<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000100223</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones sociales de la tutoría académica. Discursos de estudiantes en dos escuelas de trabajo social]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations of academic tutoring. Discourses of students in two schools of social work]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anabalón Anabalón]]></surname>
<given-names><![CDATA[Yasna Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Precht Gandarillas]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela Carreño]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>78</numero>
<fpage>223</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del estudio fue explorar las representaciones sociales que poseen los estudiantes en prácticas profesionales sobre las tutorías académicas de trabajo social en dos universidades del centro-sur de Chile; a fin de explorar si la tutoría académica genera espacio de acompañamiento al proceso formativo de los estudiantes bajo lineamientos de renovación metodológica centrada en el estudiante. El estudio fue desarrollado bajo el paradigma naturalista-interpretativo, con enfoque de construccionismo social, utilizando como técnica de recolección de datos el grupo de discusión y las entrevistas semiestructuradas. Los participantes fueron seleccionados bajo un muestreo intencional homogéneo, realizándose un análisis de contenido centrado en los significados. Los resultados evidencian que los estudiantes comprenden las tutorías académicas como la primera instancia de acercamiento al quehacer profesional, brindando oportunidades de integración y aplicación de valores éticos, conocimientos y competencias específicas; además de visibilizarlas como un acompañamiento emocional, académico y metodológico basado en la relación de confianza y respecto entre estudiantes y docente-tutor, en el marco de un espacio formativo no tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the study was to explore the social representations that students in professional practices have about academic tutoring in social work in two universities in central-southern Chile; in order to explore if academic tutoring generates a space of accompaniment to the formative process of students under guidelines of methodological renovation centered on the student. The study was developed under the naturalistic-interpretative paradigm, with a social constructionist approach, using the focus group and semi-structured interviews as data collection techniques. Participants were selected under a homogeneous purposive sampling, performing a content analysis focused on meanings. The results show that students understand academic tutoring as the first instance of approach to professional work, providing opportunities for integration and application of ethical values, knowledge and specific competences; in addition to visualizing them as an emotional, academic and methodological accompaniment based on the relationship of trust and respect between students and teacher-tutor, within the framework of a non-traditional formative space.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representaciones de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[acompañamiento continuo]]></kwd>
<kwd lng="es"><![CDATA[tutoría académica]]></kwd>
<kwd lng="es"><![CDATA[práctica profesional]]></kwd>
<kwd lng="en"><![CDATA[Student representations]]></kwd>
<kwd lng="en"><![CDATA[continuous accompaniment]]></kwd>
<kwd lng="en"><![CDATA[academic tutoring]]></kwd>
<kwd lng="en"><![CDATA[professional practice]]></kwd>
</kwd-group>
</article-meta>
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