<?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>S2007-74672022000200005</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i25.1240</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Recomendaciones para la tutoría académica en tiempos de contingencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Recommendations for Academic Tutoring at the University Level During the COVID-19 Pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Recomendações para tutorial acadêmica em tempos de contingência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce Ceballos]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Iñiguez]]></surname>
<given-names><![CDATA[Jorge Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Salto]]></surname>
<given-names><![CDATA[Israel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A causa de la contingencia por la covid-19, la tutoría académica, al igual que otras funciones de la docencia, repentinamente tuvo que migrar a la modalidad no presencial. Diferentes voces han expresado sus posturas sobre el desarrollode estos programas.Ydentro de estas opiniones resulta fundamental identificar recomendaciones que los tutorados hacen para futuras emergencias académicas que impliquen la suspensión presencial de este tipo de servicios. Este artículo presenta los resultados de un ejercicio investigativo que tuvo como objetivo caracterizar, desde la óptica de tutorados de una universidad pública de México, la forma en que podría desarrollarse este proceso ante posibles nuevas contingencias. El abordaje es de tipo descriptivo, apoyado en análisis de contenido. Participaron 5300 estudiantes de diferentes programas de licenciatura. Los resultados muestran un conjunto de 12categorías asociadas a distintas recomendaciones para una tutoría en tiempos de contingencia. Se destaca que la mayoría de las recomendaciones se orientan a mantener una comunicación entre el tutor y los tutorados, así como el uso de diversas herramientastecnológicas que pueden utilizarse durante el proceso de tutoría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Due to the COVID-19 contingency, academic tutoring, like other teaching functions, suddenly had to migrate to the non-face-to-face modality. Different voices have expressed their positions on the development of these programs. And within these opinions, it is essential to identify recommendations that mentees make for future academic emergencies that imply the face-to-face suspension of this type of services. This article presents the results of a research exercise that aimed to characterize, from the perspective of mentees from a public university in Mexico, the way in which tutoring could be developed in the face of possible new contingencies. The approach is descriptive, supported by content analysis. 5300 students from different undergraduate programs participated. The results show a set of 12 categories associated with different recommendations for tutoring in times of contingency. It is highlighted that most of the recommendations are aimed at maintaining communication between the tutor and the mentees, as well as the use of various technological tools that can be used during the tutoring process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Devido à contingência da covid-19, a tutoria acadêmica, assim como outras funções docentes, de repente teve que migrar para a modalidade não presencial. Diferentes vozes se posicionaram sobre o desenvolvimento desses programas e, dentro dessas opiniões, é fundamental identificar as recomendações que os tutores fazem para futuras emergências acadêmicas que impliquem a suspensão presencial desse tipo de serviço. Este artigo apresenta os resultados de um exercício de pesquisa que teve como objetivo caracterizar, a partir da perspectiva de tutores de uma universidade pública do México, a maneira como esse processo pode ser desenvolvido diante de possíveis novas contingências. A abordagem é descritiva, apoiada pela análise de conteúdo. Participaram 5.300 alunos de diferentes cursos de graduação. Os resultados mostram um conjunto de 12 categorias associadas a diferentes recomendações de tutoria em momentos de contingência. Ressalta-se que a maioria das recomendações visa manter a comunicação entre o tutor e os orientandos, bem como a utilização de diversas ferramentas tecnológicas que podem ser utilizadas durante o processo de tutoria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[covid-19,educación superior]]></kwd>
<kwd lng="es"><![CDATA[tutorías]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="pt"><![CDATA[covid-19]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[tutoriais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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