Acompañamiento dialógico y la integración de la tutoría al plan de estudios. Lógicas y prácticas en tensión

Abstract

Abstract The present paper sums up the research carried out in a tele-secondary school in the state of Mexico, through the perspective of comprehensive-interpretive methods whose central thesis confirms that there are strong tensions in the theory and practice of tutoring sessions, understood as a dialogic accompaniment and as complementary to the curriculum. First, we present the position of reflection before research, where the training and experience of the researchers come into play: a vision that aims to break with the traditional concepts about academic work. To this end, in the second section, we present the constructed methodology, contextualized and in dialogue, shaped by observations and conversations with students, instructors and other figures involved in tutoring. Then, we discuss some conclusions that aim to break with the paradigm that considers tutoring sessions as just another subject in the curriculum in order to reach a critical, analytical and proactive vision. Finally, we outline some ideas as a kind of open agenda to continue the research of tutoring in basic education.