Revista Interamericana de Investigación Educación y Pedagogía RIIEP
Title: Revista Interamericana de Investigación en Educación y Pedagogía (RIIEP) Print ISSN: 1657-107X | Electronic ISSN: 2500-5421 DOI: 10.15332/25005421 Contact: revista.riiep@unad.edu.co Frequency: Biannual Publishing Institutions Universidad Nacional Abierta y a Distancia (UNAD) in co-edition with Universidad Santo Tomás (USTA), Colombia. Scope and Topics Education, Pedagogy, and Cultural Studies. Publishes original research in pedagogical innovation, educational technologies, teacher training, educational policies, assessment, inclusion, and cultural diversity in education. Indexing and Databases Specialized Databases: SciELO Colombia LATINDEX Catalog 2.0 | LATINDEX Directory REDIB Redalyc EBSCO Academic Source Premier MIAR BASE ERIH PLUS Identification Systems: FATCAT MIRABEL ROAD (Directory of Open Access Scholarly Resources) TITLE DOI WIKIDATA SUDOC SHERPA ROMEO OPENALEX CROSSREF Editorial Policies Open Access: Creative Commons BY-NC-SA 4.0 License No APCs: Free of charge for authors and readers Peer Review: Double-blind with international referees (minimum 40%) Languages: Spanish, Portuguese, English Ethics: COPE standards, plagiarism detection (Turnitin)
Universidad Nacional Abierta y a Distancia y Universidad Santo Tomás
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Towards a renewed and transformative education in Latin America
On the eve of 2026, RIIEP has established itself as a space for intellectual convergence and a reference point for those seeking to transform educational practices through rigorous research and ethical reflection. This issue brings together original findings, systematic reviews, and reflective contributions that, from different perspectives, discuss training, performance, and educational inclusion in Latin America, showcasing the vibrant diversity and potential of our region to innovate in pedagogy and overcome historical barriers. The situation generated by the COVID-19 pandemic has left unequivocal lessons on the need to bridge digital divides, strengthen access to technologies, and rethink academic performance in scenarios of inequality. The opening article addresses this issue from the Colombian context, examining institutional strategies and student outcomes in the absence or limited presence of ICT in education processes. It highlights the urgency of inclusive public policies and sustained investment to enable substantive equity, especially in rural areas and urban peripheries.
Copyright (c) 2025 Olga Lucia Ostos Ortiz (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Critical Reading and Quantitative Reasoning in Higher Education: Pedagogical Design and Student Perception of Virtual Learning Objects
Objective: To describe the conceptualization, design, and initial assessment of Virtual Learning Objects constructed to strengthen critical reading and quantitative reasoning competencies in higher education students, acknowledging their positive link to learning and academic trajectory. Method: The design of Virtual Learning Objects was grounded in the TPACK model (Technological Pedagogical Content Knowledge) and incorporated Problem-Based Learning methodology. Forty-eight objects were constructed—24 for each competency—differentiated according to three levels of cognitive development: basic, intermediate, and advanced. Initial assessment was conducted through a survey administered to 108 students. Results: The usability and utility perception survey demonstrated favorable student evaluation of these resources, providing positive indication of their pedagogical acceptability. Conclusion: The Virtual Learning Objects designed demonstrate viability as tools for strengthening critical reading and quantitative reasoning competencies. Future research is required to establish the direct relationship between the use of these objects and effective competency development, beyond perception and usability measurements.
Copyright (c) 2025 Gloria Isabel Toro- Córdoba, María Cristina Martínez-Solís (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
La creatividad y la educación en el siglo XXI
The 21st Century evolutionary eagerness brings new educational needs, advances in fields such as technology, industry, medicine, education, among others; which present great challenges to a generation that starts off with economic, environmental and social challenges. Thus this changing century demands urgent solutions that cannot be postponed. Therefore, it is necessary to make a deep change in the thin king, acting and being of people, a process that begins in our first school "home" and of course in our first years of schooling, then, it is important that education aims to look for pedagogical models, strategies and innovative teaching methods. So, education is facing a great challenge and aware of the im portance of creative capacity as a necessary condition that leads the human being to reflect on their knowledge, actions, reality and responsibility. Accordingly, the components of the educational process rele vant to the development of creative capacity are exposed: creative attitude of the teacher, creation and use of pedagogical and didac tic strategies in the classroom, promotion of creative spaces and the incidence of creativity as a cultural value.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic analysis of articles published in the Inter-American Journal of Education, Research and Pedagogy (RIIEP) during 2014-2019
The Inter-American Journal of Education, Research and Pedagogy (RIIEP) publishes relevant works of educational and pedagogical research. The following is a bibliographic review of most of them, between 2017 and 2019, from three perspectives: education and information technology, research in education and pedagogy, and pedagogical proposals and didactic strategies.
Creativity and Education in the XXI Century
Parents, Teachers and Students’ Conceptions about School as a Peace Scenario
Nowadays, people believe that peace should be build up from the education scenarios, thus, participation of schools for socialization and education about peace is quite important. Accordingly, the main goal of this research is to investigate about parents, teachers and students’ conception about schools as a scenario for building up peace. A qualitative approach framework was used in this work. A sample of 72 people from three different middle schools, two located in Colombia and the other one in Ecuador, was evaluated. Data was collected through a semi-structured interview and analyzed by means of codification and categorization. Great affinity was found in the results mainly in categories such as peace, family, coexistence and conflict resolution.
The benefits of free software in the teaching - learning process in secondary education
The objective of this article is to show the results of the research "the B-learning methodology taking advantage of the benefits of free software in the teaching-learning process of the computer science subject at the level of secondary education of the Liceo José Félix Municipal Educational Institution Jiménez - afternoon of the city of Pasto ". The methodology was registered under the mixed approach of descriptive type, applying as techniques of information collection the direct observation, the documentary review and the survey. The information collected allowed us to establish what were the needs and expectations for the training of the population under study, in order that the teacher create scenarios where the student becomes the main protagonist and it is he who builds his knowledge. Likewise, the advantages of free software in the design of the B-learning methodology are explained, supporting the scope of the institutional vision and of some MEN guidelines. It is concluded that free software allowed the creation of scenarios of innovation in the teaching-learning processes, as well as, visualized the transversality of the tool with other training areas.
The video games in the learning process of preschool children
The use of technological tools to support the teaching-learning processes of preschool children should not be seen negatively, on the contrary, for some authors the use of software such as digital games or video games, used in a moderate and appropriate way a positive strategy in the meaningful learning of children. The general objective of the research is to determine the influence of games and videogames on the formative processes of preschool students and as specific objectives were defined: to know the cognitive play development relationship in children through videogames or games digital, investigate the influence of video games or digital games in the teaching process for preschool students, design a technological tool to promote a better cognitive play-development relationship in the learning process of preschool students. The orientation of the methodological design of the research corresponds to a descriptive-quantitative study, not experimental, with longitudinal data collection; A population of 41 public educational institutions of the municipality of Bello was selected, which have pre-school level. Two types of instruments were used for the collection of information, the structured survey to collect information from preschool teachers and interviews with child specialists such as pedagogues and psychologists. The results of this study make it possible to demonstrate, making use of this type of technological tools in a moderate and appropriate way can become a positive factor in the learning process of preschool children.
Implementation of constructivist pedagogical strategies mediated by Web 2.0 tools to strengthen the theoretical understanding of the conceptual contents of the natural sciences and environmental education
The research aims to implement constructive pedagogical strategies mediated by Web 2.0 tools to strengthen the theoretical understanding of the conceptual contents of the subject of natural sciences and environmental education, in the eighth grade students of the I.E. Polytechnic Technician, Bucaramanga. The pedagogical strategies are presented through four thematic units on the Cells, in which workshops, mental maps, synoptic tables, letters of letters among other activities that are developed in the classroom project, giving solution to the shortcomings in the students. The concepts that allowed to understand and argue the investigative process were constructivism, the methodology of teaching and learning and meaningful learning. The population studied was made up of 145 students belonging to the I.E. Polytechnic Technician, from her an intentional sample of 35 students that make up the eighth grade of the same educational institution. Hence, the methodology that was carried out consisted of action research, with a non-experimental design of a descriptive type. The data collection techniques were documentary analysis, observation and evaluation norms, which showed the results that focused on the understanding of the constructive pedagogical applications for teaching and learning. The conceptual contents in the area of natural sciences and environmental education, the measures to expand the construction of significant learning.
Perception study of learning teaching methodologies in an engineering postgraduate
For the Institutions of Higher Education it is important to know the quality of its service to improve its processes. The present study seeks to identify the students' perception of an engineering specialization on Teaching-Learning Methodologies. This research was developed through a survey of 3 groups of students from different semesters. The study showed that the Teaching-Learning Methodologies most used by teachers are: Lecture (100%) and Cooperative Learning (77%). More than 80% of students perceive that methodologies are sufficient and appropriate, while less than 50% of students perceive them as insufficient and inadequate. It is concluded that there is a close relationship between the evaluation of the methodologies taught by the teachers and the acquisition and application of the knowledge learned by the students, which is why it is important to promote the application of the best evaluated methodologies to improve the quality of the service.
Management of Production and Productivity
Instructor Assessment Literacy and the Implementation of a Student Assessment Methodology in Higher Education
Objective: To examine the relationship between instructors' assessment literacy (IAL) and the reported implementation of a formative and alternative assessment methodology (FAAM) adopted at a Colombian university during the COVID-19 pandemic. Method: A survey was administered to 159 instructors regarding benefits and challenges experienced with the FAAM, assessment strategies, perspectives on student assessment, and previous assessment experiences. Data were analyzed using multiple regression analysis. Results: The use of assessment strategies during the FAAM was a significant predictor of IAL; in turn, IAL was significantly associated with the implementation of FAAM components. The Colleges of Law and Education were significant positive predictors of FAAM implementation. Notably, the School of Education was a significant predictor of all outcome variables, and IAL emerged as both the most influential explanatory variable and the outcome with the greatest number of significant predictors. Conclusion: Instructors' assessment literacy constitutes a determining factor in the successful implementation of formative and alternative assessment methodologies, with significant differences according to disciplinary context, particularly in the Schools of Education and Law.
Assessment literacy, formative and alternative assessment, student assessment, assessment strategies, multiple regression.
Copyright (c) 2025 Leonardo Herrera-Mosquera, Richard George Lambert , Jae Hoon Lim (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
La Pedagogía de la Respuesta como modelo pedagógico La formación humanista Tomasiana-Sedaniana
El título del presente artículo está inspirado en el pensamiento do minicano y tomista del sacerdote colombiano, fray José de Jesús Sedano González, O.P., y en su reflexión La Pedagogía de la Res puesta. El punto de partida es preguntarse si la pedagogía de la respuesta ¿Es o no un modelo pedagógico? Para responder a la pregunta planteada es importante tener presente las siguientes consideraciones: De manera general, aplicar los criterios de todo modelo pedagógico a la pedagogía de la respuesta para conocer el tipo de hombre y de sociedad que se quieren contribuir a formar. De manera particular, describir las teorías fundamentales y com ponentes curriculares que orientan la propuesta pedagógica de la pedagogía de la respuesta; finalmente, interpretar la propuesta pe dagógica de la pedagogía de la respuesta como horizonte de con ceptualización para proponer un modelo de pedagogía humanista. Para el desarrollo de la pregunta planteada se enuncia la si guiente hipótesis: La pedagogía de la respuesta es un modelo pe dagógico porque reúne los fundamentos y componentes de toda propuesta pedagógica, pero al mismo tiempo puede ser un mode lo de pedagogía humanista por estar fundamentada en el pensa miento dominicano y tomista. La metodología utilizada es la teoría fundamentada para el desarrollo de una nueva teoría pedagógica. De modo que la presente investigación se circunscribe en el paradigma investigativo cualitativo de tipo teoría fundamentada que, a su vez, posibilita comparar y contras tar la teoría existente y la construida durante la investigación. De manera que, la lectura de la pedagogía de la respuesta, en el marco del modelo pedagógico, nos permite construir una nueva teoría pedagogica que vamos a llamar la pedagogía humanista.
«Datification» and Higher Education: Towards the construction of a framework for data literacy of university teaching staff
The datification of processes and services is an emerging phenomenon, which is creating a new form of digital divide (Kitchin, 2014). The abundance of data generated and available from the web and mobile applications requires specific skills for their exploitation. In addition, new concerns have arisen, such as the problem of surveillance and the inability to understand the power and control behind data tracking and the characteristics of the algorithms applied to exploit such data (Kennedy, Poell, & van Dijck, 2015). Data literacy in general and for educators in particular would be a means to achieve active and critical appropriation of the wealth provided by the data, curbing even the most negative edges of the phenomenon (Dunlap & Piro, 2016; Markham, 2018; Raffaghelli, 2017, 2018). This paper aims at introducing a conceptual framework supporting educators’ data literacy to empower them as education professionals, as well as their students, to thrive in the datafied society. The study is based on a review of the literature and it is part of an initial stage of a broader research project. Data literacy frameworks, including the DIGCOMPEDU Redecker & Punie, 2017) as framework for educators' digital competence which includes data literacy, are analyzed and discussed, aiming at creating a synthesis of basic components and its implications for research and practice.
Comprehensive, hybrid and inclusive education in the Constructionist, Contextualized and Significant perspective (CCS)
In the 21st century demands, school overcomes the dimension of academic performance coming from the accumulation of contents, towards a mobilizing knowledge that demands a protagonist position of the student, i.e., a possibility to know and do. This configuration requires a curriculum referenced at competencies, and yet, the cognitive skills alone are not sufficient to form this student capable of facing the challenges of the 21st century, hence the emergence of an Integral Education aimed at the complete student development, based on cognitive and social emotional competencies. The acknowledgment of the damages of knowledge fragmentation and of the rational dimension overvaluation has revealed, in the educational field, the need for curricular integration actions and, of approaches that promote the full student development - cognitive and socio-emotional, mediated by the use of digital technologies. The teacher training with these competencies in a Constructionist, Contextualized and Significant approach (CCS) is the focus of this article, which unites the expertise of the Ayrton Senna Institute (IAS) in the integral training with the team of the Sao Paulo State University (Unesp), that develops researches related to training programs developed in accordance with this approach.
enfoque constructivista contextualizada y significati va
Social Science journals in the Publindex classification model: prospective of call n.º 830 of 2018 in phase III. Impact of the scientific journal
This article measures the impact of the social science journals classified in the Publindex call No. 768 of 2016 and projected for call No. 830 of 2018 in phase III according to the H5 index. Through a bibliometric study, 112 journals were analyzed. Using Harzing’s Publish or Perish (POP) program, six consultations were carried out for each journal to identify the H5 of greater weight and analyze the quartiles of the journals in the 2018 Publindex call. The results showed that 30.2 % (34) of the journals presented an average growth of 1.2 in the H5 index; in addition, the upper quartile limit is set by the journal Estudios Gerenciales of the ICESI University, with 32. 42 % of the journals would lose their rankings because they were outside the interquartile limit (Limit Q2-Q3 = 10).
Mediación pedagógica en la narrativa visual de cursos virtuales introductorios a licenciaturas
This article is the product of the research project Subjectivity, technology and education through the pedagogical mediation of visual narrative in virtual courses (PIE 002 of 2016 ECEDU -UNAD). Based on a documentary research methodology, the article presents findings regarding pedagogical mediation in the context of communication of visual culture in virtual educational processes and reflects on the construction of subjectivities in these interactions. The article is organized in three conceptual sections: the first looks at pedagogical mediation in virtual learning environments; the second evaluates pedagogical mediation, and the third addresses subjectivity and technology: expression in the visual narrative. The article then presents findings from the observation of the courses and the students' responses to the visual narrative proposal for the virtual courses
The school garden as a strategy for the development of skills and scientific thinking
The school garden is a pedagogical strategy to strengthen food sovereignty, care for the environment through eco-friendly agronomic practices and use biological sciences skills specific to the surroundings. Using this strategy, the students of the Agroindustrial Educational Institution Valentín Carabalí, located in La Balsa, Buenos Aires (Cauca), acquire basic and labor skills through interdisciplinary experiences under a cooperative collaborative model and thus strengthen content learned within the classroom through experiential practices. This strategy was carried out in the following phases: preparation of the land and design of geometric figures, data collection in the school garden, creation of work guides and analysis of the effect on the significant learning of students and teachers.
Governance of electoral preferences: consensus expectations and voting intention in students of a public university
The objective of this work was to validate a predictive model of voting intention. An exploratory, cross-sectional and correlation study was carried out with an intentional sample of 253 students from a public university, considering the intensive use of electronic networks. Three factors were found that explained 70 % of the variance. Although the research design limits the results to the study sample, the extension of the model to other scenarios is suggested.
Status of teaching resources in the Spanish as a foreign language (SFL) programs in Bogotá and Medellín
This article reflects on the upheaval and changes in the school iThis article reports on the status of teaching resources in Spanish as a foreign language (SFL) programs in Bogotá and Medellín as a result of an inter-institutional academic cooperation study by the Universidad Santo Tomás and the Universidad Pontificia Bolivariana. The first section looks at the current context of SFL in Colombia and the teaching resources used in SFL programs in the mentioned cities. The second explains the research work carried out, which begins with the process of selection and documentary analysis of SFL texts and then discusses the trends in the use of SFL teaching resources. Finally, the article compiles and briefly explains several research papers focused on the design of SFL teaching materials in the country and present conclusions.
The disenchantment of the School: changes and upheaval in the post-industrial era
This article reflects on the upheaval and changes in the school in the post-industrial era through two perspectives: 1) the disenchantment of the school and its deinstitutionalization, and 2) civility: a conquest through the structure of socialization. Given the chaoticity, deinstitutionalization and widespread dispersion of the school as well as the subjectivity of the postmodern era, the study proposes a dialogue between some structures of the past and the present so that the loss of identity is not so rapid and does not lead to the loss of meaning of the world and of life. It is also proposes a new approach to the social structure of the school to form civility in educational subjects, other than a discipline based approach.
Comparison between school sessions (morning or afternoon) and the result of the Saber 2017 tests in the municipality of Soacha, Cundinamarca
A study was carried out related to the scores obtained by eleventh grade students of the different public educational institutions of the municipality of Soacha, Cundinamarca. The statistical analysis of the data with the use of Anova show that the p-value of the test is equal to 0.00 for the average of the Saber 11 2017 test for critical reading; 0.00 for math; 0.00 for social; 0.00 for natural sciences and 0.00 for English. These results are less than α = 0.05, so Ho is rejected, meaning that there are significant differences between the averages. The educational institutions with the best average of the Saber 11 2017 test by session are the following: Santa Ana morning session, with 55.86; Julio César Turbay Ayala – main campus morning session, with 53.77. The morning sessions show better results than the afternoon sessions.
Use of mobile devices in education: a systematization experience on pedagogical use of ICT (tablets)
This article gives an account of a pedagogical project’s systematization experience using information and communication technologies (ICT) with tablets in the municipality of Pauna, department of Boyacá, Colombia. This proposal aimed to address, from a pedagogical, didactic and technological perspective, the relevance of using mobile devices in basic and secondary education, in particular tablets. This scope allowed the design of an m-learning strategy that included teachers, students and parents from a critical, innovative and creative perspective, under Project Based Learning (PBL).
Analysis of the humanistic training component given to the officers of the National Police of Colombia between 2010 and 2019 and its impact on the consolidation of an upright professional with a vocation for service
To analyze how the training offered to officers of the National Police in Colombia between 2010 and 2019 has had an impact on professional work, particularly in the consolidation of an upright professional with a vocation for service, aimed at improving the perception of Colombians regarding the image of the institution. A mixed methodology was developed with which an effective guideline will be generated for the dimension of the research project with five phases that frame all the content. The expert's appreciation was obtained both on the management of human talent and their police training, as well as on their police service. In the same way, a survey was carried out to a representative sample of courses 101 to 105 of officers, which was raised based on the guidelines of humanism established in the institution since 2010. The significant contribution is integration of all the components that frame a professional police ideal, oriented towards their formation as a leader of the new social changes; This magnitude once again refers to the fact that humanism in the National Police frames upright professionals with a vocation for the Colombian community, confirmed by the results obtained in the investigative work.
Community's telesecundaria and telebachillerato in question A view from the rural masters of Tierras Negras.
The research framed in this article was investigated from the perspective of teachers from a locality in the State of Guanajuato, explains the functioning of two mexican educational models operating in rural areas: telesecundaria and telebachillerato. Methodologically, a qualitative study using discussion groups as a central technique for dialogue with the teachers in situ, was designed. The results showed fissures presented by the two models, in order to provide quality education for the rural population, among others: the academic lay back of students is the result from the education received at the previous levels and the difficulties, this entails the deployment of the pedagogical principles of the two models. In addition, there is a discontinuity between the continuous training received by the teachers and the real difficulties they face in everyday scholastic life.
Strategy for strengthening and monitoring generic competences in the university context
This article reports the results of the research "Strengthening the development of generic competences in university students from an external evaluation model", developed from a qualitative approach, with design of educational research-action with teachers of the Bachelor's degree program Early Childhood Education of the San Gil University Foundation (Unisangil). As a result, an educational strategy was designed to strengthen generic competencies in students of academic programs of a Colombian higher education institution, especially for the design and application of classroom activities from the updating of documents that support the curriculum and a guide. to guide the process. It was concluded that making use of both the generic competences proposed by the Icfes and the competences assumed by the IES, in the design of syllables and work plans, is useful for the execution and monitoring of classroom activities and learning.
Epistemological lines and their implications for education
This article seeks to expose the epistemic principles of the scientific method from Mario Bunge, given that epistemology supports the postulates of schools like that of Frankfurt —with its main exponents: Adorno, Marcuse, Horkheimer, from the perspective of critical thinking, and thinking about capitalism — and the French epistemological trend — with its exponents: Michel Foucault, Gaston Bachelard and Louis Althusser. These postulates allow us to elucidate the implications for education from critical knowledge, as this is a complex activity involving different variables: actions, ideas, feelings, people, objects and institutions.
Diagnosis and pedagogical restructuring in the teaching of computer programming in systems engineering
The traditional way of teaching programming has proven to be inefficient in motivating new generations of engineers to find their career path. At the Autonomous University of Bucaramanga, the decision was made to create a strategy to solve this problem, with the aim of improving performance metrics on students and teachers, as well as orienting the curriculum towards specific trends in the discipline (apps, IoT , web, AI and video games) and, finally, to review the tools, platforms and programming languages that were in trend worldwide to include them in the teaching plan in conjunction with an experimental gamification methodology designed by the teachers themselves . As a result, overall grades improved, dropout rates decreased, and the overall student population increased.
The current profile of the undergraduate student of the Faculty of Distance Studies of the UMNG and their preference when studying a postgraduate degree
This article seeks to update the profile of students who are studying undergraduate degrees in virtual-distance mode, enrolled in the Faculty of Distance Studies (Faedis) of the Nueva Granada Military University, making a comparison between the periods 2015-II and 2018 -II, comparing their economic, demographic and institutional aspects. The descriptive methodology was used by surveying a sample of 14.2% of the active student community. It was observed that most of the students who responded to the survey are in the age range of 26 to 45 years, which shows that it is an adult-young population; however, the 17-20 year old group shows a significant increase. Similarly, students promptly demand that the Faculty offer a greater number of specializations and master's degrees, and among their interest is the Master's in Senior Management (MBA), and they hope that their focus will be towards deepening.
The role of the teacher-advisor in the practicum of the Degree in Physical Education, Recreation and Sport
This article is based on the results of the research projects "Pedagogical Orientations are not supervised in physical education in Colombia, Brazil, Argentina and Chile" and "Senses of the body modes and teaching knowledge of the Practicum in Physical Education, Recreation and Sport of the University de Caldas ”, motivated by the interest in understanding the role and characteristics of the teacher-advisor in the training of the practitioner-teacher, in the context of the Practicum of the Degree in Physical Education, Recreation and Sport. It is an investigative design supported by the qualitative approach, of a historical-descriptive hermeneutic nature, with a multiple case study, in-depth interview techniques and documentary analysis. In this context, the results presented focus on the role of teacher-advisor from reflection, action, orientation, advice and relationship with practitioner actors, to contribute to the knowledge of teaching practices, the role of teacher-advisor and the view of the practitioners-teachers on this, and how teaching knowledge is articulated facilitating didactic actions and strengthening the teaching identity.
Carlos Federico Ayala-Zuluaga Ayala Zuluaga
The experience of teacher orientation in the professional practice of social work
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 critical social 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.