Tutoría universitaria y convivencia escolar. Hallazgos derivados de un año de acompañamiento

Miguel Ángel Scott Herrera

doi:10.33064/2026docere349195

Authors

Miguel Ángel Scott Herrera Universidad Aut´ónoma de Aguascalientes

DOI:

https://doi.org/10.33064/2026docere349195

Keywords:

tutorship, coexistence, university students, conflict

Abstract

Findings resulting from a year of university tutoring within a bachelor’s group from the Universidad Autónoma de Aguascalientes are presented, mainly characterized for conflicts and group shredding. From a collaborative diagnosis, 30 sessions focused on the enhancement of coexistence were implemented through reflexive learning strategies and the addressing of socioemotional skills. The evaluation, conducted through social cartography, showed improvements in respect, disposition and cohesion of common challenges; however, subgroups and tensions lingered, causing tensions that restricted full group integration. In conclusion, the findings showed that university tutoring, when systematically and contextualized, can constitute as a crucial formative space not only to build an inclusive coexistence, but also for teachers’ reflection about educational processes, especially the ones related to teaching methodologies, evaluation strategies and the incorporation of relevant pedagogical approaches in higher education.

Translated by Adán Israel Vázquez Alba

Downloads

Download data is not yet available.

Author Biography

Miguel Ángel Scott Herrera, Universidad Aut´ónoma de Aguascalientes

He is a professor-researcher in the education department from the Social Sciences and Humanities Center at the Universidad Autónoma de Aguascalientes (UAA). He holds a degree in Education from the Universidad Autónoma de Yucatán, and a master’s degree in educational research from the UAA. In the last one, he is pursuing a Ph.D. in Sociocultural Studies from the Social Sciences and Humanities Center. He has taught courses related to pedagogy, teaching methods, educational assessment and Educational Theory at the Upper secondary and higher education levels. His areas of research are focused on scholar community and tutorship, educational reforms, teacher training and the analysis of the relationship between pedagogical theory and educational practice.

References

Bisquerra Alzina, R., & Pérez Escoda, N. (2007). Las competencias emocionales. Educación XX1, 10, 61-82. https://www.redalyc.org/pdf/706/70601005.pdf

Delors, J. (1996). La educación encierra un tesoro: Informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI (compendio). Ediciones UNESCO. https://shre.ink/7nWJ.

Fierro-Evans, C., & Carbajal-Padilla, P. (2019). Convivencia escolar: Una revisión del concepto. Psicoperspectivas, 18(1), 9-27. https://shre.ink/7nWP.

Piñeiro Alonso, E., Mora Mora, D., & Hechavarría Aguilera, Y. (2023). Cartografía social, una herramienta de análisis para el estudio comunitario. ROCA. Revista Científico-Educacional de la provincia Granma, 19(1). http://portal.amelica.org/ameli/journal/440/4403729009/

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. En W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.

Universidad Autónoma de Aguascalientes. (2025). Manual operativo del Programa Institucional de Tutoría. Departamento de Orientación Educativa-Dirección General de Servicios Educativos.

Villarroel Henríquez, V. A., Gutiérrez Suárez, M. P., Bruna Jofré, D. V., & Castillo Rabanal, I. F. (2021). Aplicación de la metodología de aprendizaje experiencial en Educación Superior. PODIUM, (40), 41–58. https://doi.org/10.31095/podium.2021.40.3