Mirada, estructuras conversacionales y mediación en aulas de educación primaria chilena

Marco Antonio Villalta-Paucar; Pablo Livacic Rojas; Jéssica Rebolledo Etchepare; Lautaro Barriga Carvajal; Angélica Guzmán

doi:10.24320/redie.2025.27.e10.6086

Authors

Marco Antonio Villalta-Paucar University of Santiago Chile https://orcid.org/0000-0002-7553-925X
Pablo Livacic Rojas University of Santiago Chile https://orcid.org/0000-0002-3694-7285
Jéssica Rebolledo Etchepare University of Santiago Chile https://orcid.org/0000-0002-6135-6575
Lautaro Barriga Carvajal Universidad Bernardo O'Higgins https://orcid.org/0000-0002-0128-7133
Angélica Guzmán Universidad Católica Silva Henríquez https://orcid.org/0000-0002-9494-7689

DOI:

https://doi.org/10.24320/redie.2025.27.e10.6086

Keywords:

classroom, eye movements, interaction analysis, primary education, mediation

Supporting Agencies:

Proyectos FONDECYT 1200106 y 1150273, Gobierno de Chile.

Abstract

The aim of this study is to analyze the relationship between conversational structures, mediation criteria, and eye movements of teachers working in different socioeducational contexts in Chilean primary classrooms. A mixed-methods approach was used with a quantitative focus, which included the use of multivariate analysis and within-subject tests. The study included 40 teachers from 24 elementary schools: 11 schools in the urban area of the Santiago Metropolitan Region and 13 rural schools in Araucanía. Actual lessons were filmed using eye-tracking lenses; the teachers’ gaze behavior was analyzed in classroom exchanges with and without the presence of criteria of Reuven Feuerstein’s mediated learning experience theory. The results indicate that gaze towards students is greater in exchanges with mediated learning experience criteria, compared to those without, and gaze duration on students or their materials is greater in rural classrooms.

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