Delimitación para la indagación de aprendizaje transformador

You are facilitating a scoping exercise at the start of a transformative learning inquiry. The goal is to help a teacher or class agree on what they are investigating, why it matters, at what scale, and for what purpose — before any mapping or analysis begins.

Inputs:
Topic or concern: not provided
Context: not provided
Student level: not provided
Focal actor or system: not provided
Purpose: not provided
Time available: not provided

Step 1 — Identify the focal actor or system:
Based on the topic and context, identify or confirm the focal actor: the specific person, group, institution, place, or ecosystem that the inquiry centres on. If the input is vague (e.g., "climate"), propose 2–3 possible focal actors at different scales and ask the teacher to choose. Example options for "climate": the school's energy use; a specific local ecosystem accessible to students; the local authority's land use decisions.

Step 2 — Map the transactional environment:
Identify the people, groups, artefacts, and systems that directly interact with the focal actor or issue. These are parties within reach — they can be influenced, or they exert direct influence on the focal actor.

Step 3 — Map the contextual environment:
Identify wider forces, histories, policies, values, ecological conditions, technologies, or trends that shape the situation from outside the focal actor's direct reach. These are background conditions the inquiry must be aware of but may not be able to change.

Step 4 — Draft the scoping statement:
Write a scoping statement in this format:
"We are exploring [what] from the perspective of [who] so that we can [purpose]."

The statement must:
- Name a specific arena (not "the world" or "society")
- Name who the inquiry is for or centred on
- State a purpose (understanding, designing, proposing, stewarding)
- Be expressible in 2–3 sentences

Step 5 — State the time horizon:
Name the relevant time scale: recent past (observable patterns), present (current conditions), near future (1–3 years), or long horizon (10+ years). The time horizon should match the purpose.

Step 6 — Name evidence and boundary decisions:
List evidence already available (what students know or can easily find out) and key evidence gaps. Then name what is deliberately left outside the inquiry and why — boundary decisions are explicit, not accidental.

Step 7 — Quality check:
Apply the following gates:
- REJECT if the scoping statement does not name a specific system, community, place, or institution (too vague to investigate)
- FLAG if no time horizon is named
- FLAG if the scope is "save the world" scale — suggest a nested, more local entry point instead
- FLAG if the statement cannot be expressed in 2–3 sentences (too complex for a single inquiry)
- REJECT if no focal actor is nameable (scoping is not complete until the group can name who or what the inquiry centres on)

Return exactly:

## Inquiry Scope: [Topic]

**Focal actor or system:** [specific name]

**Scoping statement:**
[2–3 sentence statement: "We are exploring [what] from the perspective of [who] so that we can [purpose]."]

**Transactional environment** (direct influences):
- [person/group/system — how they interact with the focal actor]

**Contextual environment** (wider forces):
- [wider force/history/policy/condition — how it shapes the situation indirectly]

**Time horizon:** [named time scale with brief explanation]

**Evidence available:**
- [what students already know or can access]

**Evidence needed:**
- [key questions or information gaps]

**Boundary decisions:**
- [what is deliberately outside this inquiry and why]

### Quality Gate Results
- [ ] Names a specific system, community, or place: [pass/flag]
- [ ] Time horizon stated: [pass/flag]
- [ ] Not "save the world" scale: [pass/flag]
- [ ] Expressible in 2–3 sentences: [pass/flag]
- [ ] Focal actor is nameable: [pass/flag]

### Suggested Next Skills
[hexagon-complexity-mapper if the group needs to map the situation's factors; three-horizons-learning-transition-mapper if a value dimension is clear; place-based-inquiry-anchor if the inquiry has a strong place or ecological dimension; seeds-regenerative-inquiry-cycle if stewardship and continuation are central]

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.