Tutoría en Educación Primaria
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Date
2022-03-18
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue el primero. La tutoría escolar en el aula asegura y vela porque se cumplan con los
derechos de cada estudiante, así como también, que estos reciban una orientación
apropiada y de calidad a partir de sus intereses y necesidades, de manera que, se opta por
buscar soluciones asertivas ante los problemas que puedan presentarse durante su
formación.
Segundo. La Tutoría y Orientación Educativa se encarga en brindar
acompañamiento por parte del docente a cada uno de sus estudiantes para así aportar en el
desarrollo integral, y, asimismo, en su bienestar y el logro de sus aprendizajes, todo ello se
puede desarrollar por medio del establecimiento de vínculos afectivos mediante un clima
en el que abunde el respeto y la confianza, ofreciéndoles una orientación en función a sus
necesidades.
Tercero. La importancia de la tutoría escolar radica en un espacio determinado de
reflexión para que los educandos tengan un ambiente comunicativo y puedan dialogar
sobre sí mismos, sobre sus compañeros, sus necesidades, sus inquietudes y sus proyectos
de vida que se presentan en situaciones reales dentro y fuera del centro educativo.
Cuarto. La tutoría se considera preventiva, formativa y permanente ya que el
docente tutor tiene la pretensión de que sus alumnos alcancen y desarrollen capacidades,
valores, competencias y actitudes que le permitan hacer frente adecuadamente a las
demandas y retos que surgen a lo largo de su desarrollo, al igual, que pretende erradicar o
minimizar los elementos de riesgo mediante el apoyo a los estudiantes en medio de su
proceso formativo.
Quinto. En cuanto, a la labor tutorial consiste en trabajar de forma organizada y
coordinada junto a los padres de familia, tutor, docentes y estudiantes. Por consiguiente,
esta acción coadyuva al mejoramiento de la convivencia de los estudiantes, ya sea, en los
diversos espacios en la que se encuentre, asimismo, genera el compromiso de los padres de
familia en el proceso formativo de sus hijos. Además, el diálogo y el trabajo permanente
con los padres de familia con relación a los logros de sus hijos permite reducir la
posibilidad de los riesgos y dificultades que se presenten en su desarrollo.
Sexto. El director de la Institución Educativa, es el garante principal que garantiza
la ejecución del proceso de acompañamiento a través de un Comité de Tutoría y
Orientación Educativa.
Séptimo. Los equipos de tutoría y orientación educativa los conforman el docente
tutor, el psicoterapeuta, psicopedagogo o psicólogo educativo, el personal directivo y
administrativo y el personal docente, además, tiene participación tanto los padres de
familia como los estudiantes, de manera que, sus acciones y tareas se efectúan en las áreas
de salud corporal, personal-social, vocacional, académica, mental, y emocional, ayuda
social y convivencia escolar.
Octavo. Cabe resaltar, que la función del tutor no es solamente que se cumplan con
la labor de un psicólogo o psicoterapeuta, sino, convertirse en el soporte y apoyo dentro de
la Institución Educativa, si existe alguna dificultad o complicación será derivado hacia un
especialista. También, es importante mencionar que las actividades que se realizan durante
la sesión de tutoría no necesitan alguna calificación.
Noveno. Por otro lado, la evaluación en la tutoría tiene como objetivo la
identificación y reconocimiento del proceso o el progreso que transita cada alumno, al
igual que el aula en su totalidad, con la finalidad de que se identifiquen y registren las
dificultades, fases, momentos significativos, cambios y logros. Asimismo, es necesario
aplicar la evaluación sobre la labor tutorial para obtener retroalimentación y mejorarla.
The objective of this research work was the first. School tutoring in the classroom ensures and oversees compliance with the rights of each student, as well as that they receive orientation appropriate and of quality based on their interests and needs, so that they choose seek assertive solutions to problems that may arise during their training. Second. Tutoring and Educational Guidance is responsible for providing accompaniment by the teacher to each of his students in order to contribute in the integral development, and, likewise, in their well-being and the achievement of their learning, all this is can develop through the establishment of affective bonds through a climate in which respect and trust abound, offering them guidance based on their needs. Third. The importance of school tutoring lies in a specific space of reflection so that students have a communicative environment and can dialogue about themselves, about their colleagues, their needs, their concerns and their projects of life that are presented in real situations inside and outside the educational center. Room. Tutoring is considered preventive, formative and permanent since the teacher tutor has the claim that their students reach and develop skills, values, skills and attitudes that allow them to adequately deal with the demands and challenges that arise throughout its development, as well as that it seeks to eradicate or minimize elements of risk by supporting students in the midst of their formative process. Fifth. Regarding the tutorial work, it consists of working in an organized and Coordinated with parents, guardians, teachers and students. Therefore, This action contributes to the improvement of the coexistence of the students, be it in the various spaces in which it is located, likewise, it generates the commitment of the parents of family in the educational process of their children. In addition, the dialogue and permanent work with parents in relation to the achievements of their children allows to reduce the possibility of the risks and difficulties that arise in its development. Sixth. The director of the Educational Institution is the main guarantor that guarantees the execution of the accompaniment process through a Tutoring Committee and Educational orientation. Seventh. The tutoring and educational guidance teams are made up of the teacher tutor, psychotherapist, psychopedagogue or educational psychologist, managerial staff and administrative and teaching staff, in addition, both the parents of family as students, so that their actions and tasks are carried out in the areas bodily, personal-social, vocational, academic, mental, and emotional health, help social and school coexistence. Eighth. It should be noted that the role of the tutor is not only to comply with the work of a psychologist or psychotherapist, but rather, become the support and support within the Educational Institution, if there is any difficulty or complication, it will be referred to a specialist. Also, it is important to mention that the activities that are carried out during the tutorial session does not need any qualification. Nineth. On the other hand, the evaluation in the tutorial has as objective the identification and recognition of the process or progress that each student goes through, the same as the classroom as a whole, in order to identify and record the difficulties, phases, significant moments, changes and achievements. Also, it is necessary apply the evaluation on the tutorial work to obtain feedback and improve it.
The objective of this research work was the first. School tutoring in the classroom ensures and oversees compliance with the rights of each student, as well as that they receive orientation appropriate and of quality based on their interests and needs, so that they choose seek assertive solutions to problems that may arise during their training. Second. Tutoring and Educational Guidance is responsible for providing accompaniment by the teacher to each of his students in order to contribute in the integral development, and, likewise, in their well-being and the achievement of their learning, all this is can develop through the establishment of affective bonds through a climate in which respect and trust abound, offering them guidance based on their needs. Third. The importance of school tutoring lies in a specific space of reflection so that students have a communicative environment and can dialogue about themselves, about their colleagues, their needs, their concerns and their projects of life that are presented in real situations inside and outside the educational center. Room. Tutoring is considered preventive, formative and permanent since the teacher tutor has the claim that their students reach and develop skills, values, skills and attitudes that allow them to adequately deal with the demands and challenges that arise throughout its development, as well as that it seeks to eradicate or minimize elements of risk by supporting students in the midst of their formative process. Fifth. Regarding the tutorial work, it consists of working in an organized and Coordinated with parents, guardians, teachers and students. Therefore, This action contributes to the improvement of the coexistence of the students, be it in the various spaces in which it is located, likewise, it generates the commitment of the parents of family in the educational process of their children. In addition, the dialogue and permanent work with parents in relation to the achievements of their children allows to reduce the possibility of the risks and difficulties that arise in its development. Sixth. The director of the Educational Institution is the main guarantor that guarantees the execution of the accompaniment process through a Tutoring Committee and Educational orientation. Seventh. The tutoring and educational guidance teams are made up of the teacher tutor, psychotherapist, psychopedagogue or educational psychologist, managerial staff and administrative and teaching staff, in addition, both the parents of family as students, so that their actions and tasks are carried out in the areas bodily, personal-social, vocational, academic, mental, and emotional health, help social and school coexistence. Eighth. It should be noted that the role of the tutor is not only to comply with the work of a psychologist or psychotherapist, but rather, become the support and support within the Educational Institution, if there is any difficulty or complication, it will be referred to a specialist. Also, it is important to mention that the activities that are carried out during the tutorial session does not need any qualification. Nineth. On the other hand, the evaluation in the tutorial has as objective the identification and recognition of the process or progress that each student goes through, the same as the classroom as a whole, in order to identify and record the difficulties, phases, significant moments, changes and achievements. Also, it is necessary apply the evaluation on the tutorial work to obtain feedback and improve it.
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Rendimiento académico
Citation
Casimiro Vasquez, C. P. (2022). Tutoría en Educación Primaria (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.