La práctica asesora normalista la caja negra de la formación inicial docente

The objective of this work is to understand the Normalista Advisory Practice to accompany the degree work in a public normal school in central Mexico. This research is carried out from a hermeneutic study of the narratives of a group of methodological advisors and final grade normal students, during the 2019-2021 school cycles, in the context of the Covid-19 pandemic, and collected through interviews. The relationship between the Methodological Advisor and the Normal Student is studied, in which the intersubjectivity of both is present,and is understood through a metaphor from the performing arts entitled The Black Box of Initial Teacher Training. Studying advisory practice based on hermeneutics gives us the possibility of recovering the dialogue between advisor and student as the axis of meaning and thereby making visible the formative potential of the curricular space of degree work, and redefining the role of the methodological advisor in the normal schools.

Introducción -- La práctica asesora normalista para el acompañamiento del trabajo de titulación como objeto hermenéutico: posicionamiento teórico-metodológico -- El análisis de las narrativas de las entrevistas -- La Práctica Asesora Normalista como la caja negra de la formación inicial docente -- El escenario de la Práctica Asesora Normalista -- Conclusiones