Resumo

RIOS MUNOZ, Daniel  e  VILLALOBOS VERGARA, Paula. Tutorship in order to achieve educational improvement of socially vulnerable and academically poor high schools: Some reflections about the innovation's facilitators. Perfiles educativos [online]. 2012, vol.34, n.138, pp.46-61. ISSN 0185-2698.

The purpose of this research was to gain access to the appraisal made by the beneficiaries of tutorship about the educational consultancy that a professional team of the Universidad de Santiago de Chile has given to high schools with poor academic results attended by a vulnerable school population. These schools were considered as a priority and included in an intervention program by the Chilean Ministry of Education. Although this research puts emphasis on several deficiencies, this article focuses the strength of tutorship. This work is based on a qualitative study in which semistructurated interviews were carried out to directors and teachers who belong to four different high schools. The results show that the positive aspects of tutorship are to be related to the strengthening of the institutional administration and of the Technical Pedagogical Department's leadership (Unidad Técnico Pedagógica, which cares about the pedagogical processes and the implementation of curriculum), the pedagogical resources for the actual work within the classroom, the improvement of the teachers' collaborative work and the progresses of school coexistence.

Palavras-chave : Educational improvement; Pedagogical innovation; External adviser; Executive management; Learning communities.