SITUATED METHODOLOGY: A STRENGTH OF INCLUSIVE TUTORING COMMITTED TO COEDUCATION

Abstract

The following article is part of the collaboration with the Secretary of Students and the Vallejo Institutional Tutors Program based on the needs detected in the learning community teams of cch-unam. In search of creating internal mechanisms, the relationship between teachers, students, family, and society is increasingly collaborative. It involves socio-emotional skills, strengthening the process of tutorial action within virtual learning spaces as a primary task of tutors, which is fundamental, and action different from the psycho-pedagogical or special education models. Its contrast lies in the fact that it is not based on the construction of the other. Instead, it proposes a construction framework to guarantee the situated form as a motor of change that contributes to creating socially strong integrated groups committed to knowledge and equality. This text sets out a tour of knowledge societies in environments that build organizations that learn through the foundation of learning communities that require collaborative networks. They are creators of citizenship and, therefore, resilient and assertive students and or citizens where tutoring plays an essential role in generating coeducation from empathy and awareness of vulnerable groups. This is a construction process for each individual, in such a way that gradually or in significant steps, a training action program raises awareness of the two inclusion criteria: acceptability and belonging.