La experiencia de orientación docente en la práctica profesional de trabajo social

This article is the result of the systematization of the experience with teacher guidance within the framework of the professional practice of social workers. The systematization process contains three phases: reconstruction of the experience, interpretation and empowerment of pedagogical practice, carried out from the criticalsocial approach based on the results of the process developed with three experiences during one year. The results highlight the interest of the students in materializing the ethical and political project devised for the profession, and the tensions present between the forces that make up the field (agents and institutions). In addition, students tend to return to positivism and with the passage of practice they adapt to the logic of the commercialized educational project, a place in which the teacher has contributed to indoctrinate for the labor market. The greatest challenge of teaching guidance is focused on promoting within the academic unit the discussion around competences and the evaluation system created for academic practices, as well as maintaining constant analysis of the contemporary socio-political context in order to promote the development of critical and reflective capacities.

• Autores: Linares García, Johana; Hernández Quirama, Andrea; Rojas Betancur, Hector Mauricio
• Fecha de publicación: 2020
• Institución: Universidad Santo Tomás
• Repositorio: Repositorio Institucional USTA
• Idioma: spa
• OAI Identifier: oai:repository.usta.edu.co:11634/41878
• Acceso en línea: https://revistas.usantotomas.edu.co/index.php/riiep/article/view/5498; http://hdl.handle.net/11634/41878
• Palabra clave: teacher orientation; ethical-political project; professional practice; social intervention; orientación docente; proyecto ético-político; práctica profesional; intervención social
• License: http://purl.org/coar/access_right/c_abf2