y con= ocimiento pedag=C3=B3gico docente: mediaciones para el dise=C3=B1o de propu= estas situadas y su contraste en experiencias de educaci=C3=B3n secundaria<= /span></a></p><p style=3D"text-align:center; line-height:normal; border-bot= tom:0.75pt solid #5b9bd5; padding-bottom:1pt; font-size:12pt"><span style= =3D"font-family:'Times New Roman'; font-weight:bold"> </span></p><p st= yle=3D"text-align:center; line-height:normal; font-size:14pt"><span style= =3D"font-family:'Times New Roman'; font-style:italic">School interdisciplin= arity and teachers=E2=80=99 pedagogical knowledge: mediations for the desig= n of contextualized proposals and their comparison across secondary educati= on experiences</span></p><p style=3D"margin-top:6pt; margin-bottom:0pt; tex= t-align:center; line-height:115%; font-size:12pt"><span style=3D"font-famil= y:'Times New Roman'">Yury Jazmin Pachon Cumbe</span><span class=3D"Footnote= Reference" style=3D"line-height:115%; font-family:'Times New Roman'; font-s= ize:8pt"> </span><span style=3D"font-family:'Times New Roman'">& Freddy= Enrique Castro Velasquez</span></p><p style=3D"margin-top:6pt; margin-bott= om:0pt; text-align:center; line-height:115%; font-size:12pt"><span style=3D= "font-family:'Times New Roman'; font-weight:bold"> </span></p><p class= =3D"Default" style=3D"text-indent:36pt; text-align:center; line-height:115%= "><span style=3D"font-style:italic"> </span></p><table style=3D"width:= 100%; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td sty= le=3D"width:3.74%; border:0.75pt solid #000000; padding:0pt 5.03pt; vertica= l-align:top"><p style=3D"margin-bottom:0pt; text-align:center; line-height:= 115%; font-size:10pt"><span style=3D"line-height:115%; font-family:'Times N= ew Roman'; font-size:6.67pt; font-weight:bold; vertical-align:super">1</spa= n></p></td><td style=3D"width:46.08%; border:0.75pt solid #000000; padding:= 0pt 5.03pt; vertical-align:top"><p style=3D"margin-left:7.1pt; margin-botto= m:0pt; text-indent:-7.1pt; text-align:justify; line-height:115%; font-size:= 10pt"><span style=3D"font-family:'Times New Roman'">Yury Jazmin Pachon Cumb= e</span></p></td><td style=3D"width:5.38%; border:0.75pt solid #000000; pad= ding:0pt 5.03pt; vertical-align:top"><p style=3D"margin-bottom:0pt; text-al= ign:center; line-height:115%; font-size:10pt"><span style=3D"height:0pt; te= xt-align:left; display:block; position:absolute; z-index:0"><img src=3D"dat= a:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQI= CAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2pJREFUOI2tlEtoXVUUhr+197n3nntvk3i= jZlJbG7FtKBapiY/ETBpRaQeCDoo6CyIWkao4sVDFgROLCArqxAfFxte0M18UxRiJldA2WmhLGz= UxD0tvkvs459xz9nJwktukJmTiv1mTvff61/rX/tnCGvjyl+42stmtxtq7RXV3rNpmrMwby7g0Z= DQO/MsHer6ZXytXVhGd3ZUVV3ogU5Cnk0j7nNMOMdK8o07ViMyJZcTF8sHUH9NfHdp/IVyX8Iux= vpdyRXukXm3coO4/x2mCpFFszZTr1fjNm//JvrF378l4FeE75/flOmrlQ5msORqGCa3Z23AupBJ= Nrkm6TJzLmTgM3eGFJHr7mZ5TDQADcFOlvC/n21eiwKGJo+eWF+nqeAIF9LrVlK8QRurli97rLZ= J5tFlo6HR/qaUgx2uVZL9ziqoiYtIkHIkLWOZRFNUYz+YxkgUUEfAL9mcN3COP3Tk862Vcsj0Ip= F81zXI06N36KovhJOdmjvPgzmNYkyHRBqhSa8wycfVr/pr/Ia3iBFV2BrG7FzjhYRgQpHWZEHUU= c5tJXAQitBe6GJt6l6mFYazkaC90cdfm52nztzE+fQzE0ohcW8b3uoETniLdZtXcBdUExTVl16J= 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class=3D"Hyperlink" style=3D"line-height:115%; font-family:'Times New Rom= an'; font-size:10pt">https://orcid.org/0009-0003-7845-1995</span></a></p></= td><td style=3D"border-bottom:0.75pt solid #000000; padding:0pt; vertical-a= lign:top"></td></tr><tr><td style=3D"width:3.74%; border:0.75pt solid #0000= 00; padding:0pt 5.03pt; vertical-align:top"><p style=3D"margin-bottom:0pt; = text-align:center; line-height:115%; font-size:10pt"><span style=3D"font-fa= mily:'Times New Roman'"> </span></p></td><td colspan=3D"4" style=3D"bo= rder:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:10pt= "><span style=3D"font-family:'Times New Roman'">Universidad Antonio Nari=C3= =B1o (UAN), Bogot=C3=A1, Colombia.</span></p><p style=3D"margin-bottom:0pt;= text-align:justify; line-height:115%; font-size:10pt"><span style=3D"font-= family:'Times New Roman'">Facultad de Educaci=C3=B3n, Estudiante Doctorado = en Educaci=C3=B3n.</span></p><p style=3D"margin-bottom:0pt; text-align:just= ify; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times Ne= w Roman'">ypachon21@uan.edu.co</span></p></td></tr><tr><td style=3D"width:3= .74%; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align:top">= <p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-si= ze:10pt"><span style=3D"line-height:115%; font-family:'Times New Roman'; fo= nt-size:6.67pt; font-weight:bold; vertical-align:super">2</span></p></td><t= d style=3D"width:46.08%; border:0.75pt solid #000000; padding:0pt 5.03pt; v= ertical-align:top"><p style=3D"margin-left:7.1pt; margin-bottom:0pt; text-i= ndent:-7.1pt; text-align:justify; line-height:115%; font-size:10pt"><span s= tyle=3D"font-family:'Times New Roman'">Freddy Enrique Castro Velasquez</spa= n></p></td><td style=3D"width:5.38%; border:0.75pt solid #000000; padding:0= pt 5.03pt; vertical-align:top"><p style=3D"margin-bottom:0pt; text-align:ce= nter; line-height:115%; font-size:10pt"><span style=3D"height:0pt; text-ali= gn:left; display:block; position:absolute; z-index:1"><img src=3D"data:imag= e/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfA= hkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2pJREFUOI2tlEtoXVUUhr+197n3nntvk3ijZlJbG= 7FtKBapiY/ETBpRaQeCDoo6CyIWkao4sVDFgROLCArqxAfFxte0M18UxRiJldA2WmhLGzUxD0tv= kvs459xz9nJwktukJmTiv1mTvff61/rX/tnCGvjyl+42stmtxtq7RXV3rNpmrMwby7g0ZDQO/Ms= Her6ZXytXVhGd3ZUVV3ogU5Cnk0j7nNMOMdK8o07ViMyJZcTF8sHUH9NfHdp/IVyX8IuxvpdyRX= ukXm3coO4/x2mCpFFszZTr1fjNm//JvrF378l4FeE75/flOmrlQ5msORqGCa3Z23AupBJNrkm6T= JzLmTgM3eGFJHr7mZ5TDQADcFOlvC/n21eiwKGJo+eWF+nqeAIF9LrVlK8QRurli97rLZJ5tFlo= 6HR/qaUgx2uVZL9ziqoiYtIkHIkLWOZRFNUYz+YxkgUUEfAL9mcN3COP3Tk862Vcsj0IpF81zXI= 06N36KovhJOdmjvPgzmNYkyHRBqhSa8wycfVr/pr/Ia3iBFV2BrG7FzjhYRgQpHWZEHUUc5tJXA= QitBe6GJt6l6mFYazkaC90cdfm52nztzE+fQzE0ohcW8b3uoETniLdZtXcBdUExTVl16JZFoIJj= HjMVU9Tjf7mvluPMHH1OyrRJCIi1rADwKhSWjHrDZGxRaYXR1F1tPmdTQ8otAIYgeo6zlgXgkHE= NlWke9RTQpHfNqZQFLf06iHb2h8icSHl+vn0VMGhlwE8Rb51zr2A4KfSFSMeIrbZTSm/nTCex1q= fGwu76Cw9zJnpj6hGMxixWCO1uK6nADwJwrPZkv9rUkn6UuMaFsI/qUUzoHClOs6W0gBbSgM4jb= lSHef7Sy9Trl/AiJfO1bcXK0E8CiCqyOdjvc/m8uatoOayAE5jBEHE4jS+JlwdThtYk8NIBlCKr= dZV593hJ7uHjy7NEA3IDbmYz/x8KnOlZCO2GdZkydjiUmdKNmcI626oXpf3l4sagME9J8uLc5mD= Sew+9gsWXWUjWRHXUGixziV8GlWT557q/3Fx5e0mPjx3f0tLg4P5TXYwqCWdmqifPlP6uwCISJg= r2EthPfmkElXfG9wzVr6+/Cq8ppg7zvTuUGPvsR59ItyeJLpJhKo1cjGOGImJf3p898jvG9vtf8= C/4WOWL1L2mu8AAAAASUVORK5CYII=3D" width=3D"20" height=3D"20" alt=3D"" style= =3D"margin-top:0.45pt; margin-left:-0.3pt; position:absolute" /></span><spa= n style=3D"font-family:'Times New Roman'"> </span></p></td><td style= =3D"width:44.72%; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical= -align:top"><p style=3D"margin-bottom:0pt; line-height:115%"><a href=3D"htt= ps://orcid.org/0000-0002-8611-5460" style=3D"text-decoration:none"><span cl= ass=3D"Hyperlink" style=3D"line-height:115%; font-family:'Times New Roman';= font-size:10pt">https://orcid.org/0000-0002-8611-5460</span></a></p></td><= td style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:3.7= 4%; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :10pt"><span style=3D"font-family:'Times New Roman'"> </span></p></td>= <td colspan=3D"4" style=3D"border:0.75pt solid #000000; padding:0pt 5.03pt;= vertical-align:top"><p style=3D"margin-bottom:0pt; text-align:justify; lin= e-height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'= ">Universidad Antonio Nari=C3=B1o (UAN), Bogot=C3=A1, Colombia.</span></p><= p style=3D"margin-left:1.25pt; margin-bottom:0pt; text-indent:-1.25pt; text= -align:justify; line-height:115%; font-size:10pt"><span style=3D"font-famil= y:'Times New Roman'">fcastro440@uan.edu.co</span></p></td></tr><tr style=3D= "height:0pt"><td style=3D"width:15.85pt"></td><td style=3D"width:195.7pt"><= /td><td style=3D"width:22.85pt"></td><td style=3D"width:189.95pt"></td><td = style=3D"width:0.35pt"></td></tr></table><p style=3D"text-align:justify; li= ne-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman= '"> </span></p><p style=3D"text-align:justify; line-height:115%; font-= size:12pt"><span style=3D"font-family:'Times New Roman'"> </span></p><= p style=3D"text-align:justify; line-height:115%; font-size:12pt"><span styl= e=3D"font-family:'Times New Roman'"> </span></p><table style=3D"width:= 436.35pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td= colspan=3D"7" style=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:t= op"><p style=3D"margin-bottom:0pt; text-align:right; line-height:normal; fo= nt-size:12pt"><span style=3D"font-family:'Times New Roman'; color:#0000ff">=  </span></p><p style=3D"margin-bottom:0pt; text-align:right; line-heig= ht:normal; font-size:12pt"><span style=3D"font-family:'Times New Roman'">&#= xa0;</span></p></td><td colspan=3D"3" style=3D"width:253pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; ve= rtical-align:top"><p style=3D"margin-bottom:0pt; text-align:right; line-hei= ght:normal; font-size:10pt"><span style=3D"font-family:'Times New Roman'; f= ont-weight:bold">Art=C3=ADculo de Investigaci=C3=B3n Cient=C3=ADfica y Tecn= ol=C3=B3gica</span></p><p style=3D"margin-bottom:0pt; text-align:right; lin= e-height:normal; font-size:10pt"><span style=3D"font-family:'Times New Roma= n'">Enviado: </span></p><p style=3D"margin-bottom:0pt; text-align:right; li= ne-height:normal; font-size:10pt"><span style=3D"font-family:'Times New Rom= an'">Revisado: </span></p><p style=3D"margin-bottom:0pt; text-align:right; = line-height:normal; font-size:10pt"><span style=3D"font-family:'Times New R= oman'">Aceptado: </span></p><p style=3D"margin-bottom:0pt; text-align:right= ; line-height:normal; font-size:10pt"><span style=3D"font-family:'Times New= Roman'">Publicado:</span></p><p style=3D"margin-bottom:0pt; text-align:rig= ht; line-height:normal"><span style=3D"font-family:'Times New Roman'; font-= size:10pt; background-color:#ffffff">DOI:</span><span> </span><a href=3D"ht= tps://doi.org/10.33262/cienciadigital.v9i3.1.3400" style=3D"text-decoration= :none"><span style=3D"font-family:'Times New Roman'; font-size:10pt; font-w= eight:bold; text-decoration:underline; color:#0563c1"> </span></a><spa= n style=3D"font-family:'Times New Roman'; font-size:10pt; background-color:= #ffffff"> </span></p></td></tr><tr style=3D"height:3.5pt"><td colspan=3D"7"= style=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; line-height:normal; font-size:12pt"><span style=3D"f= ont-family:'Times New Roman'; color:#0000ff"> </span></p></td><td cols= pan=3D"3" style=3D"width:253pt; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:normal; font-size:12= pt"><span style=3D"font-family:'Times New Roman'; font-weight:bold"> <= /span></p></td></tr><tr><td style=3D"width:50.5pt; border-top:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0= pt; text-align:justify; line-height:150%; font-size:12pt"><span style=3D"fo= nt-family:'Times New Roman'"> </span></p><p style=3D"margin-bottom:0pt= ; text-align:justify; line-height:normal; font-size:12pt"><span style=3D"fo= nt-family:'Times New Roman'">C=C3=ADtese: </span></p></td><td style=3D"widt= h:4.35pt; border-top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-alig= n:top"><p style=3D"margin-bottom:0pt; text-align:justify; line-height:norma= l; font-size:12pt"><span style=3D"font-family:'Times New Roman'; font-weigh= t:bold"> </span></p></td><td colspan=3D"6" style=3D"width:343.3pt; bor= der-top:0.75pt solid 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line-height:normal"><span style=3D"font-family:'Times New Rom= an'; font-size:8pt; font-style:italic">CIENCIA DIGITAL, e</span><span style= =3D"font-family:'Times New Roman'; font-size:8pt">s una revista multidiscip= linaria, trimestral, que se publicar=C3=A1 en soporte electr=C3=B3nico tien= e como misi=C3=B3n contribuir a la</span><span style=3D"font-family:'Times = New Roman'; font-size:8pt"> </span><span style=3D"font-family:'Times N= ew Roman'; font-size:8pt"> </span><span style=3D"font-family:'Times Ne= w Roman'; font-size:8pt"> formaci=C3=B3n de profesionales competentes con v= isi=C3=B3n human=C3=ADstica y cr=C3=ADtica que sean capaces de exponer sus = resultados investigativos y cient=C3=ADficos en la misma medida que se prom= ueva mediante su intervenci=C3=B3n cambios positivos en la sociedad.</span>= <span style=3D"font-family:'Times New Roman'; font-size:8pt"> </span><= a href=3D"https://cienciadigital.org" style=3D"text-decoration:none"><span = style=3D"font-family:'Times New Roman'; font-size:8pt; text-decoration:unde= rline; color:#0563c1">https://cienciadigital.org</span></a><span style=3D"f= ont-family:'Times New Roman'; font-size:8pt; text-decoration:underline; col= or:#0563c1"> </span></p><p style=3D"margin-bottom:0pt; text-align:justify; = line-height:normal"><span style=3D"font-family:'Times New Roman'; font-size= :8pt">La revista es editada por la Editorial Ciencia Digital (Editorial de = prestigio registrada en la C=C3=A1mara Ecuatoriana de Libro con No de Afili= aci=C3=B3n 663) </span><a href=3D"http://www.celibro.org.ec" style=3D"text-= decoration:none"><span style=3D"font-family:'Times New Roman'; font-size:8p= t; text-decoration:underline; color:#0563c1">www.celibro.org.ec</span></a><= /p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:normal; p= adding-bottom:1pt; font-size:8pt"><span style=3D"font-family:'Times New Rom= an'"> </span></p></div></td><td style=3D"padding:0pt; vertical-align:t= op"></td><td 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font-style:italic">Esta revista est=C3=A1 protegida bajo una licenci= a Creative Commons Atribuci=C3=B3n-NoComercial-CompartirIgual 4.0 Internati= onal. Copia de la licencia: </span><a href=3D"https://creativecommons.org/l= icenses/by-nc-sa/4.0/deed.es" style=3D"text-decoration:none"><span style=3D= "font-family:'Times New Roman'; font-size:8pt; font-style:italic; text-deco= ration:underline; color:#0563c1">https://creativecommons.org/licenses/by-nc= -sa/4.0/deed.es</span></a></p></td><td style=3D"border-bottom:0.75pt solid = #000000; padding:0pt; vertical-align:top"></td><td style=3D"padding:0pt; ve= rtical-align:top"></td></tr><tr><td colspan=3D"4" style=3D"width:93.7pt; pa= dding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-he= ight:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'; fo= nt-weight:bold">Palabras claves: </span><span style=3D"font-family:'Times N= ew Roman'">Interdisciplinariedad escolar; conocimiento pedag=C3=B3gico doce= nte; conocimiento pedag=C3=B3gico del contenido; colaboraci=C3=B3n docente;= </span></p><p style=3D"margin-bottom:0pt; line-height:normal; font-size:12= pt"><span style=3D"font-family:'Times New Roman'">integraci=C3=B3n curricul= ar; </span><span style=3D"font-family:'Times New Roman'; font-style:italic"= >foreground</span><span style=3D"font-family:'Times New Roman'">; sistemati= zaci=C3=B3n de experiencias; mediaci=C3=B3n pedag=C3=B3gica.</span></p></td= ><td colspan=3D"2" style=3D"width:0.9pt; padding:0pt 5.4pt; vertical-align:= top"><p style=3D"margin-bottom:0pt; text-align:justify; line-height:normal;= font-size:12pt"><span style=3D"font-family:'Times New Roman'; font-weight:= bold"> </span></p></td><td colspan=3D"3" style=3D"width:305.6pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; text-align:justi= fy; line-height:normal; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'; font-weight:bold; color:#808080">Resumen </span></p><p style=3D"= margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'; font-weight:bold">Introducci=C3= =B3n. </span><span style=3D"font-family:'Times New Roman'">La interdiscipli= nariedad escolar requiere articular saberes m=C3=A1s all=C3=A1 de la coexis= tencia de asignaturas. Su construcci=C3=B3n implica relacionar conocimiento= docente, colaboraci=C3=B3n y contextualizaci=C3=B3n en propuestas situadas= . </span><span style=3D"font-family:'Times New Roman'; font-weight:bold">Ob= jetivo. </span><span style=3D"font-family:'Times New Roman'">Analizar las m= ediaciones que intervienen en el dise=C3=B1o de propuestas interdisciplinar= es situadas en educaci=C3=B3n secundaria. </span><span style=3D"font-family= :'Times New Roman'; font-weight:bold">Metodolog=C3=ADa. </span><span style= =3D"font-family:'Times New Roman'">Estudio cualitativo e interpretativo que= combina una revisi=C3=B3n cr=C3=ADtica de literatura y la sistematizaci=C3= =B3n de experiencias desarrolladas entre 2017 y 2025. Se analizaron 15 docu= mentos mediante MAXQDA y codificaci=C3=B3n deductivo-inductiva. </span><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Resultados. </s= pan><span style=3D"font-family:'Times New Roman'">Se identificaron cinco di= mensiones anal=C3=ADticas: problematizaci=C3=B3n, articulaci=C3=B3n de sabe= res, conocimiento profesional, dise=C3=B1o colaborativo y contextualizaci= =C3=B3n. Se observaron distintos grados de integraci=C3=B3n y una influenci= a transversal de las condiciones institucionales. </span><span style=3D"fon= t-family:'Times New Roman'; font-weight:bold">Conclusi=C3=B3n. </span><span= style=3D"font-family:'Times New Roman'">La interdisciplinariedad constituy= e un proceso relacional y din=C3=A1mico, condicionado por las decisiones pe= dag=C3=B3gicas y las condiciones institucionales que favorecen su continuid= ad. </span><span style=3D"font-family:'Times New Roman'; font-weight:bold">= =C3=81rea de estudio general: </span><span style=3D"font-family:'Times New = Roman'">Ciencias de la Educaci=C3=B3n. </span><span style=3D"font-family:'T= imes New Roman'; font-weight:bold">=C3=81rea de estudio espec=C3=ADfica: </= span><span style=3D"font-family:'Times New Roman'">Interdisciplinariedad es= colar y conocimiento pedag=C3=B3gico docente. </span><span style=3D"font-fa= mily:'Times New Roman'; font-weight:bold; color:#333333; background-color:#= ffffff">Tipo de estudio:</span><span style=3D"font-family:'Times New Roman'= ; color:#333333; background-color:#ffffff">  </span><span style=3D"fon= t-family:'Times New Roman'; color:#333333; background-color:#ffffff">Art=C3= =ADculo original.</span></p><p style=3D"margin-right:1.9pt; margin-bottom:0= pt; text-indent:0.1pt; text-align:justify; line-height:115%; font-size:12pt= "><span style=3D"font-family:'Times New Roman'"> </span></p></td><td s= tyle=3D"padding:0pt; vertical-align:top"></td></tr><tr><td colspan=3D"3" st= yle=3D"width:91.45pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"ma= rgin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Keywords:</span= ><span style=3D"font-family:'Times New Roman'"> </span></p><p style=3D"marg= in-bottom:0pt; line-height:115%; font-size:12pt"><span style=3D"font-family= :'Times New Roman'">School interdisciplinarity; teacher pedagogical knowled= ge; pedagogical content knowledge; </span></p><p style=3D"margin-bottom:0pt= ; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New R= oman'">teacher collaboration; curriculum integration; foreground; systemati= zation of experiences; pedagogical mediation.</span></p></td><td colspan=3D= "2" style=3D"width:0.85pt; padding:0pt 5.4pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:normal; font-size:12= pt"><span style=3D"font-family:'Times New Roman'; font-weight:bold"> <= /span></p></td><td colspan=3D"4" style=3D"width:307.9pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; verti= cal-align:top"><p style=3D"margin-bottom:0pt; text-align:justify; line-heig= ht:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'; font= -weight:bold; color:#808080">Abstract</span></p><p style=3D"margin-bottom:0= pt; text-align:justify; line-height:115%; font-size:12pt"><span style=3D"fo= nt-family:'Times New Roman'; font-weight:bold">Introduction. </span><span s= tyle=3D"font-family:'Times New Roman'">School interdisciplinarity requires = the articulation of knowledge beyond the coexistence of subjects. Its devel= opment involves connecting teachers=E2=80=99 knowledge, collaboration, and = contextualization in situated educational proposals. </span><span style=3D"= font-family:'Times New Roman'; font-weight:bold">Objective. </span><span st= yle=3D"font-family:'Times New Roman'">To analyze the mediations involved in= designing situated interdisciplinary proposals in secondary education. </s= pan><span style=3D"font-family:'Times New Roman'; font-weight:bold">Methodo= logy. </span><span style=3D"font-family:'Times New Roman'">A qualitative an= d interpretive study combining a critical literature review with the system= atization of experiences developed between 2017 and 2025. Fifteen documents= were analyzed using MAXQDA and deductive-inductive coding. </span><span st= yle=3D"font-family:'Times New Roman'; font-weight:bold">Results.</span><spa= n style=3D"font-family:'Times New Roman'"> Five analytical dimensions were = identified: problematization, functional articulation of knowledge, profess= ional knowledge, collaborative design, and contextualization. Different deg= rees of integration and the cross-cutting influence of institutional condit= ions were observed. </span><span style=3D"font-family:'Times New Roman'; fo= nt-weight:bold">Conclusion. </span><span style=3D"font-family:'Times New Ro= man'">Interdisciplinarity constitutes a relational and dynamic process shap= ed by pedagogical decisions and institutional conditions that support its c= ontinuity. </span><span style=3D"font-family:'Times New Roman'; font-weight= :bold">General Area of Study: </span><span style=3D"font-family:'Times New = Roman'">Educational Sciences. </span><span style=3D"font-family:'Times New = Roman'; font-weight:bold">Specific Area of Study: </span><span style=3D"fon= t-family:'Times New Roman'">School Interdisciplinarity and Teachers=E2=80= =99 Pedagogical Knowledge. </span><span style=3D"font-family:'Times New Rom= an'; font-weight:bold">Type of Study: </span><span style=3D"font-family:'Ti= mes New Roman'">Original Research Article.</span></p><p style=3D"margin-rig= ht:1.9pt; margin-bottom:0pt; text-indent:0.1pt; text-align:justify; line-he= ight:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">&#= xa0;</span></p></td><td style=3D"padding:0pt; vertical-align:top"></td></tr= ><tr style=3D"height:0pt"><td style=3D"width:68.5pt"></td><td style=3D"widt= h:17.05pt"></td><td style=3D"width:25.6pt"></td><td style=3D"width:2.9pt"><= /td><td style=3D"width:9.35pt"></td><td style=3D"width:2.3pt"></td><td styl= e=3D"width:54.15pt"></td><td style=3D"width:250.9pt"></td><td style=3D"widt= h:2pt"></td><td style=3D"width:3.6pt"></td></tr></table><p class=3D"ListPar= agraph" style=3D"margin-top:12pt; margin-bottom:12pt; text-indent:-18pt; li= ne-height:115%"><span style=3D"font-weight:bold"><span>1.</span></span><spa= n style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&#x= a0;     </span><span style=3D"font-weight:bold">Introdu= cci=C3=B3n</span></p><p style=3D"margin-bottom:0pt; text-align:justify; lin= e-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'= ">La interdisciplinariedad ocupa un lugar relevante en los debates contempo= r=C3=A1neos sobre curr=C3=ADculo, ense=C3=B1anza y formaci=C3=B3n docente, = particularmente porque numerosas problem=C3=A1ticas educativas y sociales d= if=C3=ADcilmente pueden comprenderse de manera suficiente desde los l=C3=AD= mites de una sola asignatura. Su abordaje puede requerir relaciones entre c= onocimientos, perspectivas, m=C3=A9todos y finalidades provenientes de dife= rentes campos. Sin embargo, la literatura educativa especializada muestra q= ue el t=C3=A9rmino interdisciplinariedad re=C3=BAne concepciones y pr=C3=A1= cticas heterog=C3=A9neas, que van desde formas cercanas a la yuxtaposici=C3= =B3n de contenidos hasta configuraciones en las que los saberes disciplinar= es cumplen funciones diferenciadas y complementarias alrededor de un proble= ma compartido (Lenoir & Hasni, 2016; Tonnetti & Lentillon-Kaestner,= 2023).</span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-h= eight:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">L= os trabajos revisados permiten precisar esta heterogeneidad. Tonnetti &= Lentillon-Kaestner (2023) muestran que la interdisciplinariedad escolar no= puede inferirse =C3=BAnicamente de la presencia de varias asignaturas, pue= s las formas de integraci=C3=B3n m=C3=A1s estrechas requieren conexiones co= nceptuales y complementariedad entre momentos disciplinares e interdiscipli= nares. Asimismo, Cohen et al. (2024) en una revisi=C3=B3n de alcance sobre = ense=C3=B1anza interdisciplinar en educaci=C3=B3n K-12, identifican diversi= dad en las definiciones, prop=C3=B3sitos y formas de dise=C3=B1ar e impleme= ntar estas propuestas. En conjunto, estos estudios permiten caracterizar di= stintas formas y grados de integraci=C3=B3n, pero tambi=C3=A9n orientan la = atenci=C3=B3n hacia un aspecto menos desarrollado: los procesos mediante lo= s cuales los docentes construyen, en situaciones concretas de ense=C3=B1anz= a, relaciones que convierten saberes disciplinares diferenciados en recurso= s funcionales para un objeto compartido.</span></p><p style=3D"margin-botto= m:0pt; text-align:justify; line-height:115%; font-size:12pt"><span style=3D= "font-family:'Times New Roman'">Esta transformaci=C3=B3n tampoco se deriva = autom=C3=A1ticamente de la organizaci=C3=B3n curricular. El docente debe de= cidir qu=C3=A9 contenidos resultan pertinentes, c=C3=B3mo pueden relacionar= se, qu=C3=A9 secuencias y tareas permiten hacerlos ense=C3=B1ables y median= te qu=C3=A9 formas pueden ser evaluados. Desde Shulman (1986, 1987) el cono= cimiento para ense=C3=B1ar se ha estudiado como una transformaci=C3=B3n del= conocimiento disciplinar en formas pedag=C3=B3gicamente accesibles para de= terminados estudiantes y situaciones; desarrollos posteriores han ampliado = esta discusi=C3=B3n hacia saberes curriculares, experienciales, situados y = reflexivos (Tardif, 2004). Revisiones m=C3=A1s recientes sobre competencia = y </span><span style=3D"font-family:'Times New Roman'; font-style:italic">e= xpertise</span><span style=3D"font-family:'Times New Roman'"> interdiscipli= nar incorporan, adem=C3=A1s, capacidades relacionadas con el dise=C3=B1o, l= a colaboraci=C3=B3n y la articulaci=C3=B3n entre dominios de conocimiento (= Wang & Sang, 2024; Mosely et al., 2025). Estos antecedentes ofrecen ele= mentos para comprender los recursos profesionales movilizados por los docen= tes, aunque dejan espacio para examinar con mayor detalle c=C3=B3mo dichos = recursos intervienen en las decisiones espec=C3=ADficas requeridas por un d= ise=C3=B1o interdisciplinar.</span></p><p style=3D"margin-bottom:0pt; text-= align:justify; line-height:115%; font-size:12pt"><span style=3D"font-family= :'Times New Roman'">En este sentido, la construcci=C3=B3n de propuestas sit= uadas hace necesario considerar tambi=C3=A9n la relaci=C3=B3n entre la expe= riencia escolar y las condiciones desde las cuales los estudiantes interpre= tan sus posibilidades. Seg=C3=BAn Skovsmose (2014) la noci=C3=B3n de </span= ><span style=3D"font-family:'Times New Roman'; font-style:italic">foregroun= d</span><span style=3D"font-family:'Times New Roman'"> permite aproximarse = a las posibilidades futuras que los estudiantes perciben desde condiciones = sociales, econ=C3=B3micas, culturales y educativas determinadas. Esta persp= ectiva cualifica la contextualizaci=C3=B3n: no solo interesa d=C3=B3nde ocu= rre un problema o qu=C3=A9 significado adquiere para quienes participan, si= no tambi=C3=A9n c=C3=B3mo se relaciona con oportunidades, restricciones e i= ncertidumbres que configuran horizontes de posibilidad. Los estudios revisa= dos sobre interdisciplinariedad escolar se concentran principalmente en for= mas de integraci=C3=B3n, dise=C3=B1o curricular y relaciones entre discipli= nas (Lenoir & Hasni, 2016; Tonnetti & Lentillon-Kaestner, 2023; Coh= en et al., 2024), mientras que la literatura sobre conocimiento profesional= enfatiza los saberes y transformaciones requeridos para ense=C3=B1ar (Shul= man, 1986, 1987; Tardif, 2004). Por su parte, el </span><span style=3D"font= -family:'Times New Roman'; font-style:italic">foreground</span><span style= =3D"font-family:'Times New Roman'"> introduce una lectura espec=C3=ADfica d= e las posibilidades del estudiantado (Skovsmose, 2014). La articulaci=C3=B3= n entre estos planos constituye precisamente uno de los espacios que este e= studio busca explorar.</span></p><p style=3D"margin-bottom:0pt; text-align:= justify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Time= s New Roman'">A partir de estos antecedentes, el art=C3=ADculo se aproxima = a un vac=C3=ADo de car=C3=A1cter relacional y procesual, m=C3=A1s que a la = ausencia de desarrollos en cada uno de los campos considerados. Los estudio= s sobre interdisciplinariedad permiten reconocer distintos grados y formas = de relaci=C3=B3n entre disciplinas y muestran la relevancia de las conexion= es conceptuales y del dise=C3=B1o de propuestas integradas (Lenoir & Ha= sni, 2016; Tonnetti & Lentillon-Kaestner, 2023; Cohen et al., 2024). La= literatura sobre conocimiento profesional aporta elementos para comprender= los saberes y juicios que intervienen en la transformaci=C3=B3n pedag=C3= =B3gica de los contenidos (Shulman, 1986, 1987; Tardif, 2004), mientras que= investigaciones recientes sobre competencia y </span><span style=3D"font-f= amily:'Times New Roman'; font-style:italic">expertise</span><span style=3D"= font-family:'Times New Roman'"> interdisciplinar incorporan dimensiones de = colaboraci=C3=B3n, dise=C3=B1o y coordinaci=C3=B3n entre dominios (Wang &am= p; Sang, 2024; Mosely et al., 2025; Swist et al., 2025). A su vez, Skovsmos= e (2014) permite interrogar la relaci=C3=B3n entre experiencia educativa y = posibilidades percibidas por los estudiantes. En este marco, el estudio bus= ca profundizar en c=C3=B3mo estos planos llegan a relacionarse en las decis= iones concretas mediante las cuales los docentes construyen un problema com= =C3=BAn, seleccionan o descartan saberes, negocian aportes disciplinares, r= evisan colectivamente el dise=C3=B1o y consideran las condiciones y posibil= idades del estudiantado. La sistematizaci=C3=B3n de una trayectoria de expe= riencias interdisciplinares ofrece una v=C3=ADa para aproximarse a estas re= laciones desde decisiones, tensiones, continuidades y aprendizajes efectiva= mente documentados.</span></p><p style=3D"margin-bottom:0pt; text-align:jus= tify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'">A partir de este planteamiento, el art=C3=ADculo pregunta: =C2= =BFc=C3=B3mo intervienen el conocimiento profesional docente, la problemati= zaci=C3=B3n, la articulaci=C3=B3n entre saberes, la colaboraci=C3=B3n y el = contexto en la construcci=C3=B3n de propuestas interdisciplinares situadas,= y qu=C3=A9 matices aporta su contraste con experiencias desarrolladas en e= ducaci=C3=B3n secundaria? El objetivo es analizar estas mediaciones a trav= =C3=A9s de una s=C3=ADntesis conceptual y de su contrastaci=C3=B3n con la s= istematizaci=C3=B3n de una trayectoria de experiencias interdisciplinares d= esarrolladas entre 2017 y 2025 en una instituci=C3=B3n educativa p=C3=BAbli= ca de educaci=C3=B3n secundaria ubicada en ciudad Bol=C3=ADvar, Bogot=C3=A1= . La contrastaci=C3=B3n se realiza a partir de un corpus integrado por 15 d= ocumentos: cuatro transcripciones de fuentes testimoniales y once fuentes d= ocumentales vinculadas con las experiencias. El an=C3=A1lisis busca identif= icar qu=C3=A9 relaciones encuentran respaldo en este corpus, cu=C3=A1les re= quieren ser matizadas o tensionadas y qu=C3=A9 elementos permiten ampliar l= a construcci=C3=B3n conceptual inicial al ponerla en di=C3=A1logo con la pr= =C3=A1ctica.</span></p><p class=3D"ListParagraph" style=3D"margin-top:12pt;= margin-bottom:12pt; text-indent:-18pt; line-height:115%"><span style=3D"fo= nt-weight:bold; color:#767171"><span>2.</span></span><span style=3D"width:9= pt; font:7pt 'Times New Roman'; display:inline-block">   &#x= a0;  </span><span style=3D"font-weight:bold; color:#767171">Metodolog= =C3=ADa</span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-h= eight:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">E= l estudio adopt=C3=B3 un dise=C3=B1o cualitativo e interpretativo, organiza= do en dos componentes metodol=C3=B3gicos complementarios: una revisi=C3=B3n= cr=C3=ADtica e integradora de la literatura, orientada a relacionar desarr= ollos conceptuales sobre interdisciplinariedad escolar, conocimiento profes= ional docente, colaboraci=C3=B3n y </span><span style=3D"font-family:'Times= New Roman'; font-style:italic">foreground</span><span style=3D"font-family= :'Times New Roman'">; y una contrastaci=C3=B3n cualitativa sustentada en la= sistematizaci=C3=B3n de experiencias interdisciplinares desarrolladas en e= ducaci=C3=B3n secundaria entre 2017 y 2025. La revisi=C3=B3n permiti=C3=B3 = construir una s=C3=ADntesis conceptual y delimitar categor=C3=ADas sensibil= izadoras para el an=C3=A1lisis, mientras que la sistematizaci=C3=B3n permit= i=C3=B3 reconstruir decisiones, tensiones, continuidades y aprendizajes doc= umentados en una trayectoria institucional concreta. La sistematizaci=C3=B3= n se asume como un proceso de reconstrucci=C3=B3n e interpretaci=C3=B3n cr= =C3=ADtica de la experiencia que permite producir conocimiento a partir de = las pr=C3=A1cticas y de los sentidos construidos por quienes participan en = ellas (Jara, 2018).</span></p><p style=3D"margin-bottom:0pt; text-align:jus= tify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'">La articulaci=C3=B3n entre ambos componentes no se plante=C3=B3 = como una secuencia en la que la evidencia emp=C3=ADrica debiera confirmar c= ategor=C3=ADas previamente establecidas, sino como un proceso de di=C3=A1lo= go entre construcci=C3=B3n conceptual y experiencia. De esta manera, las ca= tegor=C3=ADas provenientes de la literatura funcionaron como conceptos sens= ibilizadores susceptibles de ser respaldados, matizados, tensionados o ampl= iados por el corpus. El estudio se orient=C3=B3 as=C3=AD a construir una co= mprensi=C3=B3n anal=C3=ADtica y contextual de las relaciones identificadas,= sin pretender establecer generalizaciones estad=C3=ADsticas ni relaciones = causales.</span></p><p class=3D"ListParagraph" style=3D"text-indent:-18pt; = line-height:115%"><span style=3D"font-style:italic"><span>2.1.</span></span= ><span style=3D"font-weight:bold"> </span><span style=3D"font-style:italic"= >S=C3=ADntesis conceptual</span></p><p style=3D"margin-bottom:0pt; text-ali= gn:justify; line-height:115%; font-size:12pt"><span style=3D"font-family:'T= imes New Roman'">La revisi=C3=B3n se organiz=C3=B3 en cuatro =C3=A1mbitos c= onceptuales seleccionados por su relaci=C3=B3n directa con el problema y la= pregunta del estudio: interdisciplinariedad e integraci=C3=B3n curricular;= conocimiento profesional y conocimiento pedag=C3=B3gico del contenido; col= aboraci=C3=B3n y aprendizaje profesional docente; y educaci=C3=B3n situada,= Educaci=C3=B3n Matem=C3=A1tica Cr=C3=ADtica y </span><span style=3D"font-f= amily:'Times New Roman'; font-style:italic">foreground</span><span style=3D= "font-family:'Times New Roman'">. Esta delimitaci=C3=B3n respondi=C3=B3 a l= a necesidad de comprender, respectivamente, c=C3=B3mo se construyen relacio= nes entre saberes disciplinares; qu=C3=A9 conocimientos y juicios profesion= ales intervienen para hacer ense=C3=B1ables esas relaciones; c=C3=B3mo se n= egocian y revisan colectivamente las decisiones de dise=C3=B1o; y de qu=C3= =A9 manera el contexto, los significados y las posibilidades del estudianta= do intervienen en la construcci=C3=B3n de propuestas situadas. </span></p><= p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-si= ze:12pt"><span style=3D"font-family:'Times New Roman'">Los cuatro =C3=A1mbi= tos no se asumieron como categor=C3=ADas independientes ni exhaustivas, sin= o como campos te=C3=B3ricos complementarios para examinar el vac=C3=ADo rel= acional planteado en la introducci=C3=B3n: c=C3=B3mo se articulan problema,= saberes, conocimiento docente, colaboraci=C3=B3n y contexto en las decisio= nes pedag=C3=B3gicas interdisciplinares. Se priorizaron art=C3=ADculos acad= =C3=A9micos revisados por pares, revisiones sistem=C3=A1ticas y de alcance = y obras te=C3=B3ricas fundacionales. La localizaci=C3=B3n de literatura se = realiz=C3=B3 mediante b=C3=BAsquedas dirigidas en bases y portales acad=C3= =A9micos de consulta institucional, complementadas con rastreo de referenci= as, b=C3=BAsqueda por autores centrales y seguimiento de trabajos citados e= n revisiones recientes. La selecci=C3=B3n privilegi=C3=B3 publicaciones pro= venientes de revistas indexadas en bases internacionales como </span><span = style=3D"font-family:'Times New Roman'; font-style:italic">Scopus y Web of = Science</span><span style=3D"font-family:'Times New Roman'">, as=C3=AD como= literatura fundacional pertinente para los campos conceptuales del estudio= . </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height= :115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La rev= isi=C3=B3n adopt=C3=B3 un car=C3=A1cter cr=C3=ADtico e integrador, orientad= o a relacionar tradiciones conceptuales que abordan aspectos diferentes del= problema de investigaci=C3=B3n. Este tipo de revisi=C3=B3n permite compara= r perspectivas, identificar convergencias, tensiones y vac=C3=ADos, y const= ruir una s=C3=ADntesis conceptual que trascienda la descripci=C3=B3n acumul= ativa de estudios individuales (Torraco, 2005; Snyder, 2019). En este art= =C3=ADculo, la revisi=C3=B3n no tuvo como prop=C3=B3sito realizar un invent= ario exhaustivo de la producci=C3=B3n disponible, sino establecer relacione= s anal=C3=ADticas entre interdisciplinariedad escolar, conocimiento profesi= onal docente, colaboraci=C3=B3n y </span><span style=3D"font-family:'Times = New Roman'; font-style:italic">foreground</span><span style=3D"font-family:= 'Times New Roman'">, con el fin de construir categor=C3=ADas sensibilizador= as para la posterior contrastaci=C3=B3n emp=C3=ADrica.</span></p><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt= "><span style=3D"font-family:'Times New Roman'">La b=C3=BAsqueda conceptual= utiliz=C3=B3 combinaciones en ingl=C3=A9s y castellano relacionadas con </= span><span style=3D"font-family:'Times New Roman'; font-style:italic">schoo= l interdisciplinarity, interdisciplinary teaching, curriculum integration, = teacher professional knowledge, pedagogical content knowledge, interdiscipl= inary teacher competence, interdisciplinary teacher expertise, teacher coll= aboration, situated learning y foreground.</span><span style=3D"font-family= :'Times New Roman'"> El an=C3=A1lisis bibliogr=C3=A1fico se organiz=C3=B3 e= n cuatro operaciones: identificaci=C3=B3n de conceptos, definiciones y unid= ades de an=C3=A1lisis; comparaci=C3=B3n de los problemas que cada tradici= =C3=B3n permite explicar; reconocimiento de convergencias, diferencias, l= =C3=ADmites y tensiones; y elaboraci=C3=B3n de una s=C3=ADntesis conceptual= orientada a establecer relaciones entre los campos revisados.</span></p><p= style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-siz= e:12pt"><span style=3D"font-family:'Times New Roman'">La s=C3=ADntesis perm= iti=C3=B3 agrupar conceptos de distintas tradiciones te=C3=B3ricas seg=C3= =BAn la funci=C3=B3n que cumpl=C3=ADan dentro del proceso de dise=C3=B1o in= terdisciplinar. A partir de esta lectura relacional se configuraron cinco d= imensiones de segundo orden: problematizaci=C3=B3n, articulaci=C3=B3n funci= onal de saberes, conocimiento profesional, dise=C3=B1o colaborativo y conte= xtualizaci=C3=B3n orientada a significados y posibilidades.</span></p><p st= yle=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:1= 2pt"><span style=3D"font-family:'Times New Roman'">Cada dimensi=C3=B3n perm= iti=C3=B3 focalizar una operaci=C3=B3n distinta del dise=C3=B1o. La problem= atizaci=C3=B3n se orient=C3=B3 a la construcci=C3=B3n y reformulaci=C3=B3n = del objeto com=C3=BAn; la articulaci=C3=B3n funcional de saberes, a examina= r qu=C3=A9 conocimientos entran en relaci=C3=B3n y qu=C3=A9 funci=C3=B3n cu= mple cada uno; el conocimiento profesional, a comprender los saberes y juic= ios docentes movilizados para transformar esas relaciones en decisiones ens= e=C3=B1ables; el dise=C3=B1o colaborativo, a analizar procesos de comunicac= i=C3=B3n, negociaci=C3=B3n, distribuci=C3=B3n de conocimientos y toma conju= nta de decisiones; y la contextualizaci=C3=B3n orientada a significados y p= osibilidades, a relacionar contexto, experiencia, participaci=C3=B3n y </sp= an><span style=3D"font-family:'Times New Roman'; font-style:italic">foregro= und</span><span style=3D"font-family:'Times New Roman'">. Estas dimensiones= se asumieron como conceptos sensibilizadores y no como categor=C3=ADas cer= radas, por lo que permanecieron abiertas a ser precisadas, tensionadas o am= pliadas durante la contrastaci=C3=B3n emp=C3=ADrica.</span></p><p style=3D"= margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'">La relaci=C3=B3n entre revisi= =C3=B3n y contrastaci=C3=B3n fue, por tanto, anal=C3=ADtica y recursiva: la= literatura aport=C3=B3 conceptos sensibilizadores y preguntas para localiz= ar decisiones, relaciones y tensiones en el corpus; a su vez, los segmentos= emp=C3=ADricos permitieron respaldar, matizar, tensionar o ampliar esas ca= tegor=C3=ADas. Esta articulaci=C3=B3n permiti=C3=B3 que la sistematizaci=C3= =B3n de experiencias funcionara como instancia de contrastaci=C3=B3n cualit= ativa de la arquitectura propuesta, evitando reducir la evidencia a una fun= ci=C3=B3n meramente ilustrativa de la teor=C3=ADa.</span></p><p class=3D"Li= stParagraph" style=3D"text-indent:-18pt; line-height:115%"><span style=3D"f= ont-style:italic"><span>2.2.</span></span><span style=3D"font-weight:bold">= </span><span style=3D"font-style:italic">Corpus de contrastaci=C3=B3n emp= =C3=ADrica</span></p><p style=3D"margin-bottom:0pt; text-align:justify; lin= e-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'= ">La fase emp=C3=ADrica se delimit=C3=B3 a un corpus de 15 documentos vincu= lados con la trayectoria interdisciplinar institucional desarrollada entre = 2017 y 2025. Cuatro corresponden a transcripciones de fuentes testimoniales= : grupos focales realizados con docentes y con el equipo l=C3=ADder de las = experiencias, as=C3=AD como una entrevista semiestructurada a la coordinaci= =C3=B3n acad=C3=A9mica. Los once documentos restantes corresponden a fuente= s producidas durante o alrededor de las experiencias, entre ellas matrices = de reconstrucci=C3=B3n hist=C3=B3rica, unidades did=C3=A1cticas, actividade= s, pruebas, registros de cierre de periodos acad=C3=A9micos institucionales= y otros materiales pedag=C3=B3gicos de diferentes grados. La selecci=C3=B3= n busc=C3=B3 reconstruir y analizar la trayectoria a trav=C3=A9s de fuentes= de distinta naturaleza que permitieran dar cuenta de sus procesos de dise= =C3=B1o, negociaci=C3=B3n, implementaci=C3=B3n, evaluaci=C3=B3n, revisi=C3= =B3n, continuidad y sostenibilidad. </span></p><p style=3D"margin-bottom:0p= t; text-align:justify; line-height:115%; font-size:12pt"><span style=3D"fon= t-family:'Times New Roman'">La combinaci=C3=B3n de testimonios y registros = documentales permiti=C3=B3 aproximarse a las experiencias desde planos comp= lementarios: las reconstrucciones retrospectivas de quienes participaron en= ellas y las huellas curriculares, did=C3=A1cticas y evaluativas conservada= s en los documentos. Indagar en ambos tipos de fuente permiti=C3=B3 enrique= cer las voces que conforman el relato experiencial, identificar coincidenci= as y divergencias y reconocer aspectos que no resultaban visibles desde una= sola fuente. Las fuentes documentales no se asumieron como mecanismos de v= erificaci=C3=B3n autom=C3=A1tica de los testimonios, sino como materiales q= ue pod=C3=ADan complementar, tensionar o ampliar su interpretaci=C3=B3n. De= ntro de esta trayectoria, el a=C3=B1o 2022 se asumi=C3=B3 como n=C3=BAcleo = de reconstrucci=C3=B3n intensiva debido a la mayor disponibilidad y diversi= dad de fuentes correspondientes a las experiencias desarrolladas en distint= os grados; su an=C3=A1lisis se mantuvo integrado a la reconstrucci=C3=B3n h= ist=C3=B3rica 2017=E2=80=932025 y no como un caso independiente.</span></p>= <p class=3D"ListParagraph" style=3D"text-indent:-18pt; line-height:115%"><s= pan style=3D"font-style:italic"><span>2.3.</span></span><span style=3D"font= -weight:bold"> </span><span style=3D"font-style:italic">Codificaci=C3=B3n y= estrategia de an=C3=A1lisis</span></p><p style=3D"margin-bottom:0pt; text-= align:justify; line-height:115%; font-size:12pt"><span style=3D"font-family= :'Times New Roman'">La codificaci=C3=B3n se desarroll=C3=B3 mediante </span= ><span style=3D"font-family:'Times New Roman'; font-style:italic">MAXQDA An= alytics Pro</span><span style=3D"font-family:'Times New Roman'">, versi=C3= =B3n 26.4.0, siguiendo una l=C3=B3gica deductivo-inductiva. En el movimient= o deductivo, el =C3=A1rbol inicial se construy=C3=B3 a partir de la pregunt= a de investigaci=C3=B3n, los objetivos del estudio y los conceptos sensibil= izadores derivados de la s=C3=ADntesis te=C3=B3rica. Las seis familias anal= =C3=ADticas iniciales respondieron a distintos planos necesarios para recon= struir la experiencia: interdisciplinariedad escolar, orientada a examinar = las relaciones entre disciplinas y saberes; problematizaci=C3=B3n y constru= cci=C3=B3n situada, centrada en la emergencia y reformulaci=C3=B3n de los p= roblemas o preguntas articuladoras; </span><span style=3D"font-family:'Time= s New Roman'; font-style:italic">foreground</span><span style=3D"font-famil= y:'Times New Roman'">, sentido y participaci=C3=B3n estudiantil, dirigida a= reconocer significados, posibilidades y formas de participaci=C3=B3n del e= studiantado; construcci=C3=B3n colectiva del trabajo docente, orientada a p= rocesos de comunicaci=C3=B3n, negociaci=C3=B3n, liderazgo y dise=C3=B1o con= junto; condiciones institucionales, continuidad y sostenibilidad, vinculada= con los factores organizativos que pod=C3=ADan habilitar o limitar las exp= eriencias; y reflexi=C3=B3n, aprendizaje y transformaci=C3=B3n de la pr=C3= =A1ctica, destinada a recuperar procesos de revisi=C3=B3n, aprendizaje doce= nte, redise=C3=B1o y transformaci=C3=B3n derivados de la trayectoria. Esta = organizaci=C3=B3n permiti=C3=B3 conservar la relaci=C3=B3n entre el problem= a de investigaci=C3=B3n, los referentes conceptuales y las dimensiones peda= g=C3=B3gicas, did=C3=A1cticas e institucionales presentes en la sistematiza= ci=C3=B3n.</span></p><p style=3D"margin-bottom:0pt; text-align:justify; lin= e-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'= ">En el movimiento inductivo, el sistema de c=C3=B3digos permaneci=C3=B3 ab= ierto a hallazgos que no pod=C3=ADan ser explicados de manera suficiente po= r las categor=C3=ADas iniciales. Durante la lectura y comparaci=C3=B3n de l= os segmentos se incorporaron c=C3=B3digos de proceso destinados a registrar= acciones y transformaciones observables durante el desarrollo de las exper= iencias y c=C3=B3digos emergentes asociados con contradicciones, casos nega= tivos, ausencias o relaciones no previstas. Los nuevos c=C3=B3digos no se i= ncorporaron por su frecuencia de aparici=C3=B3n, sino cuando aportaban una = distinci=C3=B3n anal=C3=ADtica necesaria, cuestionaban una interpretaci=C3= =B3n previa o permit=C3=ADan describir un fen=C3=B3meno que no quedaba adec= uadamente representado en el =C3=A1rbol inicial. De esta manera, las catego= r=C3=ADas deductivas pod=C3=ADan ser respaldadas, precisadas, tensionadas o= ampliadas por el corpus, en coherencia con una estrategia de an=C3=A1lisis= cualitativo deductivo flexible (Fife & Gossner, 2024).</span></p><p st= yle=3D"margin-top:12pt; margin-bottom:0pt; text-align:center; line-height:1= 15%; font-size:12pt"><span style=3D"font-family:'Times New Roman'; font-wei= ght:bold">Tabla 1</span></p><p style=3D"margin-bottom:0pt; text-align:cente= r; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New = Roman'; font-style:italic">Trazabilidad entre familias anal=C3=ADticas inic= iales y desarrollos emergentes del proceso de codificaci=C3=B3n</span></p><= table style=3D"margin-bottom:0pt; padding:0pt; border-collapse:collapse"><t= r style=3D"height:1pt"><td style=3D"width:82.75pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:to= p"><p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font= -size:10pt"><span style=3D"font-family:'Times New Roman'">Familia anal=C3= =ADtica inicial</span></p></td><td style=3D"width:88.65pt; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-= align:top"><p style=3D"margin-bottom:0pt; text-align:center; line-height:11= 5%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">Procedenc= ia conceptual / metodol=C3=B3gica</span></p></td><td style=3D"border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertic= al-align:top"><p style=3D"margin-bottom:0pt; text-align:center; line-height= :115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">Qu=C3= =A9 buscaba identificar</span></p></td><td style=3D"border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:t= op"><p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; fon= t-size:10pt"><span style=3D"font-family:'Times New Roman'">Refinamientos o = c=C3=B3digos surgidos durante el an=C3=A1lisis</span></p></td></tr><tr styl= e=3D"height:1pt"><td style=3D"width:82.75pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p = style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style= =3D"font-family:'Times New Roman'">Interdisciplinariedad escolar</span></p>= </td><td style=3D"width:88.65pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"mar= gin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-famil= y:'Times New Roman'">Interdisciplinariedad e integraci=C3=B3n curricular</s= pan></p></td><td style=3D"border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"margin-bot= tom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Time= s New Roman'">Relaciones entre disciplinas, aportes, funciones y tensiones<= /span></p></td><td style=3D"border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"margin-b= ottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Ti= mes New Roman'">Conexiones conceptuales; funci=C3=B3n de cada asignatura; m= =C3=A9todos disciplinares; tensiones</span></p></td></tr><tr style=3D"heigh= t:1pt"><td style=3D"width:82.75pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"m= argin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-fam= ily:'Times New Roman'">Problematizaci=C3=B3n y construcci=C3=B3n situada</s= pan></p></td><td style=3D"width:88.65pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p styl= e=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"fo= nt-family:'Times New Roman'">Problematizaci=C3=B3n, contextualizaci=C3=B3n = y dise=C3=B1o interdisciplinar</span></p></td><td style=3D"border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-= align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"= ><span style=3D"font-family:'Times New Roman'">Emergencia, pertinencia y re= formulaci=C3=B3n del problema com=C3=BAn</span></p></td><td style=3D"border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:5pt;= vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-= size:10pt"><span style=3D"font-family:'Times New Roman'">Transformaci=C3=B3= n del problema; lectura del contexto; formulaci=C3=B3n expl=C3=ADcita de pr= egunta</span></p></td></tr><tr style=3D"height:1pt"><td style=3D"width:82.7= 5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:5pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:= 115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">Foregro= und, sentido y participaci=C3=B3n estudiantil</span></p></td><td style=3D"w= idth:88.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #= 000000; padding:5pt; vertical-align:top"><p style=3D"margin-bottom:0pt; lin= e-height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'= ">Educaci=C3=B3n Matem=C3=A1tica Cr=C3=ADtica y foreground</span></p></td><= td style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:5pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-= height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">= Sentido, participaci=C3=B3n, posibilidades y restricciones percibidas</span= ></p></td><td style=3D"border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:5pt; vertical-align:top"><p style=3D"margin-bottom= :0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times N= ew Roman'">Ausencia de foreground; diferenciaci=C3=B3n entre participaci=C3= =B3n, significado y proyecci=C3=B3n futura.</span></p></td></tr><tr style= =3D"height:1pt"><td style=3D"width:82.75pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p s= tyle=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D= "font-family:'Times New Roman'">Construcci=C3=B3n colectiva del trabajo doc= ente</span></p></td><td style=3D"width:88.65pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top">= <p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span styl= e=3D"font-family:'Times New Roman'">Colaboraci=C3=B3n y aprendizaje profesi= onal</span></p></td><td style=3D"border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"mar= gin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-famil= y:'Times New Roman'">Comunicaci=C3=B3n, negociaci=C3=B3n, liderazgo y dise= =C3=B1o conjunto</span></p></td><td style=3D"border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p = style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style= =3D"font-family:'Times New Roman'">Conocimiento distribuido; tensiones cola= borativas; diferenciaci=C3=B3n entre colaboraci=C3=B3n, aprendizaje y conoc= imiento colectivo.</span></p></td></tr><tr style=3D"height:1pt"><td style= =3D"width:82.75pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:5pt; vertical-align:top"><p style=3D"margin-bottom:0pt= ; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times New R= oman'">Condiciones institucionales, continuidad y sostenibilidad</span></p>= </td><td style=3D"width:88.65pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p style=3D"mar= gin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-famil= y:'Times New Roman'">Reconstrucci=C3=B3n de la trayectoria y condiciones or= ganizativas</span></p></td><td style=3D"border-top:0.75pt solid #000000; bo= rder-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"fon= t-family:'Times New Roman'">Tiempo, apoyo directivo, organizaci=C3=B3n, con= tinuidad y sostenibilidad</span></p></td><td style=3D"border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:5pt; vertical-align= :top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><spa= n style=3D"font-family:'Times New Roman'">Mayor centralidad de las condicio= nes institucionales como plano transversal</span></p></td></tr><tr style=3D= "height:1pt"><td style=3D"width:82.75pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:5pt; vertical-align:top"><p styl= e=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"fo= nt-family:'Times New Roman'">Reflexi=C3=B3n, aprendizaje y transformaci=C3= =B3n de la pr=C3=A1ctica</span></p></td><td style=3D"width:88.65pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:5pt; = vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-s= ize:10pt"><span style=3D"font-family:'Times New Roman'">Saberes docentes, r= eflexi=C3=B3n y aprendizaje profesional</span></p></td><td style=3D"border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:5pt; = vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-s= ize:10pt"><span style=3D"font-family:'Times New Roman'">Aprendizajes, revis= i=C3=B3n, evaluaci=C3=B3n, redise=C3=B1o y transformaci=C3=B3n</span></p></= td><td style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:5pt; vertical-align:top"><p style=3D"margin-bottom:0pt; l= ine-height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roma= n'">Aprendizajes acumulados; redise=C3=B1o; transformaci=C3=B3n de la pr=C3= =A1ctica</span></p></td></tr></table><p style=3D"text-align:justify; line-h= eight:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">N= ota. Las familias iniciales funcionaron como una estructura orientadora del= an=C3=A1lisis y permanecieron abiertas a refinamientos derivados del corpu= s. Los elementos consignados en la =C3=BAltima columna corresponden a disti= nciones que permitieron precisar, ampliar o tensionar las categor=C3=ADas i= niciales y no implican que todos hayan adquirido el mismo grado de desarrol= lo emp=C3=ADrico.</span></p><p style=3D"margin-bottom:0pt; text-align:justi= fy; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New= Roman'">La </span><span style=3D"font-family:'Times New Roman'; font-weigh= t:bold">Tabla 1</span><span style=3D"font-family:'Times New Roman'"> muestr= a que el proceso de codificaci=C3=B3n no consisti=C3=B3 en aplicar de maner= a r=C3=ADgida un sistema cerrado de categor=C3=ADas. Las familias iniciales= proporcionaron una estructura de orientaci=C3=B3n, mientras que la compara= ci=C3=B3n constante de segmentos permiti=C3=B3 introducir distinciones, rec= onocer ausencias, registrar casos negativos y reformular relaciones inicial= mente previstas. Este procedimiento hizo visible el tr=C3=A1nsito entre la = construcci=C3=B3n conceptual previa y las particularidades encontradas en e= l corpus.</span></p><p style=3D"margin-bottom:0pt; text-align:justify; line= -height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'"= >La unidad de codificaci=C3=B3n fue el segmento de sentido. La interpretaci= =C3=B3n posterior se realiz=C3=B3 mediante la comparaci=C3=B3n de segmentos= , categor=C3=ADas, fuentes y experiencias. Adem=C3=A1s de las familias anal= =C3=ADticas, los c=C3=B3digos de proceso y el grupo de emergentes permitier= on conservar la trazabilidad de decisiones y relaciones que no estaban comp= letamente previstas en la construcci=C3=B3n inicial. El procedimiento avanz= =C3=B3 desde categor=C3=ADas conceptuales de segundo orden hacia segmentos = concretos del corpus y, posteriormente, hacia la comparaci=C3=B3n de c=C3= =B3mo una misma dimensi=C3=B3n se expresaba en fuentes testimoniales y docu= mentales. Las 642 asignaciones de c=C3=B3digo distribuidas en 194 localizac= iones codificadas =C3=BAnicas se utilizaron como indicadores de trazabilida= d y densidad del trabajo anal=C3=ADtico, no como frecuencias de participant= es, medidas de prevalencia ni indicadores de importancia estad=C3=ADstica. = La interpretaci=C3=B3n se sustent=C3=B3 en el contenido de los segmentos, s= u relaci=C3=B3n con otros c=C3=B3digos, la fuente de procedencia, las conve= rgencias y divergencias entre documentos y testimonios y la presencia de ca= sos que cuestionaban o complejizaban las interpretaciones preliminares. </s= pan></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%= ; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La triangul= aci=C3=B3n se desarroll=C3=B3 en tres planos complementarios, entendida com= o una estrategia para ampliar y contrastar la comprensi=C3=B3n del fen=C3= =B3meno mediante la relaci=C3=B3n entre distintas fuentes, tipos de evidenc= ia y perspectivas anal=C3=ADticas. En investigaci=C3=B3n cualitativa, la tr= iangulaci=C3=B3n, el an=C3=A1lisis de casos negativos y la documentaci=C3= =B3n de las decisiones anal=C3=ADticas constituyen procedimientos orientado= s a fortalecer la credibilidad y trazabilidad de las interpretaciones (Cres= well & Poth, 2017; Patton, 2015). El primer plano contrast=C3=B3 fuente= s testimoniales y documentales para reconocer coincidencias, divergencias y= aspectos que solo resultaban visibles desde una de ellas. El segundo puso = en relaci=C3=B3n las categor=C3=ADas construidas a partir de la literatura = con los c=C3=B3digos, relaciones y refinamientos surgidos del corpus, lo qu= e permiti=C3=B3 respaldar, precisar, tensionar o ampliar las interpretacion= es iniciales. El tercero confront=C3=B3 interpretaciones recurrentes con ca= sos negativos, contradicciones y experiencias cuya configuraci=C3=B3n se al= ejaba de los patrones que comenzaban a hacerse visibles. Los registros y no= tas anal=C3=ADticas, junto con la trazabilidad entre c=C3=B3digos, segmento= s y documentos, permitieron documentar decisiones interpretativas y revisar= hip=C3=B3tesis durante el proceso. Cuando una interpretaci=C3=B3n no encon= traba correspondencia suficientemente consistente entre las fuentes, se pre= serv=C3=B3 la heterogeneidad del corpus en lugar de transformarla en una re= gularidad.</span></p><p class=3D"ListParagraph" style=3D"text-indent:-18pt;= line-height:115%"><span style=3D"font-style:italic"><span>2.4.</span></spa= n><span style=3D"font-weight:bold"> </span><span style=3D"font-style:italic= ">Criterios de rigor y alcance</span></p><p style=3D"margin-bottom:0pt; tex= t-align:justify; line-height:115%; font-size:12pt"><span style=3D"font-fami= ly:'Times New Roman'">El rigor del estudio se sostuvo mediante procedimient= os orientados a fortalecer la credibilidad, trazabilidad y reflexividad del= proceso interpretativo. La credibilidad se favoreci=C3=B3 mediante la tria= ngulaci=C3=B3n entre fuentes testimoniales y documentales, la comparaci=C3= =B3n entre categor=C3=ADas conceptuales y evidencia emp=C3=ADrica, y la b= =C3=BAsqueda deliberada de casos negativos, contradicciones y segmentos que= limitaran o cuestionaran las interpretaciones en construcci=C3=B3n. Estos = procedimientos permitieron contrastar explicaciones alternativas y evitar q= ue el an=C3=A1lisis se apoyara =C3=BAnicamente en evidencias convergentes c= on las categor=C3=ADas te=C3=B3ricas iniciales (Creswell & Poth, 2017; = Patton, 2015).</span></p><p style=3D"margin-bottom:0pt; text-align:justify;= line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Ro= man'">La trazabilidad se sostuvo mediante la conservaci=C3=B3n de la relaci= =C3=B3n entre documentos, segmentos, c=C3=B3digos, familias anal=C3=ADticas= y registros de interpretaci=C3=B3n dentro de MAXQDA. Las decisiones de cod= ificaci=C3=B3n, los refinamientos introducidos al =C3=A1rbol y las hip=C3= =B3tesis interpretativas se documentaron mediante registros y notas anal=C3= =ADticas, lo que permiti=C3=B3 reconstruir el tr=C3=A1nsito entre la eviden= cia emp=C3=ADrica y las afirmaciones presentadas en los resultados. De esta= manera, las interpretaciones no se fundamentaron en el volumen de aparicio= nes de los c=C3=B3digos, sino en la comparaci=C3=B3n sistem=C3=A1tica de se= gmentos, su procedencia, las relaciones entre categor=C3=ADas y las coincid= encias, divergencias y ausencias identificadas entre fuentes.</span></p><p = style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size= :12pt"><span style=3D"font-family:'Times New Roman'">La reflexividad adquir= i=C3=B3 especial relevancia debido a la participaci=C3=B3n de la investigad= ora en parte de la trayectoria institucional reconstruida. Esta posici=C3= =B3n ofrece conocimiento contextual acumulado sobre las experiencias, pero = tambi=C3=A9n exige distinguir entre memoria personal, interpretaci=C3=B3n r= etrospectiva y evidencia incorporada al corpus. Por esta raz=C3=B3n, los re= cuerdos de la investigadora no se utilizaron como evidencia suficiente para= sustentar hallazgos y las interpretaciones se contrastaron con documentos,= testimonios y registros conservados. La reflexividad se asumi=C3=B3, por t= anto, como una pr=C3=A1ctica de explicitaci=C3=B3n y revisi=C3=B3n de la po= sici=C3=B3n de quien investiga, m=C3=A1s que como la pretensi=C3=B3n de eli= minar completamente su influencia sobre el proceso interpretativo.</span></= p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font= -size:12pt"><span style=3D"font-family:'Times New Roman'">El alcance de los= resultados es anal=C3=ADtico y contextual. El estudio busca producir compr= ensiones transferibles a la interpretaci=C3=B3n de experiencias interdiscip= linares desarrolladas en contextos educativos semejantes, siempre que se co= nsideren sus condiciones institucionales y pedag=C3=B3gicas particulares. L= as 642 asignaciones de c=C3=B3digo y las 194 localizaciones codificadas =C3= =BAnicas describen la densidad y trazabilidad del an=C3=A1lisis, pero no co= nstituyen medidas de prevalencia, representatividad o importancia estad=C3= =ADstica. Del mismo modo, la investigaci=C3=B3n no pretende establecer rela= ciones causales ni demostrar efectos de la interdisciplinariedad sobre los = aprendizajes, sino reconstruir e interpretar las mediaciones, tensiones y c= ondiciones presentes en la trayectoria analizada.</span></p><p class=3D"Lis= tParagraph" style=3D"margin-top:12pt; margin-bottom:12pt; text-indent:-18pt= ; line-height:115%"><span style=3D"font-weight:bold; color:#767171"><span>3= .</span></span><span style=3D"width:9pt; font:7pt 'Times New Roman'; displa= y:inline-block">      </span><span style=3D"font-w= eight:bold; color:#767171">Resultados </span></p><p style=3D"margin-bottom:= 0pt; text-align:justify; line-height:115%; font-size:12pt"><span style=3D"f= ont-family:'Times New Roman'">En este apartado se presentan los resultados = derivados del an=C3=A1lisis del corpus correspondiente a la trayectoria de = experiencias interdisciplinares desarrolladas entre 2017 y 2025. La exposic= i=C3=B3n se organiza alrededor de los principales patrones, variaciones, te= nsiones y casos negativos identificados mediante la codificaci=C3=B3n y com= paraci=C3=B3n de fuentes testimoniales y documentales. Las frecuencias de c= =C3=B3digos se emplean =C3=BAnicamente como recursos de trazabilidad y loca= lizaci=C3=B3n del material anal=C3=ADtico; la interpretaci=C3=B3n se susten= ta en el contenido de los segmentos, las relaciones entre categor=C3=ADas y= el contraste entre fuentes y experiencias.</span></p><h2 style=3D"margin-t= op:0pt; margin-left:36pt; text-indent:-18pt; line-height:115%"><span style= =3D"font-weight:normal; font-style:italic"><span>3.1.</span></span><span> <= /span><span style=3D"font-weight:normal; font-style:italic">Relaciones entr= e disciplinas: de la coexistencia a formas diferenciadas de articulaci=C3= =B3n</span></h2><p style=3D"margin-bottom:0pt; text-align:justify; line-hei= ght:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">El = an=C3=A1lisis muestra que las experiencias reconstruidas presentan formas e= intensidades diferentes de relaci=C3=B3n entre disciplinas. La familia Int= erdisciplinariedad escolar re=C3=BAne 170 asignaciones de c=C3=B3digo. Dent= ro de ella, la articulaci=C3=B3n entre disciplinas registra 44 asignaciones= , el aporte disciplinar 24, la integraci=C3=B3n curricular 17 y las tension= es disciplinares 13. Entre los subc=C3=B3digos se identificaron conexiones = conceptuales (20), contenidos disciplinares movilizados (14), saberes espec= =C3=ADficos aportados (11), funci=C3=B3n de cada asignatura (10) y m=C3=A9t= odos propios de cada disciplina (8). Estas cifras permitieron localizar seg= mentos en los que las disciplinas aparecen de manera diferenciada: en algun= os casos como aportes relativamente independientes alrededor de un tema com= =C3=BAn y, en otros, mediante relaciones en las que los saberes adquieren f= unciones complementarias dentro de una construcci=C3=B3n compartida.</span>= </p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; fo= nt-size:12pt"><span style=3D"font-family:'Times New Roman'">Esta variabilid= ad tambi=C3=A9n aparece en la reconstrucci=C3=B3n realizada por el equipo l= =C3=ADder. Al referirse a la evoluci=C3=B3n de las experiencias, una docent= e se=C3=B1al=C3=B3 que progresivamente =E2=80=9Cnos fuimos volcando de lo m= ultidisciplinar a lo interdisciplinar [=E2=80=A6] la =C3=ADbamos puliendo= =E2=80=9D (Grupo focal equipo l=C3=ADder, 00:08:23=E2=80=9300:08:38). El fr= agmento permite reconocer que los propios participantes distinguen entre fo= rmas iniciales de trabajo conjunto y construcciones posteriores en las que = la relaci=C3=B3n entre disciplinas fue objeto de revisi=C3=B3n. La reconstr= ucci=C3=B3n hist=C3=B3rica muestra, asimismo, diferencias entre experiencia= s en cuanto al objeto com=C3=BAn, los aportes disciplinares y las formas de= articulaci=C3=B3n.</span></p><p style=3D"margin-bottom:0pt; text-align:jus= tify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'">En el conjunto del corpus se identificaron, por tanto, configura= ciones diversas de articulaci=C3=B3n. Algunas experiencias partieron de coi= ncidencias curriculares que posteriormente buscaron un eje com=C3=BAn; otra= s se organizaron alrededor de una problem=C3=A1tica o pregunta que adquiri= =C3=B3 mayor capacidad para ordenar los aportes disciplinares. Los document= os de aula conservaron aportes disciplinares expl=C3=ADcitos, mientras que = las fuentes testimoniales hicieron visibles procesos de negociaci=C3=B3n, d= ificultades para relacionar =C3=A1reas y revisiones sobre la funci=C3=B3n a= signada a cada saber. En lugar de una =C3=BAnica forma de interdisciplinari= edad, la trayectoria muestra combinaciones variables de especificidad disci= plinar, coincidencia curricular, complementariedad y articulaci=C3=B3n func= ional.</span></p><h2 style=3D"margin-top:0pt; margin-left:36pt; text-indent= :-18pt; line-height:115%"><span style=3D"font-weight:normal; font-style:ita= lic"><span>3.2.</span></span><span> </span><span style=3D"font-weight:norma= l; font-style:italic">Reflexi=C3=B3n, aprendizaje docente y transformaci=C3= =B3n del juicio profesional</span></h2><p style=3D"margin-bottom:0pt; text-= align:justify; line-height:115%; font-size:12pt"><span style=3D"font-family= :'Times New Roman'">El an=C3=A1lisis muestra que las experiencias interdisc= iplinares estuvieron acompa=C3=B1adas por procesos de reflexi=C3=B3n, apren= dizaje y transformaci=C3=B3n de la pr=C3=A1ctica docente. La familia Reflex= i=C3=B3n, aprendizaje y transformaci=C3=B3n de la pr=C3=A1ctica registra 75= asignaciones de c=C3=B3digo, distribuidas principalmente en reflexi=C3=B3n= sobre la pr=C3=A1ctica (27), transformaci=C3=B3n de la pr=C3=A1ctica (15),= aprendizajes acumulados (12), aprendizaje docente (11), evaluaci=C3=B3n (7= ) y redise=C3=B1o (3). Estos segmentos muestran que las experiencias no se = limitaron a producir decisiones sobre contenidos y actividades, sino que ta= mbi=C3=A9n generaron revisiones sobre las formas de planear, evaluar, relac= ionar disciplinas y comprender el propio trabajo pedag=C3=B3gico. </span></= p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font= -size:12pt"><span style=3D"font-family:'Times New Roman'">Un fragmento del = grupo focal de grado octavo permite observar este proceso de revisi=C3=B3n = profesional. Al reconstruir la experiencia, una participante se=C3=B1al=C3= =B3 que el trabajo desarrollado =E2=80=9Cnos hac=C3=ADa pensar nuestra mate= ria, involucrando a las dem=C3=A1s [=E2=80=A6] complejo, pero enriquecedor= =E2=80=9D (Grupo focal docentes de 8.=C2=BA, 00:21:58=E2=80=9300:22:21). El= testimonio muestra que la necesidad de relacionar disciplinas llev=C3=B3 a= revisar la propia asignatura y a reconsiderar decisiones que inicialmente = pod=C3=ADan haber sido pensadas desde una l=C3=B3gica disciplinar independi= ente. Este tipo de segmento permite reconocer transformaciones en el juicio= profesional asociadas con la experiencia interdisciplinar. </span></p><p s= tyle=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:= 12pt"><span style=3D"font-family:'Times New Roman'">La evidencia tambi=C3= =A9n permite distinguir distintos niveles en la circulaci=C3=B3n y transfor= maci=C3=B3n del conocimiento docente. El corpus contiene segmentos asociado= s con conocimiento distribuido, negociaci=C3=B3n, dise=C3=B1o conjunto, apr= endizaje docente y transformaci=C3=B3n de la pr=C3=A1ctica. Sin embargo, el= c=C3=B3digo emergente Conocimiento pedag=C3=B3gico colectivo no registra s= egmentos codificados en el estado actual del an=C3=A1lisis. Este resultado = obliga a diferenciar entre la presencia de saberes distribuidos entre los p= articipantes, los aprendizajes producidos mediante interacci=C3=B3n y revis= i=C3=B3n conjunta, y una eventual elaboraci=C3=B3n colectiva suficientement= e estabilizada como para orientar decisiones posteriores. </span></p><p sty= le=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12= pt"><span style=3D"font-family:'Times New Roman'">En el corpus, los dos pri= meros planos se encuentran mejor documentados que el tercero. Las experienc= ias muestran circulaci=C3=B3n de saberes, revisi=C3=B3n de decisiones, apre= ndizajes acumulados y transformaciones en las formas de planear y relaciona= rse con otras =C3=A1reas, pero no ofrecen evidencia suficiente para afirmar= la existencia de un conocimiento pedag=C3=B3gico colectivo consolidado. Es= ta ausencia constituye tambi=C3=A9n un resultado anal=C3=ADticamente releva= nte, porque delimita el alcance de la interpretaci=C3=B3n y mantiene abiert= a la categor=C3=ADa como hip=C3=B3tesis para una contrastaci=C3=B3n posteri= or.</span></p><h2 style=3D"margin-top:0pt; margin-left:36pt; text-indent:-1= 8pt; line-height:115%"><span style=3D"font-weight:normal; font-style:italic= "><span>3.3.</span></span><span> </span><span style=3D"font-weight:normal; = font-style:italic">Colaboraci=C3=B3n docente, dise=C3=B1o conjunto y aprend= izaje profesional</span></h2><p style=3D"margin-bottom:0pt; text-align:just= ify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times Ne= w Roman'">El an=C3=A1lisis muestra que la construcci=C3=B3n colectiva de la= s experiencias no adopt=C3=B3 una =C3=BAnica forma, sino que combin=C3=B3 p= rocesos de comunicaci=C3=B3n, negociaci=C3=B3n, liderazgo, distribuci=C3=B3= n de conocimientos y dise=C3=B1o conjunto. La familia Construcci=C3=B3n col= ectiva del trabajo docente re=C3=BAne 49 asignaciones de c=C3=B3digo, entre= las que se encuentran dise=C3=B1o conjunto (14), negociaci=C3=B3n pedag=C3= =B3gica (9), liderazgo docente (9), comunicaci=C3=B3n docente (6) y conocim= iento distribuido (5). Estos segmentos permiten reconocer distintos niveles= de participaci=C3=B3n docente en el dise=C3=B1o, desde el intercambio de i= nformaci=C3=B3n hasta decisiones compartidas que exigieron revisar contenid= os, responsabilidades y formas de articulaci=C3=B3n entre =C3=A1reas. </spa= n></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; = font-size:12pt"><span style=3D"font-family:'Times New Roman'">La negociaci= =C3=B3n pedag=C3=B3gica aparece con especial claridad cuando los docentes r= econstruyen la revisi=C3=B3n conjunta de sus contenidos. En el grupo focal = de grado octavo, una participante explic=C3=B3 que cada docente presentaba = lo que trabajar=C3=ADa durante el a=C3=B1o =E2=80=9Ccon la intenci=C3=B3n d= e poder ceder un poco=E2=80=9D (Grupo focal docentes de 8.=C2=BA, 00:10:10= =E2=80=9300:10:37). El fragmento muestra que la articulaci=C3=B3n entre dis= ciplinas implic=C3=B3 revisar prioridades y aceptar modificaciones en la pl= anificaci=C3=B3n inicial de cada asignatura. En este caso, el dise=C3=B1o c= onjunto no se redujo a compartir informaci=C3=B3n, sino que involucr=C3=B3 = decisiones sobre qu=C3=A9 conservar, qu=C3=A9 ajustar y c=C3=B3mo relaciona= r los aportes disciplinares. </span></p><p style=3D"margin-bottom:0pt; text= -align:justify; line-height:115%; font-size:12pt"><span style=3D"font-famil= y:'Times New Roman'">La construcci=C3=B3n colectiva tambi=C3=A9n hizo visib= les tensiones relacionadas con las fronteras disciplinares y las posiciones= profesionales. Otra docente del mismo grupo se=C3=B1al=C3=B3 que trabajar = conjuntamente exig=C3=ADa =E2=80=9Cdesprenderse de esos egos=E2=80=9D para = avanzar hacia una misma meta (Grupo focal docentes de 8.=C2=BA, 00:17:57=E2= =80=9300:18:38). El testimonio evidencia que la colaboraci=C3=B3n no estuvo= exenta de tensiones, pues los docentes deb=C3=ADan sostener la pertinencia= de sus saberes y, al mismo tiempo, aceptar que ninguna disciplina organiza= ba por s=C3=AD sola la experiencia. La negociaci=C3=B3n apareci=C3=B3, as= =C3=AD como un proceso en el que las experticias individuales deb=C3=ADan p= onerse en relaci=C3=B3n, revisarse y ajustarse frente a un prop=C3=B3sito c= ompartido. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; li= ne-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman= '">En conjunto, los segmentos permiten distinguir entre diferentes formas d= e trabajo colectivo. El corpus ofrece evidencias consistentes de comunicaci= =C3=B3n, negociaci=C3=B3n, liderazgo, dise=C3=B1o conjunto y conocimiento d= istribuido, as=C3=AD como de aprendizajes docentes asociados con la interac= ci=C3=B3n. Estas formas de colaboraci=C3=B3n muestran que la construcci=C3= =B3n interdisciplinar requiri=C3=B3 poner en com=C3=BAn saberes y revisar d= ecisiones, aunque su profundidad y sus efectos variaron entre las experienc= ias. La evidencia permite reconocer procesos de aprendizaje profesional y t= ransformaci=C3=B3n de algunas decisiones pedag=C3=B3gicas, pero no document= a de manera suficiente procesos de explicitaci=C3=B3n, estabilizaci=C3=B3n,= circulaci=C3=B3n y reutilizaci=C3=B3n que permitan afirmar la existencia d= e un conocimiento pedag=C3=B3gico colectivo consolidado.</span></p><h2 styl= e=3D"margin-top:0pt; margin-left:36pt; text-indent:-18pt; line-height:115%"= ><span style=3D"font-weight:normal; font-style:italic"><span>3.4.</span></s= pan><span> </span><span style=3D"font-weight:normal; font-style:italic">Con= strucci=C3=B3n progresiva y reformulaci=C3=B3n del problema articulador</sp= an></h2><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%= ; font-size:12pt"><span style=3D"font-family:'Times New Roman'">El an=C3=A1= lisis muestra que la construcci=C3=B3n del problema com=C3=BAn no sigui=C3= =B3 una secuencia uniforme en las experiencias reconstruidas. La familia Pr= oblematizaci=C3=B3n y construcci=C3=B3n situada re=C3=BAne 97 asignaciones = de c=C3=B3digo, distribuidas principalmente en pertinencia pedag=C3=B3gica = (33), emergencia de la problem=C3=A1tica (22), construcci=C3=B3n de la preg= unta articuladora (15), lectura del contexto (15) y transformaci=C3=B3n del= problema (2). Los c=C3=B3digos de proceso complementan esta lectura con 26= asignaciones asociadas con lectura del contexto, 8 con selecci=C3=B3n del = problema y 3 con formulaci=C3=B3n expl=C3=ADcita de pregunta. En conjunto, = estos segmentos muestran diferentes formas de aproximaci=C3=B3n al objeto c= om=C3=BAn: situaciones reconocidas como relevantes, coincidencias curricula= res, contenidos que progresivamente adquieren relaci=C3=B3n y preguntas que= se construyen o reformulan durante el dise=C3=B1o. </span></p><p style=3D"= margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'">La reconstrucci=C3=B3n realizad= a por el equipo l=C3=ADder permite observar este car=C3=A1cter progresivo. = Una participante explic=C3=B3 que, durante el desarrollo hist=C3=B3rico de = las experiencias, =E2=80=9Cla =C3=ADbamos perfilando [=E2=80=A6] tema y lue= go pregunta=E2=80=9D, para posteriormente preguntarse =E2=80=9Cdesde mi asi= gnatura c=C3=B3mo puedo aportar y c=C3=B3mo me articulo con el otro=E2=80= =9D (Grupo focal equipo l=C3=ADder, 00:37:41=E2=80=9300:38:11). En este fra= gmento pueden reconocerse tres operaciones diferenciadas: la identificaci= =C3=B3n inicial de un tema o situaci=C3=B3n, su progresiva formulaci=C3=B3n= como pregunta articuladora y la interrogaci=C3=B3n posterior por la funci= =C3=B3n de cada disciplina. La reconstrucci=C3=B3n muestra, as=C3=AD, que e= n algunas experiencias la pregunta com=C3=BAn fue el resultado de un proces= o de delimitaci=C3=B3n y negociaci=C3=B3n, m=C3=A1s que una formulaci=C3=B3= n completamente establecida desde el inicio. </span></p><p style=3D"margin-= bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span sty= le=3D"font-family:'Times New Roman'">Esta variabilidad tambi=C3=A9n se reco= noce al comparar las fuentes documentales y testimoniales. En algunas exper= iencias, el eje articulador aparece formulado expl=C3=ADcitamente como preg= unta o prop=C3=B3sito com=C3=BAn; en otras, debe reconstruirse a partir de = los contenidos seleccionados, los aportes disciplinares y las actividades d= esarrolladas. Asimismo, la lectura del contexto y la identificaci=C3=B3n de= una problem=C3=A1tica no condujeron siempre de manera inmediata a una preg= unta articuladora. Las experiencias muestran trayectorias en las que el pro= blema pudo emerger desde coincidencias curriculares, situaciones del contex= to escolar o social, contenidos inicialmente independientes o discusiones p= osteriores entre docentes. </span></p><p style=3D"margin-bottom:0pt; text-a= lign:justify; line-height:115%; font-size:12pt"><span style=3D"font-family:= 'Times New Roman'">La comparaci=C3=B3n de estas trayectorias permite identi= ficar una relaci=C3=B3n de doble direcci=C3=B3n entre problema y articulaci= =C3=B3n disciplinar. En algunas experiencias, la formulaci=C3=B3n del probl= ema orient=C3=B3 la selecci=C3=B3n y organizaci=C3=B3n de los aportes de la= s asignaturas; en otras, la revisi=C3=B3n de los contenidos y de las posibi= lidades de articulaci=C3=B3n contribuy=C3=B3 a precisar o reformular aquell= o que inicialmente se pretend=C3=ADa abordar. De este modo, la pregunta art= iculadora aparece en el corpus con funciones y momentos diferentes: puede o= perar como referente inicial del dise=C3=B1o, construirse progresivamente d= urante la planeaci=C3=B3n o adquirir mayor precisi=C3=B3n a medida que los = docentes identifican qu=C3=A9 puede aportar cada disciplina. </span></p><p = style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size= :12pt"><span style=3D"font-family:'Times New Roman'">En conjunto, los resul= tados muestran que la problematizaci=C3=B3n se configur=C3=B3 como un proce= so variable de construcci=C3=B3n y reformulaci=C3=B3n del objeto com=C3=BAn= . La trayectoria analizada no evidencia una =C3=BAnica ruta de constituci= =C3=B3n del problema; muestra, en cambio, relaciones diversas entre lectura= del contexto, selecci=C3=B3n tem=C3=A1tica, coincidencias curriculares, co= nstrucci=C3=B3n de preguntas y definici=C3=B3n de los aportes disciplinares= . Esta heterogeneidad constituye un resultado relevante para comprender las= diferentes configuraciones adoptadas por las experiencias interdisciplinar= es.</span></p><h2 style=3D"margin-top:0pt; margin-left:36pt; text-indent:-1= 8pt; line-height:115%"><span style=3D"font-weight:normal; font-style:italic= "><span>3.5.</span></span><span> </span><span style=3D"font-weight:normal; = font-style:italic">Presencia heterog=C3=A9nea del foreground en las experie= ncias</span></h2><p style=3D"margin-bottom:0pt; text-align:justify; line-he= ight:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">El= an=C3=A1lisis muestra que la relaci=C3=B3n entre las experiencias interdis= ciplinares y las posibilidades futuras del estudiantado aparece de manera h= eterog=C3=A9nea en el corpus. La familia </span><span style=3D"font-family:= 'Times New Roman'; font-style:italic">foreground</span><span style=3D"font-= family:'Times New Roman'">, sentido y participaci=C3=B3n estudiantil re=C3= =BAne 52 asignaciones de c=C3=B3digo: sentido de la experiencia (22), parti= cipaci=C3=B3n y agencia (19), posibilidades futuras (9) y restricciones y o= bst=C3=A1culos (2). Adicionalmente, dentro de los c=C3=B3digos emergentes s= e identificaron dos segmentos asociados con ausencia de </span><span style= =3D"font-family:'Times New Roman'; font-style:italic">foreground</span><spa= n style=3D"font-family:'Times New Roman'">. Esta distribuci=C3=B3n permiti= =C3=B3 distinguir experiencias en las que la relaci=C3=B3n con los estudian= tes se expresa principalmente mediante participaci=C3=B3n, significado o ce= rcan=C3=ADa contextual de aquellas en las que aparecen referencias expl=C3= =ADcitas a posibilidades y restricciones futuras. </span></p><p style=3D"ma= rgin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><spa= n style=3D"font-family:'Times New Roman'">En algunos testimonios, las posib= ilidades futuras aparecen de manera expl=C3=ADcita. Al reflexionar sobre lo= s aprendizajes vinculados con una de las experiencias, una docente se=C3=B1= al=C3=B3 que el estudiante pod=C3=ADa reconocerse en escenarios como =E2=80= =9Cproyectarme en una universidad=E2=80=9D, afrontar =E2=80=9Cuna entrevist= a de trabajo=E2=80=9D o desenvolverse =E2=80=9Chablando en p=C3=BAblico=E2= =80=9D (Grupo focal docentes de 9.=C2=BA, 00:17:07=E2=80=9300:17:36). El fr= agmento vincula lo aprendido con escenarios educativos, laborales y comunic= ativos que exceden la actividad inmediata y muestra que, en esta experienci= a, las posibilidades futuras forman parte del sentido atribuido al proceso = desarrollado. </span></p><p style=3D"margin-bottom:0pt; text-align:justify;= line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Ro= man'">El corpus tambi=C3=A9n contiene experiencias en las que esta relaci= =C3=B3n aparece d=C3=A9bilmente documentada. En la reconstrucci=C3=B3n real= izada por docentes de grado octavo se reconoci=C3=B3 una participaci=C3=B3n= limitada del estudiantado en la definici=C3=B3n de la propuesta y se se=C3= =B1al=C3=B3 que algunos pod=C3=ADan percibir las actividades como varias ex= igencias disciplinares acumuladas m=C3=A1s que como una experiencia integra= da. Este segmento fue registrado como caso de ausencia de </span><span styl= e=3D"font-family:'Times New Roman'; font-style:italic">foreground</span><sp= an style=3D"font-family:'Times New Roman'">, pues la documentaci=C3=B3n dis= ponible no evidencia que las posibilidades, restricciones o proyecciones fu= turas del estudiantado hubieran intervenido de manera expl=C3=ADcita en el = dise=C3=B1o. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; = line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Rom= an'">La comparaci=C3=B3n entre experiencias permite identificar, por tanto,= distintos planos de relaci=C3=B3n con el estudiantado. En algunas fuentes = aparecen referencias expl=C3=ADcitas a proyecciones acad=C3=A9micas, labora= les o personales; en otras predominan participaci=C3=B3n, reconocimiento, c= ercan=C3=ADa tem=C3=A1tica o significado. Estos planos pueden coincidir, pe= ro tambi=C3=A9n aparecen de manera independiente. El resultado permite dist= inguir emp=C3=ADricamente entre experiencias contextualizadas o participati= vas y aquellas en las que las posibilidades futuras del estudiantado adquie= ren una presencia expl=C3=ADcita dentro de la reconstrucci=C3=B3n disponibl= e.</span></p><h2 style=3D"margin-top:0pt; margin-left:36pt; text-indent:-18= pt; line-height:115%"><span style=3D"font-weight:normal; font-style:italic"= ><span>3.6.</span></span><span> </span><span style=3D"font-weight:normal; f= ont-style:italic">Condiciones institucionales, continuidad y sostenibilidad= </span></h2><p style=3D"margin-bottom:0pt; text-align:justify; line-height:= 115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">El an= =C3=A1lisis muestra que las condiciones institucionales atraviesan de maner= a recurrente la posibilidad de desarrollar y sostener las experiencias inte= rdisciplinares. La familia Condiciones institucionales, continuidad y soste= nibilidad re=C3=BAne 77 asignaciones de c=C3=B3digo: sostenibilidad (19), c= ontinuidad (15), organizaci=C3=B3n escolar (14), apoyo directivo (11), tiem= po (7) y curr=C3=ADculo e institucionalidad (7). Los segmentos recuperados = relacionan el desarrollo de las experiencias con espacios de planeaci=C3=B3= n, coordinaci=C3=B3n, liderazgo, horarios y formas de organizaci=C3=B3n esc= olar. Su recurrencia en fuentes testimoniales y en la reconstrucci=C3=B3n d= e la trayectoria permiti=C3=B3 reconocer estas condiciones como un plano es= pecialmente relevante para comprender la continuidad del trabajo interdisci= plinar. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-= height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">= El tiempo aparece como una de las restricciones m=C3=A1s reiteradas. Una do= cente se=C3=B1al=C3=B3 que =E2=80=9Clos obst=C3=A1culos mayores es el tiemp= o [=E2=80=A6] ganas las hay, pero el tiempo limita=E2=80=9D (Grupo focal do= centes de 9.=C2=BA, 00:48:14=E2=80=9300:48:49). El fragmento muestra una di= ferencia entre disposici=C3=B3n profesional y posibilidad institucional: la= voluntad de colaborar puede coexistir con dificultades para encontrar espa= cios de planeaci=C3=B3n, discusi=C3=B3n y revisi=C3=B3n conjunta. En las ex= periencias reconstruidas, la disponibilidad de tiempo aparece asociada con = la profundidad de la articulaci=C3=B3n y con las posibilidades de continuid= ad. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-heig= ht:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La e= ntrevista a coordinaci=C3=B3n acad=C3=A9mica incorpora otro elemento de est= a dimensi=C3=B3n. Al reconstruir la trayectoria institucional se se=C3=B1al= =C3=B3 que, en determinados momentos, =E2=80=9Cno se cont=C3=B3=E2=80=9D co= n un liderazgo rectoral que permitiera que la estrategia =E2=80=9Cse consol= idara=E2=80=9D (Entrevista semiestructurada a coordinaci=C3=B3n acad=C3=A9m= ica, 00:01:53=E2=80=9300:02:22). Junto con otros segmentos asociados con or= ganizaci=C3=B3n escolar y apoyo directivo, esta evidencia muestra que la co= ntinuidad de las experiencias estuvo relacionada tambi=C3=A9n con la existe= ncia de espacios institucionales, liderazgos y mecanismos de coordinaci=C3= =B3n que permitieran sostener el trabajo m=C3=A1s all=C3=A1 de iniciativas = individuales. </span></p><p style=3D"margin-bottom:0pt; text-align:justify;= line-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Ro= man'">En el conjunto del corpus, tiempo, organizaci=C3=B3n, apoyo directivo= , continuidad y sostenibilidad aparecen vinculados con la posibilidad de pl= anear, revisar y mantener las propuestas. Algunas experiencias lograron sos= tenerse mediante liderazgos docentes y acuerdos colectivos, mientras que ot= ras encontraron dificultades cuando los espacios de coordinaci=C3=B3n fuero= n d=C3=A9biles o discontinuos. Estos resultados permiten reconocer que las = decisiones pedag=C3=B3gicas se desarrollaron dentro de condiciones organiza= tivas concretas que habilitaron, limitaron o interrumpieron el trabajo inte= rdisciplinar. La </span><span style=3D"font-family:'Times New Roman'; font-= weight:bold">Tabla 2</span><span style=3D"font-family:'Times New Roman'"> s= intetiza la distribuci=C3=B3n de asignaciones de c=C3=B3digo entre las fami= lias anal=C3=ADticas y las subcategor=C3=ADas con mayor n=C3=BAmero de asig= naciones. Su funci=C3=B3n es descriptiva y de trazabilidad; no representa p= revalencia ni importancia relativa de los fen=C3=B3menos identificados.</sp= an></p><p style=3D"margin-top:12pt; margin-bottom:0pt; text-align:center; l= ine-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roma= n'; font-weight:bold">Tabla 2</span><br /><span style=3D"font-family:'Times= New Roman'; font-style:italic">Distribuci=C3=B3n descriptiva del proceso d= e codificaci=C3=B3n por familias anal=C3=ADticas</span></p><table style=3D"= width:451.35pt; margin-right:auto; margin-left:auto; margin-bottom:0pt; pad= ding:0pt; border-collapse:collapse"><tr style=3D"height:1pt"><td style=3D"w= idth:130.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0= pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times New= Roman'">Familia anal=C3=ADtica</span></p></td><td style=3D"width:71.55pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height= :115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">Asigna= ciones</span></p></td><td style=3D"width:217.35pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-al= ign:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><= span style=3D"font-family:'Times New Roman'">Subcategor=C3=ADas con mayor n= =C3=BAmero de asignaciones</span></p></td></tr><tr style=3D"height:1pt"><td= style=3D"width:130.05pt; border-top:0.75pt solid #000000; padding:0pt 5.4p= t; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; fon= t-size:10pt"><span style=3D"font-family:'Times New Roman'">Interdisciplinar= iedad escolar</span></p></td><td style=3D"width:71.55pt; border-top:0.75pt = solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bo= ttom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Tim= es New Roman'">170</span></p></td><td style=3D"width:217.35pt; border-top:0= .75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"mar= gin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-famil= y:'Times New Roman'">Articulaci=C3=B3n entre disciplinas (44); aporte disci= plinar (24); integraci=C3=B3n curricular (17); tensiones disciplinares (13)= .</span></p></td></tr><tr style=3D"height:1pt"><td style=3D"width:130.05pt;= padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line= -height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'"= >Problematizaci=C3=B3n y construcci=C3=B3n situada</span></p></td><td style= =3D"width:71.55pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margi= n-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:= 'Times New Roman'">97</span></p></td><td style=3D"width:217.35pt; padding:0= pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:11= 5%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">Pertinenc= ia pedag=C3=B3gica (33); emergencia de la problem=C3=A1tica (22); construcc= i=C3=B3n de pregunta (15); lectura del contexto (15).</span></p></td></tr><= tr style=3D"height:1pt"><td style=3D"width:130.05pt; padding:0pt 5.4pt; ver= tical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size= :10pt"><span style=3D"font-family:'Times New Roman'; font-style:italic">For= eground</span><span style=3D"font-family:'Times New Roman'">, sentido y par= ticipaci=C3=B3n estudiantil</span></p></td><td style=3D"width:71.55pt; padd= ing:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-heig= ht:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">52</= span></p></td><td style=3D"width:217.35pt; padding:0pt 5.4pt; vertical-alig= n:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><sp= an style=3D"font-family:'Times New Roman'">Sentido de la experiencia (22); = participaci=C3=B3n y agencia (19); posibilidades futuras (9); restricciones= y obst=C3=A1culos (2).</span></p></td></tr><tr style=3D"height:1pt"><td st= yle=3D"width:130.05pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"m= argin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"font-fam= ily:'Times New Roman'">Construcci=C3=B3n colectiva del trabajo docente</spa= n></p></td><td style=3D"width:71.55pt; padding:0pt 5.4pt; vertical-align:to= p"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span s= tyle=3D"font-family:'Times New Roman'">49</span></p></td><td style=3D"width= :217.35pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom= :0pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times N= ew Roman'">Dise=C3=B1o conjunto (14); negociaci=C3=B3n pedag=C3=B3gica (9);= liderazgo docente (9); comunicaci=C3=B3n docente (6); conocimiento distrib= uido (5).</span></p></td></tr><tr style=3D"height:1pt"><td style=3D"width:1= 30.05pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0= pt; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times New= Roman'">Condiciones institucionales, continuidad y sostenibilidad</span></= p></td><td style=3D"width:71.55pt; padding:0pt 5.4pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style= =3D"font-family:'Times New Roman'">77</span></p></td><td style=3D"width:217= .35pt; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt= ; line-height:115%; font-size:10pt"><span style=3D"font-family:'Times New R= oman'">Sostenibilidad (19); continuidad (15); organizaci=C3=B3n escolar (14= ); apoyo directivo (11); tiempo (7).</span></p></td></tr><tr style=3D"heigh= t:1pt"><td style=3D"width:130.05pt; padding:0pt 5.4pt; vertical-align:top">= <p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span styl= e=3D"font-family:'Times New Roman'">Reflexi=C3=B3n, aprendizaje y transform= aci=C3=B3n de la pr=C3=A1ctica</span></p></td><td style=3D"width:71.55pt; p= adding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-h= eight:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'">7= 5</span></p></td><td style=3D"width:217.35pt; padding:0pt 5.4pt; vertical-a= lign:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt">= <span style=3D"font-family:'Times New Roman'">Reflexi=C3=B3n sobre la pr=C3= =A1ctica (27); transformaci=C3=B3n de la pr=C3=A1ctica (15); aprendizajes a= cumulados (12); aprendizaje docente (11).</span></p></td></tr><tr style=3D"= height:1pt"><td style=3D"width:130.05pt; border-bottom:0.75pt solid #000000= ; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; lin= e-height:115%; font-size:10pt"><span style=3D"font-family:'Times New Roman'= ">C=C3=B3digos de proceso</span></p></td><td style=3D"width:71.55pt; border= -bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p sty= le=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span style=3D"f= ont-family:'Times New Roman'">112</span></p></td><td style=3D"width:217.35p= t; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:to= p"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:10pt"><span s= tyle=3D"font-family:'Times New Roman'">Lectura del contexto (26); dise=C3= =B1o conjunto (18); evaluaci=C3=B3n (14); reconocimiento del estudiantado (= 14); redise=C3=B1o/reconfiguraci=C3=B3n (10).</span></p></td></tr></table><= p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-si= ze:10pt"><span style=3D"font-family:'Times New Roman'; font-weight:bold">No= ta.</span><span style=3D"font-family:'Times New Roman'; font-style:italic">= Las frecuencias corresponden a asignaciones de c=C3=B3digo y no a particip= antes, documentos independientes ni porcentajes de prevalencia. Una misma l= ocalizaci=C3=B3n puede recibir m=C3=A1s de un c=C3=B3digo. El corpus contie= ne 642 asignaciones distribuidas en 194 localizaciones codificadas =C3=BAni= cas.</span></p><p class=3D"ListParagraph" style=3D"margin-top:12pt; margin-= bottom:12pt; text-indent:-18pt; line-height:115%"><span style=3D"font-weigh= t:bold; color:#767171"><span>4.</span></span><span style=3D"width:9pt; font= :7pt 'Times New Roman'; display:inline-block">     = ; </span><span style=3D"font-weight:bold; color:#767171">Discusi=C3=B3n </s= pan><span style=3D"font-weight:bold; color:#767171"> </span></p><p sty= le=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12= pt"><span style=3D"font-family:'Times New Roman'">La contrastaci=C3=B3n emp= =C3=ADrica permite discutir la interdisciplinariedad escolar no solamente c= omo una forma de integraci=C3=B3n curricular, sino como un proceso de media= ci=C3=B3n en el que determinadas relaciones entre disciplinas deben ser con= struidas pedag=C3=B3gicamente. La literatura ha mostrado que la presencia d= e varias asignaturas no garantiza por s=C3=AD misma una integraci=C3=B3n fu= erte y que las formas interdisciplinares pueden oscilar entre yuxtaposicion= es tem=C3=A1ticas y relaciones conceptuales m=C3=A1s estrechas (Lenoir &= ; Hasni, 2016; Tonnetti & Lentillon-Kaestner, 2023; Cohen et al., 2024)= . Los resultados de este estudio respaldan esta heterogeneidad: las experie= ncias reconstruidas presentan combinaciones variables de coincidencia curri= cular, aportes disciplinares diferenciados, complementariedad y articulaci= =C3=B3n funcional. La principal implicaci=C3=B3n es que la interdisciplinar= iedad no puede caracterizarse =C3=BAnicamente por cu=C3=A1ntas disciplinas = participan, sino por las funciones que adquieren sus saberes dentro de una = construcci=C3=B3n pedag=C3=B3gica compartida.</span></p><p style=3D"margin-= bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span sty= le=3D"font-family:'Times New Roman'">Esta lectura permite distinguir entre = integraci=C3=B3n curricular y mediaci=C3=B3n pedag=C3=B3gica. La primera pe= rmite describir relaciones planificadas entre =C3=A1reas, contenidos o prop= =C3=B3sitos; la segunda dirige la atenci=C3=B3n hacia las decisiones median= te las cuales esas relaciones se convierten en experiencias de ense=C3=B1an= za. Los resultados muestran que una integraci=C3=B3n formal puede coexistir= con articulaciones d=C3=A9biles, mientras que determinadas experiencias de= sarrollan relaciones m=C3=A1s funcionales cuando los docentes revisan qu=C3= =A9 aporta cada disciplina, c=C3=B3mo se relaciona con las dem=C3=A1s y qu= =C3=A9 papel desempe=C3=B1a frente a un problema com=C3=BAn. En este sentid= o, el aporte del an=C3=A1lisis consiste en desplazar la atenci=C3=B3n desde= la estructura curricular hacia las microdecisiones que construyen, sostien= en o limitan la relaci=C3=B3n entre saberes. Esta interpretaci=C3=B3n es co= nsistente con Wang & Sang (2024) quienes sit=C3=BAan la competencia int= erdisciplinar docente en la relaci=C3=B3n entre conocimientos, habilidades = pedag=C3=B3gicas, comunicaci=C3=B3n y colaboraci=C3=B3n, y con Kreijkes &am= p; Greatorex (2024) cuya revisi=C3=B3n advierte que la integraci=C3=B3n cur= ricular no puede asumirse como superior por definici=C3=B3n a la organizaci= =C3=B3n disciplinar.</span></p><p class=3D"ListParagraph" style=3D"text-ind= ent:-18pt; line-height:115%"><span style=3D"font-style:italic"><span>4.1.</= span></span><span style=3D"font-weight:bold"> </span><span style=3D"font-st= yle:italic">Conocimiento profesional, colaboraci=C3=B3n y aprendizaje docen= te</span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height= :115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">Los re= sultados tambi=C3=A9n permiten precisar el papel del conocimiento profesion= al en la construcci=C3=B3n interdisciplinar. Desde Shulman (1986, 1987) el = conocimiento pedag=C3=B3gico del contenido se ha entendido como una transfo= rmaci=C3=B3n del conocimiento disciplinar en formas ense=C3=B1ables para de= terminados estudiantes y situaciones. Tardif (2004) ampl=C3=ADa esta perspe= ctiva al mostrar el car=C3=A1cter experiencial, curricular y situado de los= saberes docentes, mientras que trabajos recientes sobre competencia y </sp= an><span style=3D"font-family:'Times New Roman'; font-style:italic">experti= se</span><span style=3D"font-family:'Times New Roman'"> interdisciplinar de= stacan capacidades vinculadas con articulaci=C3=B3n entre dominios, colabor= aci=C3=B3n, dise=C3=B1o y negociaci=C3=B3n (Wang & Sang, 2024; Mosely e= t al., 2025; Swist et al., 2025).</span></p><p style=3D"margin-bottom:0pt; = text-align:justify; line-height:115%; font-size:12pt"><span style=3D"font-f= amily:'Times New Roman'">El corpus aporta un matiz a estas discusiones. Las= experiencias muestran que relacionar disciplinas no exige solamente dispon= er de conocimientos procedentes de varias =C3=A1reas, sino revisar la propi= a disciplina, valorar qu=C3=A9 saberes resultan pertinentes, modificar secu= encias y transformar decisiones pedag=C3=B3gicas en funci=C3=B3n de un obje= to compartido. La expresi=C3=B3n conocimiento pedag=C3=B3gico interdiscipli= nar puede utilizarse, por tanto, como una categor=C3=ADa anal=C3=ADtica pro= visional para nombrar este espacio de juicio profesional. Su funci=C3=B3n n= o consiste en proponer una nueva clase de conocimiento docente ya validada,= sino en hacer visible el tipo de decisi=C3=B3n que aparece cuando el objet= o de ense=C3=B1anza atraviesa fronteras disciplinares. La evidencia emp=C3= =ADrica respalda la existencia de procesos de reflexi=C3=B3n y transformaci= =C3=B3n del juicio profesional, pero mantiene abierta la necesidad de una m= ayor contrastaci=C3=B3n de esta categor=C3=ADa.</span></p><p style=3D"margi= n-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span s= tyle=3D"font-family:'Times New Roman'">La colaboraci=C3=B3n docente constit= uye otro punto donde el contraste permite introducir distinciones. De Jong = et al. (2022) diferencian pr=C3=A1cticas de compartir, experimentar y dise= =C3=B1ar, mientras que Vangrieken et al. (2015) muestran que la colaboraci= =C3=B3n var=C3=ADa en profundidad e interdependencia. Dzieciatko-Szendrei e= t al. (2024) advierten, adem=C3=A1s, que la interacci=C3=B3n o pertenencia = a un grupo no constituyen por s=C3=AD mismas evidencia suficiente de una pr= =C3=A1ctica colectiva consolidada. Los resultados del presente estudio coin= ciden con estas cautelas: en las experiencias aparecen comunicaci=C3=B3n, n= egociaci=C3=B3n, liderazgo, dise=C3=B1o conjunto y conocimiento distribuido= , pero estas operaciones no poseen necesariamente la misma profundidad ni p= roducen los mismos aprendizajes.</span></p><p style=3D"margin-bottom:0pt; t= ext-align:justify; line-height:115%; font-size:12pt"><span style=3D"font-fa= mily:'Times New Roman'">La negociaci=C3=B3n observada en el corpus muestra = que colaborar puede implicar revisar prioridades disciplinares, ceder frent= e a determinadas decisiones y reconocer los l=C3=ADmites del conocimiento i= ndividual. En este sentido, el dise=C3=B1o colaborativo funciona como una m= ediaci=C3=B3n que hace visibles experticias diferenciadas y permite ponerla= s en relaci=C3=B3n frente a un problema compartido. Sin embargo, los result= ados obligan a distinguir entre colaboraci=C3=B3n, aprendizaje colectivo y = conocimiento pedag=C3=B3gico colectivo. Existen evidencias suficientes de l= os dos primeros planos, pero no de procesos estables de explicitaci=C3=B3n,= circulaci=C3=B3n y reutilizaci=C3=B3n compartida que permitan afirmar la e= xistencia de un conocimiento pedag=C3=B3gico colectivo consolidado. Esta ca= utela resulta consistente con Giral & Reyes-Ram=C3=ADrez (2026) quienes= muestran que la producci=C3=B3n de conocimiento pedag=C3=B3gico en comunid= ades docentes supone procesos de indagaci=C3=B3n colaborativa, construcci= =C3=B3n y circulaci=C3=B3n de saberes que no pueden inferirse =C3=BAnicamen= te de la interacci=C3=B3n o del trabajo conjunto. En consecuencia, la categ= or=C3=ADa se mantiene como hip=C3=B3tesis interpretativa abierta a mayor co= ntrastaci=C3=B3n y no como resultado establecido.</span></p><p class=3D"Lis= tParagraph" style=3D"text-indent:-18pt; line-height:115%"><span style=3D"fo= nt-style:italic"><span>4.2.</span></span><span style=3D"font-weight:bold"> = </span><span style=3D"font-style:italic">Problematizaci=C3=B3n, contexto y = foreground</span></p><p style=3D"margin-bottom:0pt; text-align:justify; lin= e-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'= ">La problematizaci=C3=B3n constituye uno de los puntos donde la evidencia = emp=C3=ADrica modifica de manera m=C3=A1s clara la formulaci=C3=B3n concept= ual inicial. La literatura sobre interdisciplinariedad destaca el valor de = problemas, preguntas o fen=C3=B3menos capaces de requerir perspectivas proc= edentes de diferentes disciplinas (Lenoir & Hasni, 2016; Tonnetti &= Lentillon-Kaestner, 2023). Desde esta perspectiva, el problema com=C3=BAn = puede conferir funci=C3=B3n a los saberes y diferenciar una integraci=C3=B3= n efectiva de una simple coincidencia tem=C3=A1tica.</span></p><p style=3D"= margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'">Los resultados muestran, sin em= bargo, que la problematizaci=C3=B3n no siempre aparece como una etapa inici= al ni como una pregunta previamente definida. En algunas experiencias el pr= oceso comenz=C3=B3 mediante coincidencias curriculares, temas o situaciones= del contexto que fueron adquiriendo capacidad articuladora a medida que lo= s docentes identificaban relaciones entre sus saberes. En otras, una pregun= ta com=C3=BAn organiz=C3=B3 desde etapas tempranas los aportes disciplinare= s. Esta variabilidad permite comprender la problematizaci=C3=B3n como un pr= oceso recursivo: el problema puede orientar la selecci=C3=B3n de saberes, p= ero la revisi=C3=B3n de los saberes disponibles tambi=C3=A9n puede transfor= mar el problema. La pregunta articuladora no constituye necesariamente un r= equisito previo de toda experiencia interdisciplinar, sino una posible cond= ensaci=C3=B3n de un proceso de construcci=C3=B3n que puede adoptar distinto= s tiempos y trayectorias.</span></p><p style=3D"margin-bottom:0pt; text-ali= gn:justify; line-height:115%; font-size:12pt"><span style=3D"font-family:'T= imes New Roman'">Esta interpretaci=C3=B3n permite distinguir entre tema, pr= oblema y objeto pedag=C3=B3gico compartido. Un tema puede reunir varias asi= gnaturas sin exigir relaciones funcionales entre ellas; la construcci=C3=B3= n de un problema implica, en cambio, justificar por qu=C3=A9 determinados c= onocimientos deben ponerse en relaci=C3=B3n y qu=C3=A9 aporta cada uno a su= comprensi=C3=B3n. La problematizaci=C3=B3n adquiere as=C3=AD una doble dim= ensi=C3=B3n: epist=C3=A9mica, porque delimita los saberes pertinentes, y pe= dag=C3=B3gica, porque exige valorar la posibilidad de transformar esas rela= ciones en experiencias abordables para estudiantes concretos.</span></p><p = style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size= :12pt"><span style=3D"font-family:'Times New Roman'">El </span><span style= =3D"font-family:'Times New Roman'; font-style:italic">foreground</span><spa= n style=3D"font-family:'Times New Roman'"> introduce una cualificaci=C3=B3n= adicional de esta construcci=C3=B3n situada. Skovsmose (2014) permite cons= iderar las posibilidades futuras que los estudiantes perciben desde condici= ones sociales, econ=C3=B3micas, culturales y educativas particulares. Los r= esultados muestran que contexto, significado, participaci=C3=B3n y </span><= span style=3D"font-family:'Times New Roman'; font-style:italic">foreground<= /span><span style=3D"font-family:'Times New Roman'"> pueden relacionarse, p= ero no deben tratarse como equivalentes. Una experiencia puede ser cercana = y participativa sin incorporar expl=C3=ADcitamente posibilidades futuras; d= el mismo modo, una propuesta contextualizada no implica necesariamente que = el </span><span style=3D"font-family:'Times New Roman'; font-style:italic">= foreground</span><span style=3D"font-family:'Times New Roman'"> haya interv= enido en su dise=C3=B1o.</span></p><p style=3D"margin-bottom:0pt; text-alig= n:justify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Ti= mes New Roman'">Este hallazgo tensiona una posible lectura celebratoria de = la contextualizaci=C3=B3n. El valor del </span><span style=3D"font-family:'= Times New Roman'; font-style:italic">foreground</span><span style=3D"font-f= amily:'Times New Roman'"> no reside en garantizar cambios en las aspiracion= es o trayectorias del estudiantado, sino en introducir una pregunta espec= =C3=ADfica por las posibilidades, restricciones e incertidumbres desde las = cuales los estudiantes interpretan su relaci=C3=B3n con la experiencia esco= lar. La presencia heterog=C3=A9nea de esta dimensi=C3=B3n en el corpus, inc= luidos casos en los que pr=C3=A1cticamente no aparece, permite mantener el = concepto como una sensibilidad anal=C3=ADtica y no como una propiedad atrib= uible autom=C3=A1ticamente a toda experiencia situada.</span></p><p class= =3D"ListParagraph" style=3D"text-indent:-18pt; line-height:115%"><span styl= e=3D"font-style:italic"><span>4.3.</span></span><span style=3D"font-weight:= bold"> </span><span style=3D"font-style:italic">Condiciones institucionales= como plano transversal de posibilidad</span></p><p style=3D"margin-bottom:= 0pt; text-align:justify; line-height:115%; font-size:12pt"><span style=3D"f= ont-family:'Times New Roman'">Uno de los principales elementos que ampl=C3= =ADa la construcci=C3=B3n conceptual inicial es la centralidad adquirida po= r las condiciones institucionales. Los resultados muestran que tiempo, orga= nizaci=C3=B3n escolar, apoyo directivo, continuidad y sostenibilidad no ope= ran =C3=BAnicamente como antecedentes externos, sino que intervienen en la = posibilidad efectiva de dise=C3=B1ar, revisar y mantener las experiencias. = Esta interpretaci=C3=B3n dialoga con investigaciones que muestran que la co= laboraci=C3=B3n y la </span><span style=3D"font-family:'Times New Roman'; f= ont-style:italic">expertise</span><span style=3D"font-family:'Times New Rom= an'"> interdisciplinar dependen tambi=C3=A9n de oportunidades de planificac= i=C3=B3n, estructuras organizativas y apoyo institucional (de Jong et al., = 2022; Wang & Sang, 2024; Mosely et al., 2025; Swist et al., 2025).</spa= n></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; = font-size:12pt"><span style=3D"font-family:'Times New Roman'">La evidencia = obliga, sin embargo, a diferenciar entre operaciones pedag=C3=B3gicas y con= diciones de posibilidad. Problematizar, articular saberes, transformar cono= cimientos, negociar decisiones y contextualizar forman parte directamente d= el proceso de mediaci=C3=B3n pedag=C3=B3gica; el tiempo, la organizaci=C3= =B3n institucional, el liderazgo o la continuidad describen condiciones den= tro de las cuales dichas operaciones pueden desarrollarse. Por ello, las co= ndiciones institucionales no requieren convertirse en una sexta dimensi=C3= =B3n equivalente a las cinco mediaciones identificadas. Su funci=C3=B3n es = transversal: pueden habilitar, debilitar o interrumpir la posibilidad de qu= e las dem=C3=A1s dimensiones se relacionen y permanezcan en el tiempo.</spa= n></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; = font-size:12pt"><span style=3D"font-family:'Times New Roman'">Esta ampliaci= =C3=B3n resulta especialmente relevante para comprender la sostenibilidad. = Una experiencia puede presentar una articulaci=C3=B3n pedag=C3=B3gicamente = consistente y, aun as=C3=AD, desaparecer cuando depende exclusivamente de i= niciativas individuales, tiempos informales o liderazgos coyunturales. La s= ostenibilidad deja entonces de ser una consecuencia posterior al dise=C3=B1= o y pasa a formar parte de las condiciones que hacen posible su continuidad= institucional.</span></p><p class=3D"ListParagraph" style=3D"text-indent:-= 18pt; line-height:115%"><span style=3D"font-style:italic"><span>4.4.</span>= </span><span style=3D"font-weight:bold"> </span><span style=3D"font-style:i= talic">Alcance de la arquitectura de mediaci=C3=B3n pedag=C3=B3gica</span><= /p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; fon= t-size:12pt"><span style=3D"font-family:'Times New Roman'">La contrastaci= =C3=B3n permite conservar cinco dimensiones anal=C3=ADticas de segundo orde= n problematizaci=C3=B3n, articulaci=C3=B3n funcional de saberes, conocimien= to profesional, dise=C3=B1o colaborativo y contextualizaci=C3=B3n orientada= a significados y posibilidades, pero modifica la manera de comprenderlas. = La evidencia muestra que pueden reconocerse en las experiencias analizadas,= aunque no aparecen con la misma intensidad, no siguen una secuencia establ= e y no se articulan de manera equivalente. Por ello, su valor no reside en = funcionar como componentes cerrados ni como pasos obligatorios, sino en ofr= ecer una gram=C3=A1tica anal=C3=ADtica para observar relaciones, tensiones,= desplazamientos y retornos dentro del proceso de construcci=C3=B3n pedag= =C3=B3gica. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; l= ine-height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roma= n'">Cada dimensi=C3=B3n conserva una funci=C3=B3n anal=C3=ADtica espec=C3= =ADfica. La problematizaci=C3=B3n permite examinar c=C3=B3mo una situaci=C3= =B3n, tema o pregunta adquiere capacidad para organizar un objeto com=C3=BA= n; la articulaci=C3=B3n funcional de saberes permite analizar qu=C3=A9 apor= ta cada disciplina y qu=C3=A9 relaciones se construyen entre sus conocimien= tos; el conocimiento profesional hace visible el juicio pedag=C3=B3gico nec= esario para transformar esas relaciones en actividades, secuencias y formas= de evaluaci=C3=B3n; el dise=C3=B1o colaborativo permite observar c=C3=B3mo= tales decisiones se comunican, negocian y revisan entre docentes; y la con= textualizaci=C3=B3n orientada a significados y posibilidades permite interr= ogar la relaci=C3=B3n entre experiencia, condiciones del contexto, particip= aci=C3=B3n y </span><span style=3D"font-family:'Times New Roman'; font-styl= e:italic">foreground</span><span style=3D"font-family:'Times New Roman'">. = La relevancia de la arquitectura se encuentra, por tanto, en analizar c=C3= =B3mo estas dimensiones se condicionan, limitan o reorientan mutuamente.</s= pan></p><p style=3D"margin-top:12pt; margin-bottom:0pt; text-align:center; = page-break-after:avoid; line-height:115%; font-size:12pt"><span style=3D"fo= nt-family:'Times New Roman'; font-weight:bold">Tabla 3</span><br /><span st= yle=3D"font-family:'Times New Roman'; font-style:italic">Dimensiones anal= =C3=ADticas de la arquitectura de mediaci=C3=B3n pedag=C3=B3gica</span></p>= <table style=3D"width:425.25pt; margin-right:auto; margin-left:auto; margin= -bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:= 65.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; tex= t-align:center; line-height:115%; font-size:9pt"><span style=3D"font-family= :'Times New Roman'">Dimensi=C3=B3n</span></p></td><td style=3D"width:72.05p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; text-ali= gn:center; line-height:115%; font-size:9pt"><span style=3D"font-family:'Tim= es New Roman'">Problema que aborda</span></p></td><td style=3D"width:87.85p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; text-ali= gn:center; line-height:115%; font-size:9pt"><span style=3D"font-family:'Tim= es New Roman'">Funci=C3=B3n de mediaci=C3=B3n</span></p></td><td style=3D"w= idth:64.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #= 000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0p= t; text-align:center; line-height:115%; font-size:9pt"><span style=3D"font-= family:'Times New Roman'">Literatura que la alimenta</span></p></td><td sty= le=3D"width:81.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bot= tom:0pt; text-align:center; line-height:115%; font-size:9pt"><span style=3D= "font-family:'Times New Roman'">Pregunta orientadora para el an=C3=A1lisis<= /span></p></td></tr><tr><td style=3D"width:65.5pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-al= ign:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><s= pan style=3D"font-family:'Times New Roman'">Problematizaci=C3=B3n</span></p= ></td><td style=3D"width:72.05pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"font= -family:'Times New Roman'">La coexistencia tem=C3=A1tica no garantiza un ob= jeto com=C3=BAn.</span></p></td><td style=3D"width:87.85pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; ve= rtical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-siz= e:9pt"><span style=3D"font-family:'Times New Roman'">Construir/seleccionar = un problema cuya comprensi=C3=B3n haga pertinente relacionar saberes.</span= ></p></td><td style=3D"width:64.55pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p s= tyle=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"= font-family:'Times New Roman'">Lenoir & Hasni (2016); Tonnetti & Le= ntillon-Kaestner (2023); </span></p><p style=3D"margin-bottom:0pt; line-hei= ght:115%; font-size:9pt"><span style=3D"font-family:'Times New Roman'">Cohe= n et al. (2024)</span></p></td><td style=3D"width:81.3pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vert= ical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:= 9pt"><span style=3D"font-family:'Times New Roman'"> </span><span style= =3D"font-family:'Times New Roman'">=C2=BFQu=C3=A9 problema o situaci=C3=B3n= hace pertinente relacionar m=C3=A1s de una forma de conocimiento?</span></= p></td></tr><tr><td style=3D"width:65.5pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"= ><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span styl= e=3D"font-family:'Times New Roman'">Articulaci=C3=B3n funcional de saberes<= /span></p></td><td style=3D"width:72.05pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"= ><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span styl= e=3D"font-family:'Times New Roman'">Las disciplinas pueden aparecer sin una= relaci=C3=B3n funcional.</span></p></td><td style=3D"width:87.85pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%;= font-size:9pt"><span style=3D"font-family:'Times New Roman'">Asignar y rev= isar qu=C3=A9 aporta cada saber a la comprensi=C3=B3n, representaci=C3=B3n,= explicaci=C3=B3n, modelaci=C3=B3n o argumentaci=C3=B3n.</span></p></td><td= style=3D"width:64.55pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margi= n-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'= Times New Roman'">Lenoir & Hasni (2016); Tonnetti & Lentillon-Kaest= ner (2023)</span></p></td><td style=3D"width:81.3pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-= align:top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9pt">= <span style=3D"font-family:'Times New Roman'">=C2=BFQu=C3=A9 funci=C3=B3n c= umple cada saber y qu=C3=A9 relaci=C3=B3n necesita con los dem=C3=A1s?</spa= n></p></td></tr><tr><td style=3D"width:65.5pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:= top"><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span = style=3D"font-family:'Times New Roman'">Conocimiento profesional</span></p>= </td><td style=3D"width:72.05pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p style= =3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"font= -family:'Times New Roman'">La integraci=C3=B3n no se convierte autom=C3=A1t= icamente en mediaci=C3=B3n ense=C3=B1able.</span></p></td><td style=3D"widt= h:87.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; = line-height:115%; font-size:9pt"><span style=3D"font-family:'Times New Roma= n'">Transformar relaciones disciplinares en decisiones sobre contenidos, ta= reas, secuencias, mediaciones y evaluaci=C3=B3n.</span></p></td><td style= =3D"width:64.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bott= om:0pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times = New Roman'">Shulman (1986, 1987); </span></p><p style=3D"margin-bottom:0pt;= line-height:115%; font-size:9pt"><span style=3D"font-family:'Times New Rom= an'">Depaepe et al. (2013); </span></p><p style=3D"margin-bottom:0pt; line-= height:115%; font-size:9pt"><span style=3D"font-family:'Times New Roman'">T= ardif (2004); Star (2023); Mosely et al. (2025)</span></p></td><td style=3D= "width:81.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0= pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times New = Roman'">=C2=BFQu=C3=A9 conocimiento profesional se moviliza para hacer ense= =C3=B1able la relaci=C3=B3n?</span></p></td></tr><tr><td style=3D"width:65.= 5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; p= adding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-h= eight:115%; font-size:9pt"><span style=3D"font-family:'Times New Roman'">Di= se=C3=B1o colaborativo</span></p></td><td style=3D"width:72.05pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4= pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; fo= nt-size:9pt"><span style=3D"font-family:'Times New Roman'">Los l=C3=ADmites= del conocimiento individual pueden restringir la articulaci=C3=B3n.</span>= </p></td><td style=3D"width:87.85pt; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p st= yle=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"f= ont-family:'Times New Roman'">Negociar, experimentar, distribuir expertise = y revisar artefactos y decisiones de dise=C3=B1o.</span></p></td><td style= =3D"width:64.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bott= om:0pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times = New Roman'">de Jong et al. (2022); Mosely et al. (2025); </span></p><p styl= e=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"fon= t-family:'Times New Roman'">Swist et al. (2025)</span></p></td><td style=3D= "width:81.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:0= pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times New = Roman'">=C2=BFQu=C3=A9 decisiones se construyen, negocian y revisan entre p= articipantes?</span></p></td></tr><tr><td style=3D"width:65.5pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4p= t; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; fon= t-size:9pt"><span style=3D"font-family:'Times New Roman'">Contextualizaci= =C3=B3n orientada a significados y posibilidades</span></p></td><td style= =3D"width:72.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bott= om:0pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times = New Roman'">Una propuesta puede ser pertinente formalmente y distante de la= s condiciones y horizontes de quienes aprenden.</span></p></td><td style=3D= "width:87.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:0pt 5.4pt; vertical-align:top"><p style=3D"margin-bottom:= 0pt; line-height:115%; font-size:9pt"><span style=3D"font-family:'Times New= Roman'">Relacionar problema, experiencia, condiciones sociales y posibilid= ades futuras percibidas.</span></p></td><td style=3D"width:64.55pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5= .4pt; vertical-align:top"><p style=3D"margin-bottom:0pt; line-height:115%; = font-size:9pt"><span style=3D"font-family:'Times New Roman'">Skovsmose (201= 4); </span></p><p style=3D"margin-bottom:0pt; line-height:115%; font-size:9= pt"><span style=3D"font-family:'Times New Roman'">Cohen et al. (2024)</span= ></p></td><td style=3D"width:81.3pt; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p st= yle=3D"margin-bottom:0pt; line-height:115%; font-size:9pt"><span style=3D"f= ont-family:'Times New Roman'">=C2=BFQu=C3=A9 significado adquiere la experi= encia para el estudiantado y c=C3=B3mo se relaciona con posibilidades, rest= ricciones y condiciones percibidas?</span></p></td></tr></table><p style=3D= "margin-bottom:0pt; text-indent:35.45pt; text-align:justify; line-height:11= 5%; font-size:12pt"><span style=3D"font-family:'Times New Roman'"> </s= pan></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%= ; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La </span><= span style=3D"font-family:'Times New Roman'; font-weight:bold">Tabla 3</spa= n><span style=3D"font-family:'Times New Roman'"> no propone criterios unive= rsales de calidad ni una secuencia para dise=C3=B1ar experiencias interdisc= iplinares. Su funci=C3=B3n es organizar preguntas anal=C3=ADticas que permi= tan examinar configuraciones concretas: si existe un objeto com=C3=BAn sufi= cientemente construido; qu=C3=A9 funci=C3=B3n cumple cada saber; qu=C3=A9 c= onocimiento profesional se moviliza para hacer ense=C3=B1ables esas relacio= nes; qu=C3=A9 decisiones se negocian entre participantes; y c=C3=B3mo inter= vienen el contexto, los significados y las posibilidades del estudiantado. = Cuando alguna dimensi=C3=B3n aparece d=C3=A9bilmente documentada, ello no s= e interpreta autom=C3=A1ticamente como una falla de la experiencia, sino co= mo un indicio de su configuraci=C3=B3n particular y de los l=C3=ADmites o a= lcances de la integraci=C3=B3n alcanzada.</span></p><p style=3D"margin-bott= om:0pt; text-align:justify; line-height:115%; font-size:12pt"><span style= =3D"font-family:'Times New Roman'">El contraste emp=C3=ADrico refuerza una = lectura no lineal de la arquitectura. La problematizaci=C3=B3n puede antece= der a la articulaci=C3=B3n disciplinar, pero tambi=C3=A9n redefinirse cuand= o se revisan contenidos, posibilidades de relaci=C3=B3n o condiciones del c= ontexto; el conocimiento profesional interviene tanto en la selecci=C3=B3n = inicial de saberes como en la implementaci=C3=B3n y evaluaci=C3=B3n; el dis= e=C3=B1o colaborativo puede transformar decisiones inicialmente disciplinar= es; y la contextualizaci=C3=B3n puede modificar la formulaci=C3=B3n del pro= blema o el sentido atribuido a la experiencia. Las decisiones retornan, por= tanto, sobre momentos anteriores del dise=C3=B1o, lo que permite comprende= r la arquitectura como una configuraci=C3=B3n </span><span style=3D"font-fa= mily:'Times New Roman'; font-weight:bold">relacional y recursiva</span><spa= n style=3D"font-family:'Times New Roman'">, m=C3=A1s que como una ruta fija= . En la </span><span style=3D"font-family:'Times New Roman'; font-weight:bo= ld">Figura 1</span><span style=3D"font-family:'Times New Roman'"> se puede = observar la l=C3=B3gica relacional y recursiva de la arquitectura de mediac= i=C3=B3n pedag=C3=B3gica.</span></p><p style=3D"margin-top:12pt; margin-bot= tom:0pt; text-align:center; line-height:115%; font-size:12pt"><span style= =3D"font-family:'Times New Roman'; font-weight:bold">Figura 1</span><br /><= span style=3D"font-family:'Times New Roman'; font-style:italic">L=C3=B3gica= relacional y recursiva de la arquitectura de mediaci=C3=B3n pedag=C3=B3gic= a</span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:= 115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'"> <= /span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:11= 5%; font-size:12pt"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEU= gAAAj0AAAC/CAYAAAAVdm37AAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAA= 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9IRsaIW0jS/XOE+f3f0gibEB4kdKDEIY8wfyFR6KphSdrKk/VqnCKOmtKjUZp9DBLX1YlO0hmUL= mW16AwTN7mnIYzS1qHaLpLzZ/ZVeZa6uQEMlLSogOXvJ1lIIxY1Id6PTMAG2F/ErP5qT7j3zPdX= 8a24AhGJY5PVST9tCmljJwO3+spkiUjDBUmWJ6VPiqJwVX5xXH1rkm/xEwlXngRMEBai7xcPYCV= O8GDHW90bSUo8BMBRchMXmOIc8+mWhC6Q0SSjPqqIQ2oESRJWKpYdTEGV8qXBIkhJo0oWpdQvkY= M+kvyqhQnvruA/h2RE/NsNokaEiJxl5FFkN4YXPhy9abb7xTaIsipxceA4Dpcj8YU0JyUy5JO9k= 4Ue9t2ZCtMs5U6nfWkHJY6WtHUm7a9Ot1xpXXwVs15+JkJmy5CQcnWdurzYu+3SgdO4ffQPej6K= givpu6wuVljGzamwgCyWLiIHlCRbOTKaZOMWtjeqyz4oWTSbKa0LAfdOCh+KWJ8yFj+lkWEMWJ/= N/pxteaTia879YvZEU1C2n5LkStaxjgIohdN9TJFp5oDc3zDd4kI2L2N9xLw2aZpGAtCjcvb6sK= fuL5rAmPUJkuL49weVMp1CYB+niXL6YQGbX0Aeme2kslJ8WPNxJv0rO90cMUertmWJIAZjTPci0= FY64ItK+BeEd0K68J8gZaeXsiiy2fWO42uAV0OcMev/pySb91n0SGbQE8eR/xmgICFlmdO6rpP/= B8GlVJz44rEbAAAAAElFTkSuQmCC" width=3D"573" height=3D"191" alt=3D"" /></p><= p style=3D"margin-top:12pt; margin-bottom:0pt; text-align:justify; line-hei= ght:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La = contrastaci=C3=B3n permite, adem=C3=A1s, precisar qu=C3=A9 elementos no nec= esitan constituirse como dimensiones independientes. El PCK se integra dent= ro del conocimiento profesional, porque su funci=C3=B3n anal=C3=ADtica se r= elaciona con la transformaci=C3=B3n pedag=C3=B3gica de los saberes; el </sp= an><span style=3D"font-family:'Times New Roman'; font-style:italic">foregro= und</span><span style=3D"font-family:'Times New Roman'"> permanece vinculad= o a la contextualizaci=C3=B3n, porque permite cualificar la relaci=C3=B3n e= ntre experiencia, condiciones y futuros posibles; y la colaboraci=C3=B3n se= comprende dentro del dise=C3=B1o colaborativo, dado que el inter=C3=A9s no= reside =C3=BAnicamente en trabajar con otros, sino en examinar qu=C3=A9 de= cisiones se negocian, revisan y reconstruyen. Esta organizaci=C3=B3n reduce= superposiciones conceptuales y mantiene una arquitectura suficientemente a= bierta para interpretar experiencias cuya configuraci=C3=B3n concreta puede= variar. </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line= -height:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'"= >En conjunto, el di=C3=A1logo entre construcci=C3=B3n conceptual y evidenci= a emp=C3=ADrica introduce cuatro movimientos sobre la arquitectura inicial:= respalda la relevancia de las relaciones funcionales entre saberes y del d= ise=C3=B1o colaborativo; matiza la problematizaci=C3=B3n al mostrar que pue= de construirse progresivamente y no necesariamente anteceder al resto del p= roceso; tensiona la equivalencia entre contextualizaci=C3=B3n, participaci= =C3=B3n y </span><span style=3D"font-family:'Times New Roman'; font-style:i= talic">foreground</span><span style=3D"font-family:'Times New Roman'">, as= =C3=AD como la asociaci=C3=B3n autom=C3=A1tica entre colaboraci=C3=B3n y pr= oducci=C3=B3n de conocimiento colectivo; y ampl=C3=ADa la arquitectura al r= econocer las condiciones institucionales como un plano transversal de posib= ilidad. El aporte de esta formulaci=C3=B3n no consiste en validar un modelo= universal, sino en ofrecer un marco interpretativo capaz de ganar precisi= =C3=B3n cuando se confronta con trayectorias reales, heterog=C3=A9neas y si= tuadas.</span></p><p class=3D"ListParagraph" style=3D"margin-top:12pt; marg= in-bottom:12pt; text-indent:-18pt; line-height:115%"><span style=3D"font-we= ight:bold; color:#767171"><span>5.</span></span><span style=3D"width:9pt; f= ont:7pt 'Times New Roman'; display:inline-block">    &#= xa0; </span><span style=3D"font-weight:bold; color:#767171">Conclusiones</s= pan></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%= ; font-size:12pt"><span style=3D"font-family:'Times New Roman'">El problema= abordado por este art=C3=ADculo no radica en la ausencia de estudios sobre= interdisciplinariedad, conocimiento profesional docente, colaboraci=C3=B3n= o contextualizaci=C3=B3n, sino en la necesidad de comprender c=C3=B3mo est= os componentes se relacionan cuando deben traducirse en decisiones pedag=C3= =B3gicas interdisciplinares situadas. La revisi=C3=B3n cr=C3=ADtica e integ= radora permiti=C3=B3 organizar cinco dimensiones anal=C3=ADticas de segundo= orden problematizaci=C3=B3n, articulaci=C3=B3n funcional de saberes, conoc= imiento profesional, dise=C3=B1o colaborativo y contextualizaci=C3=B3n orie= ntada a significados y posibilidades como una gram=C3=A1tica para examinar = ese espacio intermedio entre la estructura curricular y la acci=C3=B3n peda= g=C3=B3gica. Su aporte no consiste en formular categor=C3=ADas completament= e nuevas, sino en articular tradiciones conceptuales que suelen explicar po= r separado aspectos del dise=C3=B1o y hacer visible la manera en que proble= ma, saberes, docentes, estudiantes y contexto pueden entrar en relaci=C3=B3= n durante la construcci=C3=B3n de una propuesta interdisciplinar.</span></p= ><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-= size:12pt"><span style=3D"font-family:'Times New Roman'">La contrastaci=C3= =B3n con la trayectoria de experiencias desarrolladas entre 2017 y 2025 per= miti=C3=B3 precisar el alcance de esta arquitectura. Los resultados muestra= n que las cinco dimensiones pueden reconocerse en el corpus, pero no se exp= resan de manera homog=C3=A9nea ni conforman una secuencia estable. La artic= ulaci=C3=B3n entre disciplinas adopta intensidades diferentes y convive con= aportes disciplinares espec=C3=ADficos, coincidencias curriculares, comple= mentariedades, negociaciones y tensiones. La problematizaci=C3=B3n puede co= nstruirse progresivamente desde contenidos, situaciones del contexto o preg= untas inicialmente abiertas; el dise=C3=B1o colaborativo implica operacione= s diferenciadas de comunicaci=C3=B3n, negociaci=C3=B3n, liderazgo, distribu= ci=C3=B3n de conocimientos y toma conjunta de decisiones; y los procesos de= reflexi=C3=B3n y aprendizaje profesional muestran que las experiencias pue= den generar revisiones en las formas de planear, evaluar y relacionarse con= otras =C3=A1reas.</span></p><p style=3D"margin-bottom:0pt; text-align:just= ify; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times Ne= w Roman'">Uno de los principales aportes del contraste emp=C3=ADrico consis= te en mostrar que la problematizaci=C3=B3n no funciona necesariamente como = un punto de partida fijo. En algunas experiencias, el problema o la pregunt= a articuladora aparece desde etapas tempranas del dise=C3=B1o; en otras, ad= quiere forma a partir de la revisi=C3=B3n de contenidos, de la identificaci= =C3=B3n de coincidencias curriculares o de la discusi=C3=B3n colectiva sobr= e qu=C3=A9 puede aportar cada disciplina. Esta variabilidad permite compren= der la problematizaci=C3=B3n como un proceso susceptible de reformulaci=C3= =B3n, en el que el problema organiza la articulaci=C3=B3n de saberes, pero = la propia articulaci=C3=B3n puede tambi=C3=A9n redefinir aquello que se pre= tende comprender o abordar. La arquitectura adquiere as=C3=AD un car=C3=A1c= ter relacional y recursivo que resulta m=C3=A1s consistente con la heteroge= neidad observada en las experiencias que una secuencia lineal de pasos.</sp= an></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%;= font-size:12pt"><span style=3D"font-family:'Times New Roman'">La evidencia= tambi=C3=A9n permite precisar el lugar del conocimiento profesional docent= e. Las experiencias muestran procesos de reflexi=C3=B3n, transformaci=C3=B3= n del juicio pedag=C3=B3gico, distribuci=C3=B3n de saberes y aprendizaje pr= ofesional asociados con la necesidad de relacionar disciplinas. Estos resul= tados ofrecen sustento para utilizar la expresi=C3=B3n conocimiento pedag= =C3=B3gico interdisciplinar como una categor=C3=ADa anal=C3=ADtica provisio= nal orientada a describir el juicio profesional requerido cuando una decisi= =C3=B3n de ense=C3=B1anza atraviesa m=C3=A1s de un dominio disciplinar. Su = alcance, sin embargo, permanece delimitado: la evidencia disponible permite= reconocer procesos de transformaci=C3=B3n y aprendizaje docente, pero no a= utoriza a presentar esta categor=C3=ADa como un constructo emp=C3=ADricamen= te validado ni como una tipolog=C3=ADa estable de conocimiento profesional.= </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:1= 15%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">De maner= a semejante, la colaboraci=C3=B3n docente muestra distintos grados de profu= ndidad. El corpus evidencia comunicaci=C3=B3n, dise=C3=B1o conjunto, negoci= aci=C3=B3n pedag=C3=B3gica, liderazgo y conocimiento distribuido, pero esta= s formas de interacci=C3=B3n no deben confundirse autom=C3=A1ticamente con = la producci=C3=B3n de conocimiento pedag=C3=B3gico colectivo. La categor=C3= =ADa de conocimiento pedag=C3=B3gico colectivo permanece como hip=C3=B3tesi= s interpretativa porque, aunque se identifican procesos de circulaci=C3=B3n= de saberes y aprendizaje docente, todav=C3=ADa no se documentan con sufici= ente consistencia procesos de explicitaci=C3=B3n, estabilizaci=C3=B3n, circ= ulaci=C3=B3n y reutilizaci=C3=B3n compartida que permitan hablar de un repe= rtorio profesional colectivo consolidado. Esta distinci=C3=B3n permite cons= ervar la fuerza interpretativa del an=C3=A1lisis sin convertir una posibili= dad te=C3=B3rica en un hallazgo que el corpus a=C3=BAn no sostiene.</span><= /p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; fon= t-size:12pt"><span style=3D"font-family:'Times New Roman'">Otro resultado r= elevante corresponde a la presencia heterog=C3=A9nea del </span><span style= =3D"font-family:'Times New Roman'; font-style:italic">foreground</span><spa= n style=3D"font-family:'Times New Roman'">. Algunas experiencias contienen = referencias expl=C3=ADcitas a posibilidades acad=C3=A9micas, laborales o pe= rsonales que los estudiantes pueden proyectar m=C3=A1s all=C3=A1 de la acti= vidad inmediata; en otras, predominan elementos relacionados con participac= i=C3=B3n, reconocimiento, cercan=C3=ADa tem=C3=A1tica o significado sin que= las posibilidades futuras aparezcan claramente incorporadas. Esto permite = sostener que contexto, significado, participaci=C3=B3n y </span><span style= =3D"font-family:'Times New Roman'; font-style:italic">foreground</span><spa= n style=3D"font-family:'Times New Roman'"> se encuentran relacionados, pero= no son equivalentes. La contextualizaci=C3=B3n de una experiencia no garan= tiza por s=C3=AD misma que las posibilidades, restricciones o incertidumbre= s futuras del estudiantado hayan intervenido en su dise=C3=B1o. En este sen= tido, el </span><span style=3D"font-family:'Times New Roman'; font-style:it= alic">foreground</span><span style=3D"font-family:'Times New Roman'"> funci= ona mejor como una sensibilidad anal=C3=ADtica para interrogar la relaci=C3= =B3n entre experiencia escolar y horizontes de posibilidad que como una car= acter=C3=ADstica atribuible autom=C3=A1ticamente a toda propuesta situada.<= /span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:11= 5%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La contra= staci=C3=B3n tambi=C3=A9n ampl=C3=ADa la arquitectura inicial al mostrar la= centralidad de las condiciones institucionales. El tiempo, la organizaci= =C3=B3n escolar, el apoyo directivo, la continuidad y la sostenibilidad apa= recen en el corpus como factores que intervienen en la posibilidad de plane= ar, revisar y mantener las experiencias interdisciplinares. Estas condicion= es no constituyen una sexta dimensi=C3=B3n equivalente a las operaciones pe= dag=C3=B3gicas, pero conforman un plano transversal que puede habilitar, de= bilitar o interrumpir su desarrollo. Una propuesta puede presentar relacion= es disciplinares consistentes, decisiones pedag=C3=B3gicas pertinentes y di= sposici=C3=B3n docente para colaborar y, aun as=C3=AD, perder continuidad c= uando carece de tiempos institucionalizados, mecanismos de coordinaci=C3=B3= n o condiciones organizativas que permitan sostenerla.</span></p><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt= "><span style=3D"font-family:'Times New Roman'">En conjunto, la contrastaci= =C3=B3n emp=C3=ADrica introduce cuatro movimientos sobre la construcci=C3= =B3n conceptual inicial. Respalda la relevancia de las relaciones funcional= es entre saberes y del dise=C3=B1o colaborativo; matiza la problematizaci= =C3=B3n al mostrar que puede construirse y reformularse progresivamente; te= nsiona la equivalencia entre contextualizaci=C3=B3n, participaci=C3=B3n y <= /span><span style=3D"font-family:'Times New Roman'; font-style:italic">fore= ground</span><span style=3D"font-family:'Times New Roman'">, as=C3=AD como = la asociaci=C3=B3n autom=C3=A1tica entre colaboraci=C3=B3n y conocimiento p= edag=C3=B3gico colectivo; y ampl=C3=ADa la arquitectura al reconocer las co= ndiciones institucionales como un plano transversal de posibilidad. Estos m= ovimientos permiten comprender la arquitectura no como un modelo cerrado ni= como una secuencia prescriptiva, sino como un marco orientador para analiz= ar configuraciones interdisciplinares diversas.</span></p><p style=3D"margi= n-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span s= tyle=3D"font-family:'Times New Roman'">El alcance de estas conclusiones es = anal=C3=ADtico y contextual. Las 642 asignaciones de c=C3=B3digo y las 194 = localizaciones codificadas =C3=BAnicas se utilizaron como recursos de traza= bilidad del an=C3=A1lisis y no como medidas de prevalencia, importancia o r= epresentatividad. Del mismo modo, el estudio no permite afirmar que determi= nadas configuraciones interdisciplinares produzcan mejores aprendizajes, qu= e la incorporaci=C3=B3n del </span><span style=3D"font-family:'Times New Ro= man'; font-style:italic">foreground</span><span style=3D"font-family:'Times= New Roman'"> transforme las trayectorias del estudiantado o que la colabor= aci=C3=B3n docente genere por s=C3=AD misma conocimiento pedag=C3=B3gico co= lectivo. La contribuci=C3=B3n reside en la interpretaci=C3=B3n de las relac= iones entre fuentes, las variaciones entre experiencias, las tensiones iden= tificadas y los casos que cuestionaron las formulaciones iniciales.</span><= /p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; fon= t-size:12pt"><span style=3D"font-family:'Times New Roman'">Para el desarrol= lo posterior de esta l=C3=ADnea de investigaci=C3=B3n, los resultados ofrec= en una base m=C3=A1s s=C3=B3lida para avanzar hacia una propuesta pedag=C3= =B3gica interdisciplinar situada orientada por principios, procesos y relac= iones, y no por una receta prescriptiva. Las siguientes fases deber=C3=A1n = profundizar en la comparaci=C3=B3n entre experiencias, examinar con mayor d= etalle diferentes configuraciones de problematizaci=C3=B3n y articulaci=C3= =B3n disciplinar, precisar el papel del </span><span style=3D"font-family:'= Times New Roman'; font-style:italic">foreground</span><span style=3D"font-f= amily:'Times New Roman'"> en contextos escolares diversos y continuar contr= astando las condiciones bajo las cuales los aprendizajes docentes pueden ll= egar a configurarse como conocimiento pedag=C3=B3gico colectivo. M=C3=A1s q= ue cerrar la arquitectura, los resultados permiten mantenerla abierta a rev= isi=C3=B3n y transferencia situada en otros contextos educativos.</span></p= ><p class=3D"ListParagraph" style=3D"margin-top:12pt; text-indent:-18pt; li= ne-height:115%"><span style=3D"font-weight:bold; color:#767171"><span>6.</s= pan></span><span style=3D"width:9pt; font:7pt 'Times New Roman'; display:in= line-block">      </span><span style=3D"font-weigh= t:bold; color:#767171">Conflicto de intereses</span></p><p style=3D"margin-= bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span sty= le=3D"font-family:'Times New Roman'">Los autores declaran que no existe con= flicto de intereses en relaci=C3=B3n con el art=C3=ADculo presentado.</span= ></p><p class=3D"ListParagraph" style=3D"margin-top:12pt; text-indent:-18pt= ; line-height:115%"><span style=3D"font-weight:bold; color:#767171"><span>7= .</span></span><span style=3D"width:9pt; font:7pt 'Times New Roman'; displa= y:inline-block">      </span><span style=3D"font-w= eight:bold; color:#767171">Derechos de autor (copyright)</span></p><p style= =3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt= "><span style=3D"font-family:'Times New Roman'">Los autores son los titular= es de los derechos de autor</span><span style=3D"font-family:'Times New Rom= an'; font-weight:bold"> </span><span style=3D"font-family:'Times New Roman'= ">(patrimoniales y/o de explotaci=C3=B3n) de los contenidos de la revista (= </span><span style=3D"font-family:'Times New Roman'; font-style:italic">cop= yright</span><span style=3D"font-family:'Times New Roman'">).</span></p><p = class=3D"ListParagraph" style=3D"margin-top:12pt; text-indent:-18pt; line-h= eight:115%"><span style=3D"font-weight:bold; color:#767171"><span>8.</span>= </span><span style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline= -block">      </span><span style=3D"font-weight:bo= ld; color:#767171">Declaraci=C3=B3n de contribuci=C3=B3n de los autores</sp= an></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%;= font-size:12pt"><span style=3D"font-family:'Times New Roman'">Los autores = declaran haber participado de manera equitativa y sustancial en la realizac= i=C3=B3n de esta investigaci=C3=B3n, bajo las responsabilidades seg=C3=BAn = la </span><a href=3D"https://credit.niso.org/" style=3D"text-decoration:non= e"><span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'">Taxono= m=C3=ADa CRediT</span></a><span style=3D"font-family:'Times New Roman'"> pa= ra describir las contribuciones individuales de cada autor al trabajo. </sp= an></p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%;= font-size:12pt"><span style=3D"font-family:'Times New Roman'">Yury Jazmin = Pachon Cumbe, realiz=C3=B3 la conceptualizaci=C3=B3n de la investigaci=C3= =B3n, organizaci=C3=B3n y ejecuci=C3=B3n del ensayo, recopilaci=C3=B3n y cu= raci=C3=B3n de los datos, revisi=C3=B3n del an=C3=A1lisis estad=C3=ADstico,= interpretaci=C3=B3n de los resultados, elaboraci=C3=B3n del borrador origi= nal, preparaci=C3=B3n de tablas y figuras, revisi=C3=B3n cr=C3=ADtica del c= ontenido y aprobaci=C3=B3n de la versi=C3=B3n final del manuscrito.</span><= /p><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; fon= t-size:12pt"><span style=3D"font-family:'Times New Roman'">Freddy Enrique C= astro Velasquez, realiz=C3=B3 la supervisi=C3=B3n acad=C3=A9mica y metodol= =C3=B3gica de la investigaci=C3=B3n, brind=C3=B3 orientaci=C3=B3n durante e= l desarrollo del ensayo, revis=C3=B3 el an=C3=A1lisis y la interpretaci=C3= =B3n de los resultados, efectu=C3=B3 la revisi=C3=B3n cr=C3=ADtica del manu= scrito, realiz=C3=B3 la correcci=C3=B3n cient=C3=ADfica y acad=C3=A9mica y = aprob=C3=B3 la versi=C3=B3n final para su publicaci=C3=B3n.</span></p><p st= yle=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-size:1= 2pt"><span style=3D"font-family:'Times New Roman'; font-style:italic">Divul= gaci=C3=B3n de la delegaci=C3=B3n a la IA generativa</span></p><p style=3D"= margin-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'">La responsabilidad del manuscri= to final recae =C3=ADntegramente en los autores.</span></p><p style=3D"marg= in-bottom:0pt; text-align:justify; line-height:115%; font-size:12pt"><span = style=3D"font-family:'Times New Roman'">Las herramientas GAI no figuran com= o autores y no asumen responsabilidad por los resultados finales.</span></p= ><p style=3D"margin-bottom:0pt; text-align:justify; line-height:115%; font-= size:12pt"><span style=3D"font-family:'Times New Roman'">Declaraci=C3=B3n p= resentada por: Yury Jazmin Pachon Cumbe.</span></p><p style=3D"margin-botto= m:0pt; text-align:justify; line-height:115%; font-size:12pt"><span style=3D= "font-family:'Times New Roman'"> </span></p><p class=3D"ListParagraph"= style=3D"text-indent:-18pt; line-height:115%"><span style=3D"font-weight:b= old; color:#767171"><span>9.</span></span><span style=3D"width:9pt; font:7p= t 'Times New Roman'; display:inline-block">      <= /span><span style=3D"font-weight:bold; color:#767171">Costos de financiamie= nto </span></p><p style=3D"margin-bottom:0pt; text-align:justify; line-heig= ht:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">La p= resente investigaci=C3=B3n fue financiada en su totalidad con fondos propio= s de los autores.</span></p><p class=3D"ListParagraph" style=3D"margin-top:= 12pt; text-indent:-18pt; line-height:115%"><span style=3D"font-weight:bold;= color:#767171"><span>10.</span></span><span style=3D"width:3pt; font:7pt '= Times New Roman'; display:inline-block">  </span><span style=3D"font-w= eight:bold; color:#767171">Referencias bibliogr=C3=A1ficas</span></p><p sty= le=3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21.3pt; line-heig= ht:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">Cohe= n, E., Novis-Deutsch, N., Kashi, S., & Alexander, H. (2024). Interdisci= plinary teaching and learning at the K-12 level in the humanities, arts, an= d social sciences: a scoping review. </span><span style=3D"font-family:'Tim= es New Roman'; font-style:italic">Educational Research Review, 44</span><sp= an style=3D"font-family:'Times New Roman'">(100617), 100617. </span><a href= =3D"https://doi.org/10.1016/j.edurev.2024.100617" style=3D"text-decoration:= none"><span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'">htt= ps://doi.org/10.1016/j.edurev.2024.100617</span></a><span style=3D"font-fam= ily:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; margin-b= ottom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><span sty= le=3D"font-family:'Times New Roman'">Creswell, J. W., & Poth, C. N. (20= 17). </span><span style=3D"font-family:'Times New Roman'; font-style:italic= ">Qualitative inquiry and research design: Choosing among five approaches (= 4th ed.)</span><span style=3D"font-family:'Times New Roman'">. SAGE. </span= ><a href=3D"https://books.google.com.ec/books/about/Qualitative_Inquiry_and= _Research_Design.html?hl=3Did&id=3DgX1ZDwAAQBAJ&redir_esc=3Dy" styl= e=3D"text-decoration:none"><span class=3D"Hyperlink" style=3D"font-family:'= Times New Roman'">https://books.google.com.ec/books/about/Qualitative_Inqui= ry_and_Research_Design.html?hl=3Did&id=3DgX1ZDwAAQBAJ&redir_esc=3Dy= </span></a><span style=3D"font-family:'Times New Roman'"> </span></p><p sty= le=3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21.3pt; line-heig= ht:115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">de J= ong, L., Meirink, J., & Admiraal, W. (2022). 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Pedagogical con= tent knowledge: A systematic review of the way in which the concept has per= vaded mathematics educational research. </span><span style=3D"font-family:'= Times New Roman'; font-style:italic">Teaching and Teacher Education, 34</sp= an><span style=3D"font-family:'Times New Roman'">, 12=E2=80=9325. </span><a= href=3D"https://doi.org/10.1016/j.tate.2013.03.001" style=3D"text-decorati= on:none"><span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'">= https://doi.org/10.1016/j.tate.2013.03.001</span></a><span style=3D"font-fa= mily:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; margin-= bottom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><span st= yle=3D"font-family:'Times New Roman'">Dzieciatko-Szendrei, B., Panti=C4=87,= N., Joksimovi=C4=87, S., Ga=C5=A1evi=C4=87, D., & Viry, G. (2024). Sys= tematic review of the operational definitions and indicators of teacher com= munities. </span><span style=3D"font-family:'Times New Roman'; font-style:i= talic">Educational Research Review, 45</span><span style=3D"font-family:'Ti= mes New Roman'"> (100640), 100640. </span><a href=3D"https://doi.org/10.101= 6/j.edurev.2024.100640" style=3D"text-decoration:none"><span class=3D"Hyper= link" style=3D"font-family:'Times New Roman'">https://doi.org/10.1016/j.edu= rev.2024.100640</span></a><span style=3D"font-family:'Times New Roman'"> </= span></p><p style=3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21= .3pt; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'">Fife, S. T., & Gossner, J. D. (2024). Deductive qualitative = analysis: evaluating, expanding, and refining theory. </span><span style=3D= "font-family:'Times New Roman'; font-style:italic">International Journal of= Qualitative Methods, 23</span><span style=3D"font-family:'Times New Roman'= ">, 1=E2=80=9312. </span><a href=3D"https://doi.org/10.1177/160940692412448= 56" style=3D"text-decoration:none"><span class=3D"Hyperlink" style=3D"font-= family:'Times New Roman'">https://doi.org/10.1177/16094069241244856</span><= /a><span style=3D"font-family:'Times New Roman'"> </span></p><p style=3D"ma= rgin-left:21.3pt; margin-bottom:0pt; text-indent:-21.3pt; line-height:115%;= font-size:12pt"><span style=3D"font-family:'Times New Roman'">Giral Ria=C3= =B1o, D., & Reyes-Ram=C3=ADrez, O. L. (2026). Structures, collaborative= inquiry, and pedagogical knowledge in teacher research communities: a qual= itative meta-analysis (2018=E2=80=932024). </span><span style=3D"font-famil= y:'Times New Roman'; font-style:italic">Teaching and Teacher Education, 180= </span><span style=3D"font-family:'Times New Roman'"> (105661), 105661. </s= pan><a href=3D"https://doi.org/10.1016/j.tate.2026.105661" style=3D"text-de= coration:none"><span class=3D"Hyperlink" style=3D"font-family:'Times New Ro= man'">https://doi.org/10.1016/j.tate.2026.105661</span></a><span style=3D"f= ont-family:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; m= argin-bottom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><s= pan style=3D"font-family:'Times New Roman'">Jara Holliday, O. (2018). </spa= n><span style=3D"font-family:'Times New Roman'; font-style:italic">La siste= matizaci=C3=B3n de experiencias: pr=C3=A1ctica y teor=C3=ADa para otros mun= dos posibles</span><span style=3D"font-family:'Times New Roman'">. CINDE. <= /span><a href=3D"https://www.unc.edu.ar/sites/default/files/La%20sistematiz= aci%C3%B3n%20de%20experiencias%20-%20Oscar%20Jara%20%28edicion%20colombiana= %29.pdf" style=3D"text-decoration:none"><span class=3D"Hyperlink" style=3D"= font-family:'Times New Roman'">https://www.unc.edu.ar/sites/default/files/L= a%20sistematizaci%C3%B3n%20de%20experiencias%20-%20Oscar%20Jara%20%28edicio= n%20colombiana%29.pdf</span></a><span style=3D"font-family:'Times New Roman= '"> </span></p><p style=3D"margin-left:21.3pt; margin-bottom:0pt; text-inde= nt:-21.3pt; line-height:115%; font-size:12pt"><span style=3D"font-family:'T= imes New Roman'">Kreijkes, P., & Greatorex, J. (2024). Differential eff= ects of subject-based and integrated curriculum approaches on students=E2= =80=99 learning outcomes: a review of reviews. </span><span style=3D"font-f= amily:'Times New Roman'; font-style:italic">Review of Education, 12</span><= span style=3D"font-family:'Times New Roman'">(1), e3465. </span><a href=3D"= https://doi.org/10.1002/rev3.3465" style=3D"text-decoration:none"><span cla= ss=3D"Hyperlink" style=3D"font-family:'Times New Roman'">https://doi.org/10= .1002/rev3.3465</span></a><span style=3D"font-family:'Times New Roman'"> </= span></p><p style=3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21= .3pt; line-height:115%; font-size:12pt"><span style=3D"font-family:'Times N= ew Roman'">Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in prima= ry and secondary school: issues and perspectives. </span><span style=3D"fon= t-family:'Times New Roman'; font-style:italic">Creative Education, 7</span>= <span style=3D"font-family:'Times New Roman'">(16), 2433=E2=80=932458. </sp= an><a href=3D"https://doi.org/10.4236/ce.2016.716233" style=3D"text-decorat= ion:none"><span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'"= >https://doi.org/10.4236/ce.2016.716233</span></a><span style=3D"font-famil= y:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; margin-bot= tom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><span style= =3D"font-family:'Times New Roman'">Mosely, G., Markauskaite, L., Wrigley, C= ., Swist, T., & Goodyear, P. (2025). Understanding teachers=E2=80=99 ex= pertise for interdisciplinary teaching practices: a scoping review. </span>= <span style=3D"font-family:'Times New Roman'; font-style:italic">Teaching a= nd Teacher Education, 168</span><span style=3D"font-family:'Times New Roman= '">(105223), 105223. </span><a href=3D"https://doi.org/10.1016/j.tate.2025.= 105223" style=3D"text-decoration:none"><span class=3D"Hyperlink" style=3D"f= ont-family:'Times New Roman'">https://doi.org/10.1016/j.tate.2025.105223</s= pan></a><span style=3D"font-family:'Times New Roman'"> </span></p><p style= =3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21.3pt; line-height= :115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">Patton= , M. Q. (2015). </span><span style=3D"font-family:'Times New Roman'; font-s= tyle:italic">Qualitative research & evaluation methods: integrating the= ory and practice (4th ed.)</span><span style=3D"font-family:'Times New Roma= n'">. SAGE. </span><a href=3D"https://books.google.com.co/books?id=3D-CM9BQ= AAQBAJ&printsec=3Dfrontcover#v=3Donepage&q&f=3Dfalse" style=3D"= text-decoration:none"><span class=3D"Hyperlink" style=3D"font-family:'Times= New Roman'">https://books.google.com.co/books?id=3D-CM9BQAAQBAJ&prints= ec=3Dfrontcover#v=3Donepage&q&f=3Dfalse</span></a><span style=3D"fo= nt-family:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; ma= rgin-bottom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><sp= an style=3D"font-family:'Times New Roman'">Shulman, L. S. (1986). Those who= understand: knowledge growth in teaching. </span><span style=3D"font-famil= y:'Times New Roman'; font-style:italic">Educational Researcher, 15</span><s= pan style=3D"font-family:'Times New Roman'">(2), 4=E2=80=9314. </span><a hr= ef=3D"https://www.wcu.edu/webfiles/pdfs/shulman.pdf" style=3D"text-decorati= on:none"><span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'">= https://www.wcu.edu/webfiles/pdfs/shulman.pdf</span></a><span style=3D"font= -family:'Times New Roman'"> </span></p><p style=3D"margin-left:21.3pt; marg= in-bottom:0pt; text-indent:-21.3pt; line-height:115%; font-size:12pt"><span= style=3D"font-family:'Times New Roman'">Shulman, L. S. (1987). Knowledge a= nd teaching: foundations of the new reform. </span><span style=3D"font-fami= ly:'Times New Roman'; font-style:italic">Harvard Educational Review, 57</sp= an><span style=3D"font-family:'Times New Roman'">(1), 1=E2=80=9323. </span>= <a href=3D"https://www.harvardeducationalreview.org/content/57/1/1" style= =3D"text-decoration:none"><span class=3D"Hyperlink" style=3D"font-family:'T= imes New Roman'">https://www.harvardeducationalreview.org/content/57/1/1</s= pan></a><span style=3D"font-family:'Times New Roman'"> </span></p><p style= =3D"margin-left:21.3pt; margin-bottom:0pt; text-indent:-21.3pt; line-height= :115%; font-size:12pt"><span style=3D"font-family:'Times New Roman'">Skovsm= ose, O. 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Interdisciplin= ary competence of primary and secondary school teachers: a systematic liter= ature review. </span><span style=3D"font-family:'Times New Roman'; font-sty= le:italic">Cogent Education, 11</span><span style=3D"font-family:'Times New= Roman'">(1), 2378277. </span><a href=3D"https://doi.org/10.1080/2331186X.2= 024.2378277" style=3D"text-decoration:none"><span class=3D"Hyperlink" style= =3D"font-family:'Times New Roman'">https://doi.org/10.1080/2331186X.2024.23= 78277</span></a><span class=3D"Hyperlink" style=3D"font-family:'Times New R= oman'"> </span></p><p class=3D"ListParagraph" style=3D"line-height:115%"><s= pan style=3D"font-weight:bold"> </span></p><p style=3D"text-indent:36p= t; text-align:right; line-height:115%; font-size:12pt"><img src=3D"data:ima= ge/jpeg;base64,/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAEBAQEBAQEBAQEBAQEBAQEBAQEB= AQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQH/2wBDAQEBAQEBAQE= 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font-size:12pt"><span style=3D"font-family:'Times New Roman'"> </s= pan></p><p style=3D"line-height:115%; font-size:12pt"><span style=3D"font-f= amily:'Times New Roman'"> </span></p><p style=3D"line-height:115%; fon= t-size:12pt"><span style=3D"font-family:'Times New Roman'"> </span></p= ><p style=3D"line-height:115%; font-size:12pt"><span style=3D"font-family:'= Times New Roman'"> </span></p><p style=3D"margin-bottom:10pt; text-ali= gn:justify; line-height:115%; widows:0; orphans:0; font-size:12pt"><span st= yle=3D"font-family:'Times New Roman'">El art=C3=ADculo que se publica es de= exclusiva responsabilidad de los autores y no necesariamente reflejan el p= ensamiento de la </span><span style=3D"font-family:'Times New Roman'; font-= weight:bold">Revista Ciencia Digital.</span></p><p style=3D"margin-top:6pt;= margin-bottom:12pt; text-align:justify; line-height:115%; widows:0; orphan= s:0; font-size:12pt"><span style=3D"font-family:'Times New Roman'; font-wei= ght:bold"> </span></p><p 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volumen</span><span style=3D"letter-spacing:3pt; color:#f= fffff">           &#= xa0;      </span><span style=3D"letter-spacing:3pt= ; color:#ffffff">P=C3=A1gina</span><span style=3D"color:#ffffff"> 1 | 145</= span></p></div></div><br style=3D"clear:both; mso-break-type:section-break"= /><div class=3D"Section_2"><p style=3D"margin-bottom:0pt; line-height:115%= ; font-size:12pt"><span style=3D"font-family:'Times New Roman'; font-weight= :bold; color:#333399"> </span></p></div></body></html>