THIS ARTICLE FOCUSES ON THE ANALYSIS AND INTERPRETATION OF THE IDEOGRAPHIC DISCOURSE OF A GROUP OF INFANT SCHOOL TEACHERS OF REFERENCE SCHOOLS CONSIDERED AS SUCH BECAUSE OF THEIR DAILY PEDAGOGICAL PRACTICES ABOUT THE ORAL LANGUAGE NUCLEUS OF THE OFFICIAL CURRICULUM OF THE MINISTRY OF EDUCATION. AS A RESULT, IT SHOWS THE TENSIONS AND CONVERGENCES BETWEEN THE FORMAL CURRICULUM AND THE REAL CURRICULUM IN WHICH THE TEACHING-LEARNING PROCESS IS DEVELOPED. THE STIMULATION OF THE CENTRAL FUNCTIONS OF ORAL LANGUAGE IS ENRICHED WITH INNOVATIVE STRATEGIES WITHIN A PROCESS OF CONTINUOUS IMPROVEMENT IN THE CONCRETION OF THESE DIDACTIC ORIENTATIONS AND THEIR NEW SIGNIFICANCE.

UNIVERSITY SOCIAL RESPONSIBILITY CONTRIBUTES TO THE TRAINING OF COMPETENT AND SOCIALLY RESPONSIBLE PROFESSIONALS. THIS TRAINING RESPONDS TO THE IMPLEMENTATION OF EDUCATIONAL POLICIES THAT INSTALL THE CHALLENGE OF SOCIO-EMOTIONAL EDUCATION. THE PURPOSE OF THIS WORK IS TO DESCRIBE THE PERCEPTION OF UNIVERSITY STUDENTS ABOUT SOCIAL RESPONSIBILITY FROM THE PERSPECTIVE OF SOCIO-EMOTIONAL COMPETENCIES. TO THIS END, A QUANTITATIVE INSTRUMENT WAS APPLIED. THE INTERNAL CONSISTENCY OF THE INSTRUMENT WAS DETERMINED, AND AT THE SAME TIME, AN EXPLORATORY FACTORIAL ANALYSIS WAS DEVELOPED, IN ORDER TO LATER EXAMINE THE STATISTICALLY SIGNIFICANT DIFFERENCES. AMONG THE RESULTS IT WAS FOUND THAT SOCIAL RESPONSIBILITY FROM THE PERCEPTION OF UNIVERSITY STUDENTS IS COMPOSED OF THE DIMENSIONS RESPECT AND DIGNITY, CITIZENSHIP AND PARTICIPATION, SURROUNDINGS AND ENVIRONMENT AND FREEDOM OF PEOPLE. ON THE OTHER HAND, IT IS NECESSARY TO CONSIDER CONTROL VARIABLES THAT CONTRIBUTE TO EVENTUAL SIGNIFICANT DIFFERENCES. FINALLY, IT IS ESSENTIAL TO COMPARE THE PERCEPTION BETWEEN THE VARIOUS INTEREST GROUPS THAT MAKE UP THE EDUCATIONAL COMMUNITIES.

UNIVERSITY SOCIAL RESPONSIBILITY (USR), ENVIRONMENTAL EDUCATION, AND SUSTAINABILITY ARE LINKED AND, AT THE SAME TIME, EVIDENTLY PROMOTED THROUGH POLICIES THAT CONSIDER THE GOALS OF THE SUSTAINABLE DEVELOPMENT GOALS (SDGS). THIS INVITES TO MODIFY INSTITUTIONAL PRACTICES; LIKEWISE, IT LEADS TO THE TRANSFORMATION OF THE BEHAVIOR OF ALL THE ACTORS THAT INTEGRATE THE EDUCATIONAL COMMUNITIES. THE OBJECTIVE OF THIS RESEARCH IS TO EXPLAIN THE INFLUENCE OF STUDENTS' PERCEPTION OF THE SOCIAL RESPONSIBILITIES OF UNIVERSITIES OF TALCA FROM THE PERSPECTIVE OF THE SDGS THROUGH EMPATHY AND SOLIDARITY AS AN ARTICULATOR OF USR POLICIES.