{"id":55,"date":"2026-10-30T18:08:51","date_gmt":"2026-10-30T18:08:51","guid":{"rendered":"https:\/\/picalab.cl\/sitio\/propuesta\/"},"modified":"2026-11-13T18:50:40","modified_gmt":"2026-11-13T18:50:40","slug":"propuesta","status":"publish","type":"page","link":"https:\/\/picalab.cl\/sitio\/propuesta\/","title":{"rendered":"Propuesta educativa"},"content":{"rendered":"\n<div class=\"wp-block-group alignfull pl-banda-titulo has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<p class=\"pl-chip wp-block-paragraph\">Mediaci\u00f3n sonoro-musical en el aula<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">Propuesta educativa<\/h1>\n\n\n\n<p class=\"pl-intro wp-block-paragraph\">Justificaci\u00f3n, estado del arte, metodolog\u00eda, fases de trabajo y centros educativos vinculados.<\/p>\n\n\n<\/div>\n\n\n\n<section class=\"wp-block-group alignfull pl-bloque pl-tenue is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-contenedor has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<h2 class=\"wp-block-heading\">Mediaci\u00f3n sonoro-musical <em>en el aula<\/em><\/h2>\n\n\n\n<p class=\"pl-intro wp-block-paragraph\">La propuesta de mediaci\u00f3n sonoro-musical busca implementar y verificar la efectividad de los m\u00f3dulos MMSI para mitigar el bullying cognitivo y restaurar la participaci\u00f3n de los estudiantes en el discurso matem\u00e1tico.<\/p>\n\n\n\n<div class=\"wp-block-columns pl-problema is-layout-flex wp-container-core-columns-is-layout-89c98654 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\">En este marco, el <strong>bullying cognitivo<\/strong> se entiende como la exclusi\u00f3n de la participaci\u00f3n aut\u00e9ntica en las matem\u00e1ticas: estudiantes que repiten procedimientos sin comprender su significado, con ansiedad, temor al fracaso y rechazo a la disciplina.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Se basa en la teor\u00eda comognitiva (Sfard, 2008), que entiende el aprendizaje como participaci\u00f3n. La evaluaci\u00f3n de la experiencia se validar\u00e1 mediante la ingenier\u00eda did\u00e1ctica (Artigue, 1992), contrastando lo que se espera que ocurra en el aula con lo que efectivamente ocurrir\u00e1.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h3 class=\"wp-block-heading pl-datos-titulo\">Resultados Simce 2025<\/h3>\n\n\n\n<div class=\"wp-block-group pl-datos is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-dato is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-dato-num wp-block-paragraph\">52,4%<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">insuficiencia en matem\u00e1tica en II.\u00ba medio en Los R\u00edos, frente a 47,9% nacional<em>SIMCE 2025<\/em><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-dato is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-dato-num wp-block-paragraph\">39,1%<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">insuficiencia en 4.\u00ba b\u00e1sico en la regi\u00f3n, frente a 36,0% nacional<em>SIMCE 2025<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading pl-fases-titulo\">Flujo de trabajo del proyecto<\/h3>\n\n\n\n<div class=\"wp-block-group pl-fases is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-fase activa is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-fase-fecha wp-block-paragraph\">Sep \u2013 Dic 2026<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">An\u00e1lisis preliminares<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Revisi\u00f3n bibliogr\u00e1fica y diagn\u00f3stico de las pr\u00e1cticas en aula.<\/p>\n\n\n\n<p class=\"pl-en-curso wp-block-paragraph\">En curso<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-fase activa is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-fase-fecha wp-block-paragraph\">Oct 2026 \u2013 Mar 2027<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Concepci\u00f3n y an\u00e1lisis a priori<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Guiones pedag\u00f3gicos y actualizaci\u00f3n de los m\u00f3dulos.<\/p>\n\n\n\n<p class=\"pl-en-curso wp-block-paragraph\">En curso<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-fase is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-fase-fecha wp-block-paragraph\">Abr \u2013 May 2027<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Experimentaci\u00f3n en aula<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Pilotaje e intervenci\u00f3n en aula con laborantes.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-fase is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-fase-fecha wp-block-paragraph\">Jun \u2013 Jul 2027<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">An\u00e1lisis a posteriori<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Contraste con las predicciones y validaci\u00f3n interna.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-fase is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-fase-fecha wp-block-paragraph\">Desde Ago 2027<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Transferencia<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Difusi\u00f3n cient\u00edfica y proyecci\u00f3n regional.<\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-establecimientos is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"pl-establecimientos-tit wp-block-paragraph\">Centros Educativos<\/p>\n\n\n\n<ul class=\"wp-block-list pl-establecimientos-lista\">\n<li>ALTA UACh<\/li>\n\n\n\n<li>Escuela Carboneros de Isla del Rey<\/li>\n\n\n\n<li>Colegio San Luis del Alba<\/li>\n\n\n\n<li>Fundaci\u00f3n Efecto Educativo<\/li>\n\n\n\n<li>Colegio Bicentenario de M\u00fasica Juan Sebasti\u00e1n Bach de Valdivia<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/section>\n\n\n\n<section class=\"wp-block-group alignfull pl-bloque is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-contenedor has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<h2 class=\"wp-block-heading\">Metodolog\u00eda y <em>bases te\u00f3ricas<\/em><\/h2>\n\n\n\n<div class=\"wp-block-group pl-pilares is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-pilar is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Teor\u00eda comognitiva<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Comprende las matem\u00e1ticas como una forma de comunicaci\u00f3n y su aprendizaje como participaci\u00f3n, que se desarrolla mediante la interacci\u00f3n social (Sfard, 2008).<\/p>\n\n\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-pilar is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Ingenier\u00eda did\u00e1ctica<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Orienta el dise\u00f1o, la implementaci\u00f3n y la validaci\u00f3n de la propuesta mediante el contraste entre lo esperado y lo observado en el aula (Artigue, 1992).<\/p>\n\n\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-pilar is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Evidencia previa<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Las evaluaciones de prototipos como AudioFracciones, AudioEnteros y AudioGr\u00e1ficos incluyeron a 221 estudiantes de educaci\u00f3n b\u00e1sica, con resultados positivos en lo matem\u00e1tico, lo musical y lo afectivo.<\/p>\n\n\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-pilar is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\">Bullying cognitivo<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Exclusi\u00f3n de la participaci\u00f3n aut\u00e9ntica: repetir procedimientos sin comprender su significado, con ansiedad, temor al fracaso y rechazo a la disciplina.<\/p>\n\n\n<\/div>\n\n\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Fundamentaci\u00f3n<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Existe una amplia evidencia emp\u00edrica y metaanal\u00edtica que confirma que la ansiedad matem\u00e1tica es un constructo multidimensional que deteriora el rendimiento. Estudios recientes profundizan adem\u00e1s, en c\u00f3mo este fen\u00f3meno impacta desproporcionadamente a las mujeres, reduciendo su autoeficacia y su elecci\u00f3n de trayectorias STEM (Rozgonjuk et al., 2020; UNESCO, 2024). Sin embargo, esta literatura presenta un vac\u00edo cr\u00edtico al estar dominada por enfoques psicom\u00e9tricos que tienden a individualizar el afecto matem\u00e1tico como rasgo de la\/el estudiante, desvincul\u00e1ndolo\/a de las condiciones discursivas del aula.<\/p>\n\n\n<\/div>\n<\/section>\n\n\n\n<section class=\"wp-block-group alignfull pl-bloque pl-tenue is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-contenedor has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group pl-cab-sec is-content-justification-space-between is-layout-flex wp-container-core-group-is-layout-ffe68a12 wp-block-group-is-layout-flex\">\n<div class=\"wp-block-group pl-cab-sec-txt is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading\">Investigaci\u00f3n <em>publicada<\/em><\/h2>\n<\/div>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-outline is-style-outline--1\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/picalab.cl\/sitio\/publicaciones\/\">Ver todas<\/a><\/div>\n<\/div>\n<\/div>\n\n\n<div class=\"pl-filtros\" role=\"group\" aria-label=\"Filtrar por tipo\"><button type=\"button\" aria-pressed=\"true\" data-f=\"todos\">Todas<\/button><button type=\"button\" aria-pressed=\"false\" data-f=\"articulo\">Art\u00edculo<\/button><button type=\"button\" aria-pressed=\"false\" data-f=\"ponencia\">Ponencia<\/button><\/div><ul class=\"pl-pubs\"><li class=\"pl-pub\" data-tipos=\"ponencia\"><span class=\"pl-anio\">2023<\/span><span class=\"pl-tipo\">Ponencia<\/span><div><h4><a href=\"https:\/\/alpaca.pubpub.org\/pub\/6hd57q7r\/release\/1?readingCollection=1def0192\" target=\"_blank\" rel=\"noopener\">RagaLab: An Experimental Prototype for Mathematical Exploration and Musical Modelling of Structures Based on Indian Classical Music Theory<\/a><\/h4><p>Thayer, T., Petrovich, M. y Albornoz, A. \u00b7 2023 Algorithmic Pattern Salon, Conference Proceedings, Reino Unido<\/p><\/div><\/li><li class=\"pl-pub\" data-tipos=\"articulo\"><span class=\"pl-anio\">2023<\/span><span class=\"pl-tipo\">Art\u00edculo<\/span><div><h4><a href=\"http:\/\/revistas.uach.cl\/index.php\/estped\/article\/view\/7306\" target=\"_blank\" rel=\"noopener\">Una perspectiva epistemol\u00f3gica a los procesos interdisciplinarios en la formaci\u00f3n profesional<\/a><\/h4><p>Venegas-Thayer, M. A. \u00b7 Estudios Pedag\u00f3gicos, 49(2), 133\u2013152 \u00b7 <a class=\"pl-doi\" href=\"https:\/\/doi.org\/10.4067\/S0718-07052023000200133\" target=\"_blank\" rel=\"noopener\">DOI 10.4067\/S0718-07052023000200133<\/a> \u00b7 <a class=\"pl-doi\" href=\"https:\/\/www.instagram.com\/p\/DdwqzsPjg-d\/\" target=\"_blank\" rel=\"noopener\">Teor\u00eda Comognitiva en Instagram<\/a><\/p><\/div><\/li><li class=\"pl-pub\" data-tipos=\"articulo\"><span class=\"pl-anio\">2021<\/span><span class=\"pl-tipo\">Art\u00edculo<\/span><div><h4><a href=\"https:\/\/revistas.um.es\/reifop\/article\/view\/442501\" target=\"_blank\" rel=\"noopener\">La formaci\u00f3n tecnol\u00f3gica del profesorado de m\u00fasica en Educaci\u00f3n Secundaria. Un estudio de intervenci\u00f3n basado en la integraci\u00f3n de contenidos musicales, tecnol\u00f3gicos y pedag\u00f3gicos en la Universidad de Valencia<\/a><\/h4><p>Thayer, T., Tejada, J. y Murillo, A. \u00b7 Revista Electr\u00f3nica Interuniversitaria de Formaci\u00f3n del Profesorado, 24(3) \u00b7 <a class=\"pl-doi\" href=\"https:\/\/doi.org\/10.6018\/reifop.442501\" target=\"_blank\" rel=\"noopener\">DOI 10.6018\/reifop.442501<\/a><\/p><\/div><\/li><li class=\"pl-pub\" data-tipos=\"articulo\"><span class=\"pl-anio\">2019<\/span><span class=\"pl-tipo\">Art\u00edculo<\/span><div><h4><a href=\"https:\/\/openjournals.library.sydney.edu.au\/index.php\/CAL\/article\/view\/12446\" target=\"_blank\" rel=\"noopener\">Design, implementation and students\u2019 emotional assessment of a software for the learning of rational numbers through music metaphors in Chilean primary education: An exploratory study on AudioFractions<\/a><\/h4><p>Thayer, T., Venegas-Thayer, M. A. y Tejada, J. \u00b7 International Journal of Innovation in Science and Mathematics Education, 27(2), 1\u201317<\/p><\/div><\/li><li class=\"pl-pub\" data-tipos=\"articulo\"><span class=\"pl-anio\">2018<\/span><span class=\"pl-tipo\">Art\u00edculo<\/span><div><h4><a href=\"http:\/\/revistas.uach.cl\/index.php\/estped\/article\/view\/3613\" target=\"_blank\" rel=\"noopener\">Recursos inform\u00e1ticos para el aprendizaje de las matem\u00e1ticas mediante met\u00e1foras musicales: el proceso de creaci\u00f3n y evaluaci\u00f3n de PicaLab<\/a><\/h4><p>Thayer-Morel, T., Venegas-Thayer, M. A. y Tejada-Gim\u00e9nez, J. \u00b7 Estudios Pedag\u00f3gicos, 44(1), 351\u2013376 \u00b7 <a class=\"pl-doi\" href=\"https:\/\/doi.org\/10.4067\/S0718-07052018000100351\" target=\"_blank\" rel=\"noopener\">DOI 10.4067\/S0718-07052018000100351<\/a><\/p><\/div><\/li><\/ul><\/p>\n<\/div>\n<\/section>\n\n\n\n<section class=\"wp-block-group alignfull pl-bloque pl-referencias is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-contenedor has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<h2 class=\"wp-block-heading\">Referencias <em>conceptuales<\/em><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Artigue, M. (1992). Didactic engineering. En R. Douady y A. Mercier (Eds.), <em>Research in didactique of mathematics<\/em> (pp. 41\u201365). La Pens\u00e9e Sauvage.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K. y T\u00e4ht, K. (2020). Mathematics anxiety among STEM and social sciences students: The roles of mathematics self-efficacy, and deep and surface approach to learning. <em>International Journal of STEM Education<\/em>, 7, 46. <a href=\"https:\/\/doi.org\/10.1186\/s40594-020-00246-z\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s40594-020-00246-z<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sfard, A. (2008). <em>Thinking as communicating: Human development, the growth of discourses, and mathematizing<\/em>. Cambridge University Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">UNESCO. (2024). <em>Global Education Monitoring Report: Gender report \u2014 Technology on her terms<\/em>. UNESCO. <a href=\"https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000389406\" target=\"_blank\" rel=\"noopener\">https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000389406<\/a><\/p>\n\n\n<\/div>\n<\/section>\n\n\n\n<section class=\"wp-block-group alignfull pl-banda is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group pl-contenedor has-global-padding is-layout-constrained wp-container-core-group-is-layout-40a8439e wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group pl-banda-caja is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-columns are-vertically-aligned-center pl-dos is-layout-flex wp-container-core-columns-is-layout-89c98654 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h2 class=\"wp-block-heading\"><a href=\"https:\/\/picalab.cl\/sitio\/proyecto-hacs\/\">Lleva las <em>Musimatem\u00e1ticas<\/em> a tu aula<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Gu\u00edas, planificaciones, r\u00fabricas y un taller de apropiaci\u00f3n docente para implementar los m\u00f3dulos MMSI. Acceso para los establecimientos participantes y apertura con licencia CC BY al cierre del proyecto.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-claro\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/picalab.cl\/sitio\/contacto\/\">Escribir a PicaLab \u2192<\/a><\/div>\n\n\n\n<div class=\"wp-block-button is-style-borde-claro\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/picalab.cl\/sitio\/materiales\/\">Materiales<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div class=\"wp-block-group pl-banda-item is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/picalab.cl\/sitio\/materiales\/#guias\"><strong>Gu\u00edas pedag\u00f3gicas por m\u00f3dulo<\/strong><br>AudioFracciones, AudioCombinatoria y AudioGeometr\u00eda<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-banda-item is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/picalab.cl\/sitio\/materiales\/#planificaciones\"><strong>Planificaciones y r\u00fabricas<\/strong><br>Para sala de clases y laboratorio, con protocolo de aplicaci\u00f3n<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group pl-banda-item is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/picalab.cl\/sitio\/materiales\/#taller\"><strong>Taller de apropiaci\u00f3n docente<\/strong><br>Con acompa\u00f1amiento durante la experimentaci\u00f3n<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Mediaci\u00f3n sonoro-musical en el aula Propuesta educativa Justificaci\u00f3n, estado del arte, metodolog\u00eda, fases de trabajo y centros educativos vinculados. Mediaci\u00f3n sonoro-musical en el aula La propuesta de mediaci\u00f3n sonoro-musical busca implementar y verificar la efectividad de los m\u00f3dulos MMSI para mitigar el bullying cognitivo y restaurar la participaci\u00f3n de los estudiantes en el discurso matem\u00e1tico. [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"pagina-editable","meta":{"footnotes":""},"class_list":["post-55","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/pages\/55","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/comments?post=55"}],"version-history":[{"count":8,"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/pages\/55\/revisions"}],"predecessor-version":[{"id":101,"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/pages\/55\/revisions\/101"}],"wp:attachment":[{"href":"https:\/\/picalab.cl\/sitio\/wp-json\/wp\/v2\/media?parent=55"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}