La tutoría como espacio de democracia: una mirada desde la voz de los docentes en formación/The tutoring as democratic space. A view from student teacher’s voice

Noelia Ceballos López

Resumen


 

RESUMEN

Este trabajo presenta un estudio sobre la Acción Tutorial como primer ámbito de orientación de las escuelas comprometidas con la formación de ciudadanos y la construcción de una sociedad más justa y democrática. El trabajo se sitúa en la tradición de la investigación cualitativa poniendo en primer término la interpretación que le otorgan a su experiencia de tutoría 41 alumnos/as de tercer curso del Grado de Magisterio de Educación Infantil de la Universidad de Cantabria. Para la recogida y producción de datos se ha utilizado la estrategia Diamond-9, propia de métodos de investigación visuales, y la construcción de narraciones escritas. Los principales resultados encontrados nos sitúan ante la presencia de una modo de entender la acción tutorial como una acción: delimitada en un tiempo y espacio (la hora de tutoría); ligada exclusivamente al trabajo del tutor, quien no siempre asume y conoce cómo desarrollar su papel; cuyo contenido no está claramente delimitado; y, cuyo ámbito de actuación se circunscribe al alumnado, olvidando otros contextos y agentes de trabajo (familias, profesorado y comunidad). Por ello concluimos que los centros deben iniciar procesos de diálogo, formación y acción que permitan entender la Acción Tutorial como una tarea compartida que ofrece la oportunidad de entablar procesos de diálogo y participación con el alumnado, las familias y la comunidad local.

ABSTRACT

In this paper, it is presented a study in which we reflect on tutorial action understood as the first field of orientation in schools that are committed to the training of citizens and more just and democratic society. The work is based on the principles of the qualitative research that seeks to put first the interpretation that students realize about its tutoring experience. 41 students of Tutorial Action of the Grade in Teaching in Early Childhood Education at the University of Cantabria have participated in this study. It has carried out the data collection process through the combination of two strategies: Diamond-9, its own visual research methodology, and the construction of written narratives. The main results about the conceptualization of the tutorial action are: a restricted use in a time and space (the time of tutoring); linked to the work of the tutor, who does not always assume or know how to develop this role; the content does not clearly defined and its scope of action is limited to students, forgetting other contexts and agents (families, teachers and community). To sum up, the schools should initiate processes of dialogue, formation and action to understand the Tutorial Action as a shared task which offers spaces to dialogue and participation with students, families and local community.

ABSTRACT

In this paper, it is presented a study in which we reflect on tutorial action understood as the first field of orientation in schools that are committed to the training of citizens and more just and democratic society. The work is based on the principles of the qualitative research that seeks to put first the interpretation that students realize about its tutoring experience. 41 students of Tutorial Action of the Grade in Teaching in Early Childhood Education at the University of Cantabria have participated in this study. It has carried out the data collection process through the combination of two strategies: Diamond-9, its own visual research methodology, and the construction of written narratives. The main results about the conceptualization of the tutorial action are: a restricted use in a time and space (the time of tutoring); linked to the work of the tutor, who does not always assume or know how to develop this role; the content does not clearly defined and its scope of action is limited to students, forgetting other contexts and agents (families, teachers and community). To sum up, the schools should initiate processes of dialogue, formation and action to understand the Tutorial Action as a shared task which offers spaces to dialogue and participation with students, families and local community.


Palabras clave


acción tutorial; tutor; participación; escuela democrática; orientación/tutorial action; participation; democratic school; guidance.

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DOI: http://dx.doi.org/10.5944/reop.vol.28.num.1.2017.19360

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