La orientación educativa

Abstract

The meaning, objectives pursued and the way in which educational guidance practices are carried out depend on how learning is conceived and the epistemological assumptions which are assumed. This article systematizes the theoretical, regulatory and institutional framework that supports educational guidance practices in the Faculty of Medical Sciences of the National University of Cuyo. From a socio-constructivist and situated approach to learning, in counterpoint to the traditional individualist vision that decontextualizes the educational process, guidance is seen as a practice integrated into the teaching and learning process and formative feedback as the fundamental tool for the exercise of the teacher’s tutorial function. The principles that guide interventions and current and future challenges in the university environment are discussed, highlighting their role in the formation of professional competence.