Academic advising at the Universidad Nacional Experimental Simón Rodríguez (UNESR)

Abstract

This research develops a reflection of the professional concern, from both teaching and research in the UNESR and relates to academic counseling that runs between facilitators and participants on the grounds that is urging on interpretive and subjective studies that allow you to understand the types of exchange of meaning, that had arisen and developed in andragogical praxis. It needs didactic actions by performer actors who encourage their deliberative practice and generate their axes from a concerned partner interaction, an integrating didactic and a collaborative searching praxis. So far there are no explicitly expressed or clear institutional guidelines for its implementation and its future has been subject to an empirical practice. It aims to understand the features that categorize the UNESR academic advice, in order to generate a theoretical structure emerging from the educational actions of andragogical praxis in times of complexity. It is based on qualitative research, with support in the ethnographic method under a case study. For field work, five (05) facilitators and two (02) participants were selected as key informants. The design included four phases and the applied technique was the interview in depth. The substantive findings give account of a nothing encouraging reality that confirms the execution of academic counseling under an institutional vagueness, carried out empirically, that has been learned in practice without clarity on the curricular foundations that guide the UNESR andragogical philosophy. All this led to generate a theoretical body of academic advising in the UNESR whose intent revolves around the assessment that is the didactic action of institutional andragogical praxis.