<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-1249</journal-id>
<journal-title><![CDATA[Íconos. Revista de Ciencias Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Íconos]]></abbrev-journal-title>
<issn>1390-1249</issn>
<publisher>
<publisher-name><![CDATA[FLACSO Ecuador]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-12492022000300095</article-id>
<article-id pub-id-type="doi">10.17141/iconos.74.2022.5226</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Madres, padres y representantes en la educación durante la pandemia. La dicotomía rural-urbana en Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Mothers, fathers, and guardians in education during the pandemic. The rural-urban dichotomy in Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas-Tapia.]]></surname>
<given-names><![CDATA[Dr. Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesántez-Avilés]]></surname>
<given-names><![CDATA[Dr. Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Toukoumidis]]></surname>
<given-names><![CDATA[Dr. Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>74</numero>
<fpage>95</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-12492022000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-12492022000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-12492022000300095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se analiza la implicación de las madres, los padres y representantes legales en el aprendizaje activo de niños y niñas que cursan grados de primaria y secundaria en un escenario particular: la enseñanza en línea durante la pandemia por la covid-19 en Ecuador. Para ello, se aplicó un cuestionario de 45 preguntas a una muestra de 6206 personas segmentadas según su zona geográfica. En el área rural, el grado de involucramiento en el proceso de enseñanza-aprendizaje virtual se refleja, particularmente, al establecer el horario de sueño y en la aceptación por parte de los y las estudiantes de las críticas sobre las actividades realizadas. Para la zona urbana, se evidencia el manejo del enojo de los niños y las niñas, y el reconocimiento de sus fortalezas en las asignaturas. En cuanto a las estrategias, en el área rural aumenta la presión de progenitoras/es sobre educandos y educandas a fin de que realicen las actividades escolares, en tanto que, en la urbana, dialogan más con sus hijos e hijas cuando pierden el control, prestando más atención a sus emociones y necesidades. Así, la diferenciación se condensa en la siguiente expresión: en las zonas rurales, las madres, los padres y representantes se enfocan en la disciplina, mientras que en las urbanas se orientan hacia el espectro académico y emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the involvement of mothers, fathers, and legal guardians in the active learning of children in primary and secondary schools in a particular scenario: online learning during the COVID-19 pandemic in Ecuador. For this purpose, a 45-question survey was applied to a sample of 6,206 people, segmented according to their geographic areas. In the rural area, the degree of involvement in virtual teaching-learning processes is reflected, in particular, in the establishment of sleep schedules and the acknowledgement by student of criticisms of their activities. For the urban area, children&#8217;s anger management and the recognition of their strengths in subject matters are evident. In terms of strategies, in rural areas, parents put more pressure on students to carry out school activities, whereas in urban areas, parents talk more with their children when they lose control, paying more attention to their emotions and needs. Thus, the differentiation is summarized in the following expression: in rural areas, mothers, fathers, and guardians focus on discipline, while in urban areas they are oriented towards the academic and emotional spectrum.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ecuador]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[papel de la familia]]></kwd>
<kwd lng="es"><![CDATA[zona rural]]></kwd>
<kwd lng="es"><![CDATA[zona urbana.]]></kwd>
<kwd lng="en"><![CDATA[Ecuador]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[family roles]]></kwd>
<kwd lng="en"><![CDATA[rural areas]]></kwd>
<kwd lng="en"><![CDATA[urban areas]]></kwd>
</kwd-group>
</article-meta>
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