THE OBJECTIVE OF THIS RESEARCH WAS CHARACTERIZE THE EMOTIONAL COMPETENCIES OF STUDENTS AT A UNIVERSITY IN SOUTH-CENTRAL CHILE. FOR THIS PURPOSE, A QUANTITATIVE RESEARCH WAS CARRIED OUT, WHOSE DATA WERE OBTAINED DURING THE YEAR 2023 IN A POPULATION OF CHILEAN UNIVERSITY STUDENTS. THE NON-PROBABILISTIC SAMPLE CONSISTED OF 613 STUDENTS FROM DIFFERENT CAREERS OF A HIGHER EDUCATION INSTITUTION IN THE CENTER-SOUTH OF CHILE. THE RESULTS SHOW THAT IN THE EMOTIONAL AWARENESS DIMENSION THE AVERAGES ARE CLOSE TO 3.8 POINTS, IN THE REGULAR CATEGORY. IN THE DISCIPLINARY AREA OF SOCIAL SCIENCES, THE EMOTIONAL REGULATION DIMENSION IS THE ONE THAT OBTAINS THE LOWEST AVERAGE, WITH STATISTICALLY SIGNIFICANT DIFFERENCES ( P = 0.001), WITH RESPECT TO THE DISCIPLINARY AREAS OF EDUCATION AND HEALTH. AS FOR THE DIMENSIONS OF EMOTIONAL AUTONOMY AND SOCIAL COMPETENCE, THEY HAVE A BEHAVIOR QUITE CLOSE TO THE HIGHEST SCORES OF THE INSTRUMENT, WITHOUT SIGNIFICANT DIFFERENCES BETWEEN THE DISCIPLINARY AREAS, WHICH IS POSITIVE SINCE ACCORDING TO THESE FINDINGS, STUDENTS WOULD BE ABLE TO BE GUIDED BY THEIR OWN NORMS AND ESTABLISH ADEQUATE AND HEALTHY SOCIAL RELATIONSHIPS. THE HIGHEST SCORES ARE IN THE DIMENSIONS OF EMOTIONAL AUTONOMY AND SOCIAL COMPETENCE, WHICH WOULD IMPLY THAT THE STUDENTS HAVE GREATER COMPETENCIES TO FEND FOR THEMSELVES AND TO RELATE TO THEIR SOCIAL GROUPS. IN CONTRAST, THE DIMENSION LEAST DEVELOPED BY THE STUDENTS IS EMOTIONAL REGULATION, ALTHOUGH THEIR AVERAGE SCORES ARE IN THE REGULAR CATEGORY, WHICH GROUPS 60% OF THE CASES, WHICH MEANS THAT THERE IS A PENDING CHALLENGE FOR THE OPTIMAL DEVELOPMENT OF THIS DIMENSION IN UNIVERSITY EDUCATION.

LAS UNIVERSIDADES CHILENAS ADSCRITAS AL CONSEJO DE RECTORES, HAN ABORDADO DIVERSAS INICIATIVAS EN FUNCIÓN DE LA INNOVACIÓN CURRICULAR, ASUMIENDO DESAFÍOS INTERNACIONALES DE FORMACIÓN EN LOS CONTEXTOS DE DESEMPEÑO PROFESIONAL. EN EL ESCENARIO DE LAS PRÁCTICAS PROFESIONALES, LAS TUTORÍAS ACADÉMICAS. ADQUIEREN RELEVANCIA EN LA FORMACIÓN DISCIPLINARIA, CONSIDERANDO EL ENFOQUE SITUACIONAL COMO UNA FORMA DE INTERPRETAR Y APROXIMARSE A LA REALIDAD RECONOCIENDO LAS CLAVES DISCURSIVAS DEL PROBLEMA SOCIAL A PARTIR DE UNA SITUACIÓN. ESTE ARTÍCULO PRESENTA EL ENFOQUE SITUACIONAL Y LA TUTORÍA ACADÉMICA COMO ESTRATEGIA FORMATIVA EN LAS ASIGNATURAS DE PRÁCTICA PROFESIONAL DE LA ESCUELA DE TRABAJO SOCIAL PERTENECIENTE A LA UNIVERSIDAD DEL BÍO-BÍO, CHILE. LA EXPERIENCIA MUESTRA QUE TRABAJAR DESDE ESTE ENFOQUE EN LAS PRÁCTICAS PROFESIONALES IMPLICA ESTABLECER, DE ACUERDO AL NIVEL CURRICULAR EN EL QUE SE ENCUENTRE EL ESTUDIANTE, UNA SERIE DE ACTIVIDADES Y PROCEDIMIENTOS QUE SE IRÁN IMPLEMENTANDO POR PARTE DE LOS TUTORES DE PRÁCTICA DURANTE EL TIEMPO QUE SE DESARROLLA EL PROCESO, FACILITANDO LA EXPERIENCIA Y EL APRENDIZAJE DEL ENFOQUE DE INTERVENCIÓN A TRAVÉS DE LA TUTORÍA ACADÉMICA COMO ESTRATEGIA FORMATIVA.

THIS ARTICLE COMMUNICATES THE EXPERIENCE OF ACADEMIC TUTORING CURRICULUM DESIGN IN THE PROFESSIONAL PRACTICES OF THE SCHOOL OF SOCIAL WORK AT THE UNIVERSIDAD DEL BÍO-BÍO. THE METHODOLOGY USED IS QUALITATIVE UNDER A CATEGORICAL ANALYSIS OF CONTENT. THE RESULTS SHOW THAT ACCORDING TO THE INSTITUTIONAL EDUCATIONAL MODEL, FOCUSED ON STUDENT LEARNING, ACADEMIC TUTORING IS UNDERSTOOD AS A PROCESS OF PERMANENT ACCOMPANIMENT IN THE FORMATION OF THE UNIVERSITY STUDENT IN HIS PERSONAL, ACADEMIC AND PROFESSIONAL DIMENSIONS, AND MUST BE CONSISTENT WITH THE CURRICULAR, DIDACTIC AND EVALUATIVE COMPONENTS, WHOSE DISCIPLINARY EMPHASIS IS TO ATTEMPT A WELL-FOUNDED, SITUATED AND THOUGHTFUL SOCIAL INTERVENTION.