La acción tutorial en trabajos de grado de postgrado

Abstract

The supervision of postgraduate theses presents a significant challenge to the research process, as it requires the guidance of a professional faculty member, known as a tutor, with extensive knowledge of the subject matter. This tutor is capable of building a relationship with their tutee based on solidarity, respect, and empathy. In this way, they foster the participants' interest and responsibility in successfully completing their theses, which will subsequently allow them to obtain their university degree. Therefore, university authorities must provide strategies that foster research and faculty support, taking into account that at the postgraduate level, the student is an adult with theoretical, technical, and professional experience from their undergraduate studies; they simply require tutorial support that is engaging, empathetic, meaningful, and transformative in their research, fulfilling the scope of each program, whether Specialization, Master's, or Doctorate. Thus, the tutorial relationship involves a dynamic, unique, and experiential interaction between its key participants: tutor, tutee, and evaluation committee. This essay is based on the parameters of the interpretive paradigm, a qualitative approach, with the epistemic tradition of hermeneutics, a documentary type, supported by a review of the etymology and state of the art of the guiding thread, from which contributions from various authors were drawn, such as Alcalá (2022), Martinez et al. (2022), Méndez (2025), Ruiz (2021), among others were extracted.