<?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>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422019000200267</article-id>
<article-id pub-id-type="doi">10.17163/alt.v14n2.2019.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de Naciones Unidas: una herramienta constructivista]]></article-title>
<article-title xml:lang="en"><![CDATA[Model United Nations: a constructivist tool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Duarte]]></surname>
<given-names><![CDATA[Fernando David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colegio de la Frontera Norte (COLEF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>267</fpage>
<lpage>278</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422019000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422019000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422019000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  En el presente documento se presenta la investigación realizada sobre el caso de estudio del Modelo de Naciones Unidas (MUN) en un grupo de estudiantes de la Maestría en Educación: Campo Educación ambiental (MECEA) de la Universidad Pedagógica Nacional (UPN) Mexicali. Esta investigación presenta relevancia para el campo de estudio de la educación, específicamente desde un enfoque constructivista, así como desde la pedagogía crítica, ya que se analiza la pertinencia de los MUNs como herramienta pedagógica para fomentar conocimientos y capacidades en los educandos, desarrollando una conciencia crítica. La investigación realizada ha sido conducida enteramente con un enfoque cualitativo de caso de estudio con un método etnográfico, incluyendo instrumentos como la observación participativa, entrevistas semi-estructuradas y diario de campo. Las principales conclusiones a las que se llegaron son que en el caso de estudio los MUNs han mostrado ser una herramienta pedagógica útil para fomentar y poner en práctica conocimientos sobre educación ambiental, impacto ambiental, cooperación internacional, la agenda 2030, entre otros, así como capacidades necesarias para un educador ambiental como la negociación, el hablar en público, el lenguaje formal y el debate. Aspectos del MUN como el juego de rol, la Zona de Desarrollo Próximo (ZDP) y las interacciones entre participantes dentro de un marco diplomático han mostrado ser cruciales para los resultados que estos ejercicios fomentan en sus participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  In the following document, the research about the study case of the Model United Nations (MUN) in a group of students of the Master&#8217;s Degree in Education: Environment Education Field (MECEA) of the National Pedagogy University (UPN) Mexicali is presented. This research is relevant for the education study field, specifically from a constructivist approach and from the critical pedagogy, because it is analyzed the importance of MUN as a pedagogic tool to foster knowledge and capabilities in the students, developing a critical consciousness. The research has been conducted entirely with a qualitative focus of study case with an ethnographic method, including instruments as participatory observation, semi-structured interviews and field journal. The main findings reached are that in the study case analyzed, MUNs have shown to be a useful pedagogic tool to foster and practice knowledge about environmental education, environmental impact, international cooperation, the 2030 agenda, as well as necessary capabilities for an environmental educator, such as negotiation, public speaking, formal language and debate. Aspects of the MUN like role-playing, Zone of Proximal Development (ZPD) and the interactions between participants in a diplomatic frame have proven to be crucial for the results that these exercises foster in the participants.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[constructivismo]]></kwd>
<kwd lng="es"><![CDATA[MUN]]></kwd>
<kwd lng="es"><![CDATA[capacidades]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[constructivism]]></kwd>
<kwd lng="en"><![CDATA[MUN]]></kwd>
<kwd lng="en"><![CDATA[capabilities]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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