Resumen Los nuevos enfoques pedagógicos invitan al profesorado a desarrollar prácticas de colaboración que influyan en el aprendizaje profundo del estudiantado. En dicho contexto, este artículo tiene como objetivo describir el proceso de resignificación de estudiantes y profesorado sobre la cultura de evaluación y aprendizaje desde el enfoque de la pedagogía de proyectos. El diseño de esta investigación educativa se enmarca en un estudio de caso con metodología cualitativa. Las personas participantes fueron seleccionadas de forma intencionada y corresponden a nueve docentes de aula y 144 estudiantes que cursaban quinto y sexto grado de educación primaria en un centro escolar de la comuna de Temuco, región de La Araucanía, Chile. Para la recolección de información se utilizaron las técnicas de observación participante y grupos de discusión con el propósito de ahondar en el análisis de sus experiencias de resignificación desde el enfoque de la teoría fundamentada. Los hallazgos evidencian que el desarrollo de la metodología de proyectos contribuye a favorecer el rol protagónico del estudiantado durante el proceso pedagógico al involucrarse de manera activa en la evaluación de su aprendizaje. Se puede concluir que la integración de metodologías innovadoras resulta desafiante y se traduce en una oportunidad para el desarrollo profesional docente, en tanto les permite posicionarse como co-aprendices en el proyecto de aprendizaje. Se recomienda abordar la pedagogía de proyectos para propiciar la resignificación de la cultura de evaluación y aprendizaje de manera que se resguarde su sentido formador, democrático y situado en la escuela.

Abstract The new pedagogical approaches lead teachers to develop collaborative practices that influence students' deep learning. In this context, this article aims to describe the process of resignification of students and educators on the assessment and learning culture following the project pedagogy approach. The design of this educational research is framed in a case study with a qualitative methodology. Moreover, the participants were intentionally selected, they consisted of nine classroom teachers and one hundred forty-four students in the fifth and sixth grades of primary education in a school from the commune of Temuco, La Araucanía region, Chile. Regarding the data collection, the researchers used techniques such as participant observation and discussion groups to deepen the analysis of their resignification experiences according to a grounded theory approach. The findings indicate that the development of the project methodology contributes to favoring the leading role of students during the pedagogical process by actively engaging in the evaluations of their learning. Therefore, the investigators conclude that integration methodologies are challenging, and this translates into an opportunity for the teacher's professional development while allowing them to position themselves as co-learners in the learning project. Finally, the researchers recommend applying project pedagogy to foster the resignification of the assessment and learning culture while protecting its formative, democratic, and located sense in schools.

RESUMO A presente investigação surgiu da motivação de gerar mudanças significativas na educação a partir da avaliação como abordagem da aprendizagem, considerando as consequências das práticas tradicionais que têm deslocado a boa aprendizagem. O objetivo deste estudo é analisar as práticas avaliativas e as formas de liderança docente no contexto do desenvolvimento de uma proposta educacional que busca transformar o núcleo pedagógico para promover a aprendizagem profunda de meninos e meninas da Educação Básica por meio da reflexão crítica da própria experiências de treinamento. Com base em um desenho de casos múltiplos e uma perspectiva qualitativa, foram utilizadas duas técnicas de coleta de dados: observação participante e revisão documental, e com este referencial foi realizada uma análise de conteúdo. Os principais resultados mostram uma proposta pedagógica baseada na metodologia da Aprendizagem Baseada em Projetos, que destaca a importância do feedback durante o processo educativo e a aprendizagem por meio de uma tarefa globalizante e contextualizada. Uma das conclusões mais importantes é a necessidade de fazer uma mudança profunda na prática docente, pois, para transformar o núcleo pedagógico da abordagem avaliativa, as formas de aprender e ensinar na escola devem ser modificadas.

ABSTRACT The present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and forms of teacher leadership in the context of the development of an educational proposal that seeks to transform the pedagogical core to promote deep learning of boys and girls of Basic Education through critical reflection of the own training experiences. Based on a multiple case design and a qualitative perspective, two data collection techniques were used: participant observation and documentary review, and with this framework a content analysis was carried out. The main results show a pedagogical proposal based on the Project-Based Learning methodology, which highlights the importance of feedback during the educational process and learning through a globalizing and contextualized task. One of the most important conclusions is the need to make a profound change in teaching practice, since, in order to transform the pedagogical core from the evaluative approach, the ways of learning and teaching at school must be modified.

RESUMEN La presente investigación surgió a partir de la motivación para generar cambios significativos en la educación desde el enfoque de evaluación como aprendizaje considerando las secuelas de las prácticas tradicionales que han desplazado el buen aprendizaje. El objetivo de este estudio es analizar las prácticas evaluativas y las formas de liderazgo docente en el contexto del desarrollo de una propuesta educativa que busca transformar el núcleo pedagógico para propiciar el aprendizaje profundo de niños y niñas de Educación Básica mediante la reflexión crítica de las propias experiencias de formación. A partir de un diseño de casos múltiples y una perspectiva cualitativa se utilizaron dos técnicas de recolección de datos: la observación participante y la revisión documental, y con este marco se realizó un análisis de contenido. Los principales resultados dan cuenta de una propuesta pedagógica que se basa en la metodología de Aprendizaje Basado en Proyectos, donde se destaca la importancia de la retroalimentación durante el proceso educativo y de aprender por medio de una tarea globalizante y contextualizada. Una de las conclusiones más importantes es la necesidad de realizar un cambio profundo de la práctica docente, ya que, para transformar el núcleo pedagógico desde el enfoque evaluativo, se deben modificar las formas de aprender y enseñar en la escuela.

Abstract Rodent models in rats, mice, and guinea pigs have been extremely helpful to gain insight into pregnancy physiology and pathologies-related. Moreover, they have allowed understanding the mechanism that links an adverse intrauterine environment with the origin of adult disease. In this regard, the effects of diverse maternal conditions, such as undernutrition, obesity, hypoxia, and hyperandrogenism on placental function and its long-term consequences for the offspring, have been widely analyzed through rodents models involving dietary manipulations, modifications in environmental oxygen, surgical and pharmacological procedures that reduce uteroplacental blood flow and administrations of exogenous testosterone and dihydrotestosterone (DHT) mimicking maternal androgen excess. Both in human and in rodent models, these interventions induce modifications of placental morphology, transport of glucose, amino acid, and fatty acids, steroid synthesis, and signaling pathways control placental function. These changes are associated with the increase of pro-inflammatory and oxidative stress markers. For its part, offspring exhibit alterations in organs involved in metabolic control such as the hypothalamus, adipose tissue, liver, skeletal muscle, and pancreas altering the intake and preferences for certain foods, the metabolism of glucose and lipid, and hormonal function leading to fat accumulation, insulin resistance, fatty liver, dyslipidemia, and elevated glucose levels. Therefore, the present review discusses the evidence emerging from rodent models that relate maternal nutrition, hypoxia, and androgen exposure to the maternal mechanisms that lead to fetal programming and their metabolic consequences in postnatal life.