Educational guidance for university life projects: diagnosis through discussion groups (Original)
Keywords:
educational guidance; life projects; higher education; educational diagnosis; qualitative researchAbstract
The aim of this study was to diagnose the influence of educational guidance on the configuration of life projects among university students at the University of Ciego de Ávila, in order to ground institutional strategies to articulate teacher accompaniment with student projections. A qualitative approach with a cross-sectional design and a descriptive-interpretative scope was employed. Theoretical methods were applied: analytical-synthetic, inductive-deductive, historical-logical and system approach, which allowed the epistemological grounding of the phenomenon and the construction of analysis categories. There were used empirical methods such as: the discussion group from its European epistemological perspective, oriented towards the collective construction of meaning, with an intentional sample of 8 professors and 10 students majoring in Accounting, Tourism and Economics; non-participant scientific observation during the sessions; semi-structured surveys applied to both groups; and documentary analysis of study plans, educational strategies and normative documents. The results show that, although there is consensus on the importance of life projects, students present fragmented conceptions centered on academic or migratory goals, while teachers possess a comprehensive vision but demand institutionalization of the process. It is concluded that educational guidance constitutes a decisive factor for future projection, although shortcomings persist in the systematization of educational strategies that limit the coherence between personal objectives and institutional demands.Downloads
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