A research on shared tutorial action

Abstract

This research aims to analyze, from an ethnographic perspective, a paradigmatic case of a “counselling school” that places Tutorial Action as a pillar on which different educational actions and proposals are based. In this research, we examine some key issues that allow us to build bridges between the canonical definition of Tutorial Action and the educational project of this school. The information production techniques were participant observation, focus groups with teachers (tutors, counsellor, and management team), and primary school students (from 1st to 6th grade), semi-structured interviews and document analysis. From a content analysis we try to give life to the premises that literature has confirmed as indispensable: institutionalize opportunities for coexistence between different levels and with the community; consistently work on personal, educational, professional, and socio-civic dimensions; create times and spaces for reflective exchange between professionals. We conclude by confirming that the intersectionality of the actions analyzed allows us to work consistently on the dimensions that structure the Tutorial Action projects.