<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000200159</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1675</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación socioafectiva de herramientas virtuales en el quehacer tutorial. Una visión desde el docente tutor]]></article-title>
<article-title xml:lang="en"><![CDATA[Socio-affective implementation of virtual tools in the tutorial work. A vision from the tutor teacher]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implementação socioafetiva de ferramentas virtuais em trabalhos tutoriais. Uma visão do professor tutor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez Pérez]]></surname>
<given-names><![CDATA[Alma Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedolla Sámano]]></surname>
<given-names><![CDATA[Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldonado Reynoso]]></surname>
<given-names><![CDATA[Norma Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigaciones Económicas, Administrativas y Sociales, CECyT Instituto Politécnico Nacional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigaciones Económicas, Administrativas y Sociales, CECyT Instituto Politécnico Nacional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Investigaciones Económicas, Administrativas y Sociales Instituto Politécnico Nacional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La función del docente tutor todavía es uno de los retos por mejorar para apoyar a los estudiantes, en especial cuando se considera el contexto actual en el que están inmersos los adolescentes. Por ello, el presente trabajo tuvo como objetivo analizar la viabilidad de implementación de los recursos académicos, virtuales, sociales y afectivos involucrados en el proceso de enseñanza y aprendizaje en el aula como apoyo al trabajo del docente tutor en el Programa Institucional de Tutorías de Nivel Medio Superior (NMS) del Instituto Politécnico Nacional (IPN). Para ello, se implementó la virtualidad combinada con el trabajo presencial, pues se diseñaron recursos en línea puestos a disposición de los tutores en una red local, los cuales se diseñaron con el software libre XAMPP con la finalidad de instalar en un espacio virtual varias herramientas. La experiencia se realizó con cinco docentes tutores de NMS del Centro de Estudios Científico y Tecnológico nro. 8 del IPN. En concreto, se indagaron sus experiencias y necesidades en el entorno de e-tutorías y se verificó si los apoyos implementados contribuyeron al quehacer tutorial desde la visión y misión del docente tutor. En tal sentido, se halló una gran aceptación de los recursos y los participantes hicieron propuestas de secciones dentro del espacio virtual. Además, señalaron ventajas de este apoyo complementario, mediante el cual pudieron resolver el caso de un adolescente ficticio a través de los recursos disponibles en línea. La metodología fue de corte cualitativo e interpretativo, pues se analizaron las ventajas o desventajas que resultaron de la utilización de recursos de la tutoría en línea. Los hallazgos identificados permitieron detectar la facilidad y factibilidad de la organización y sistematización de los recursos para optimizar el proceso de tutorías.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The role of the Teacher Tutor is still one of the challenges to improve to support students, even more so when we consider the current context in which adolescents are immersed. For this reason, the objective of this work was to analyze the feasibility of implementing the academic, virtual, social and affective resources involved in the teaching-learning process in the classroom, as support for the work of the Tutor Teacher in the Institutional Tutoring Program. Higher Secondary Level (NMS) of the National Polytechnic Institute (IPN), considering the relevance to the current moment, virtuality added to face-to-face work was implemented. For which online resources were designed, made available to tutors in a local network, designed and supported with the free software XAMPP, in order to install several tools in a virtual space. The experience was carried out with five NMS Teacher Tutors from the Center for Scientific and Technological Studies No. 8 of the IPN, their experiences and needs in the e-tutoring environment were investigated, it was verified if the implemented supports contributed to the tutorial task from the vision and mission of the Teacher Tutor, finding great acceptance of the resources, the participants made proposals for sections within the virtual space, pointed out advantages of this complementary support in such a way that they managed to solve the case of a fictitious adolescent through the resources available to them online. The methodology was qualitative-interpretative, allowing to analyze the advantages or disadvantages that resulted from the use of online tutoring resources. The identified findings allowed to detect the ease and feasibility of the organization and systematization of the resources to optimize the tutoring process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A atuação do professor tutor ainda é um dos desafios que precisa ser aprimorado para apoiar os alunos, principalmente quando se considera o contexto atual em que os adolescentes estão imersos. Portanto, o objetivo deste trabalho foi analisar a viabilidade de implementação dos recursos acadêmicos, virtuais, sociais e afetivos envolvidos no processo de ensino e aprendizagem em sala de aula como apoio ao trabalho do professor tutor no Programa de Tutoria de Nível Institucional. Escola Secundária (NMS) do Instituto Politécnico Nacional (IPN). Para isso, foi implementada a virtualidade aliada ao trabalho presencial, uma vez que foram desenhados e disponibilizados aos tutores em rede local recursos online, os quais foram desenhados com o software livre XAMPP com a finalidade de instalar diversas ferramentas em um espaço virtual. . A experiência foi realizada com cinco professores tutores do NMS do Centro de Estudos Científicos e Tecnológicos nº. 8º do IPN. Especificamente, foram investigadas suas experiências e necessidades no ambiente de e-tutoria e verificado se os suportes implementados contribuíram para o trabalho tutorial a partir da visão e missão do professor tutor. Nesse sentido, constatou-se uma grande aceitação dos recursos e os participantes fizeram propostas de seções dentro do espaço virtual. Além disso, notaram vantagens deste apoio complementar, através do qual conseguiram resolver o caso de um adolescente fictício através dos recursos disponíveis online. A metodologia foi qualitativa e interpretativa, uma vez que foram analisadas as vantagens ou desvantagens que resultaram da utilização de recursos de tutoria online. Os achados identificados permitiram detectar a facilidade e viabilidade de organização e sistematização de recursos para otimizar o processo de tutoria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="es"><![CDATA[docente tutor]]></kwd>
<kwd lng="es"><![CDATA[e-tutorías]]></kwd>
<kwd lng="es"><![CDATA[programa institucional de tutorías]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="en"><![CDATA[tutor teacher]]></kwd>
<kwd lng="en"><![CDATA[e-tutorials]]></kwd>
<kwd lng="en"><![CDATA[institutional tutoring program]]></kwd>
<kwd lng="pt"><![CDATA[tutoria]]></kwd>
<kwd lng="pt"><![CDATA[professor tutor]]></kwd>
<kwd lng="pt"><![CDATA[e-tutoria]]></kwd>
<kwd lng="pt"><![CDATA[programa de tutoria institucional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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