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Palabras Clave: Tutoría, Atención Psicopedagógica, Personalizada, Diferenciada,
Investigación Cualitativa
Abstract
The research that is presented has great importance in the transformation that is required in
Mexican higher education, when referring to the process of tutoring. From the experience
of the researcher as coordinator of the tutoring program of the professional academic unit of
Cuautitlan Izcalli in the Autonomous University of the State of Mexico and the Exchange
with the different involved identified some limitations, which gave rise to pose as a
problem how favor personalized psycho-pedagogical attention of students of the UAPCI on
the UAEM?through the programme of academic tutoring, that allows to generate greater
sense of belonging and therefore generate a better performance in their learning? To solve
this problem was drawn as a general objective establish a manual of procedures, as based
on a pedagogical concept, conducive to the development of the process of individual
psycho-pedagogical attention which reference has been made.
Regarded as joint research development, where from the quantitative use descriptive
research, where the empirical methods that allow to reflect the General and observable
features on the investigation process are present. From the qualitative dominated the
method of action research (I-a), because it is intended to bring about changes in the studied
reality, i.e. that you want is fundamentally improve teaching practice which is investigated.
Keywords: Tutoring, Psycho-Pedagogical Attention, Customized, Differentiated,
Qualitative Research
Introducción.
Entre los retos que la educación superior mexicana se precisa “…ofrecer servicios
educativos de gran calidad que proporcionen a los estudiantes una formación que integre
elementos humanistas y culturales con una sólida capacitación técnica y científica. De esta
manera, los egresados universitarios podrán estar en condiciones de insertarse en el proceso
de desarrollo de nuestro país promoviendo activamente una cultura científica y tecnológica,
así como los valores del crecimiento sustentable, la democracia, los derechos humanos y el
combate a la pobreza, con miras a una sociedad global, armónica y solidaria en la que
prevalezcan dichos principios.” (ANUIES, 1998)
En la UAEM el Programa Institucional de Tutoría Académica (ProInsTA), inicia en el año
2001 orientado a reforzar académicamente al estudiante de Nivel Superior. Este programa
en una nueva visión se conforma en la integración del modelo educativo institucional,
encaminado a promover el aprendizaje del estudiante, a través del aprendizaje autodirigido
con una orientación humanista sensible y responsable ante las necesidades y oportunidades
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