RESUMENEn Chile, las universidades adscritas al Consejo de Rectores abordan diversas iniciativas en función de la innovación curricular, es así como este artículo tiene como objetivo comunicar el proceso metodológico de la tutoría académica de pregrado de la Escuela de Trabajo Social, Universidad del Bío-Bío en el marco de las prácticas profesionales. En el escenario de las prácticas profesionales, las tutorías académicas adquieren relevancia en la formación disciplinaria, entendiendo estas como "una actividad de carácter formativo que incide en el desarrollo integral de los estudiantes universitarios en su dimensión intelectual, académica, profesional y personal" (Ferrer, 2003: 67). Los resultados de aprendizaje que I.S.S.N: 0719-9872
Chilean universities attached to the Council of Rectors have addressed various initiatives in terms of curriculum innovation, assuming international training challenges in the contexts of professional performance. In the scenario of professional practices, academic tutoring acquires relevance in disciplinary training, considering the situational approach as a way of interpreting and approaching reality by recognizing the discursive keys of the social problem from a situation. This article presents the situational approach and academic tutoring as formative strategy in the professional practice subjects of the Social Work Program belonging to the Universidad del Bío-Bío, Chile. Experience shows that working from this approach in professional practices involves determining, according to the curricular level in which the student is, a series of activities and procedures that will be implemented by the practice tutors during the time in which the process is developed, providing experience and learning of the intervention approach through academic tutoring as a training strategy.
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