EL SENTIDO DE LA ORIENTACIÓN ESCOLAR EN DOCENTES ORIENTADORES DE BOGOTÁ

Abstract

A qualitative study is presented in which 40 school counselors from all Bogotá locations. Its objective was to analyze the sense of school orientation, understood as the relationships of the meanings associated with that activity. Information was analyzed from the perspective of discourse analysis and with the Atlas-ti software. Results: (1) The semiotic description of school guidance is grouped into 5 cores. (2) School guidance is the product of a double heterogeneity process in which activities and meanings are synthesized in a particular way in each school. This grounds discussions to think guidance as a school know and as a process of specific individuation in school.