PROCESOS DE CAMBIO Y TRANSFORMACIÓN: COMPETENCIAS DEL PERFIL PROFESIONAL DEL ORIENTADOR

Resumen

La Universidad del Zulia en 1991, enmarcada en las políticas de Cambio y Transformación, inició la revisión curricular de todas sus ofertas de estudios. Desde la Escuela de Educación se ofrecía la Licenciatura en Educación Mención Ciencias Pedagógicas Área Orientación. En 1995 esta opción de estudio se transformó de área en Mención y en el Diseño Curricular 1995 se declara la formación del Licenciado en Educación Mención Orientación, a partir del enfoque de las competencias. Desde 1998 han egresado profesionales con este perfil -con criterios de convalidación hasta el año 2000-. Se han realizado acciones puntuales para evaluar el plan de estudios, sin embargo no se había practicado una evaluación sistematizada, por tal razón se planteó esta investigación cuyo objetivo fue evaluar la efectividad del perfil del Licenciado en Educación Mención Orientación. La investigación fue descriptiva, de campo, con un diseño no experimental transversal. Los datos se recogieron a través de la técnica de la entrevista, los instrumentos utilizados fueron el cuestionario y la Escala de Estimación Z y C 2005. Los resultados evidenciaron que el perfil era eficiente, aunque se observó un grado de discrepancia que favorecía al desempeño sobre la percepción.
Palabras clave: Formación de orientadores, competencias, currículo

Abstract
In 1991, the Universidad del Zulia, using as framework the politics of Change and Transformation started the curricular revision of all its study opportunities; from the School of Education it was offered the Education Degree Pedagogical Sciences track, guidance area. In 1995 the guidance area was transformed into guidance track, and in the 1995 curricular design it is stated the training in Education Degree Guidance Track taking form the competencies approach. Since 1998, professionals with this profile had graduated, with validation criteria thru year 2000. Some precise actions have been done in order to assess the study plan; however, there were no systematic evaluation, for such reason this research was developed with the aim to assess the effectiveness of the professional profile of the guidance teacher. The study was descriptive, field research with a cross-sectional non-experimental design. Data was collected using the interview technique; the instruments used were the questionnaire and Estimation Scale Z y C (2005). Results evidenced that the profile was efficient, although it was observed a discrepancy degree favoring performance over perception.
Keywords: Training of guidance teachers, competencies, curriculum.

Abstract
In 1991, the Universidad del Zulia, using as framework the politics of Change and Transformation started the curricular revision of all its study opportunities; from the School of Education it was offered the Education Degree Pedagogical Sciences track, guidance area. In 1995 the guidance area was transformed into guidance track, and in the 1995 curricular design it is stated the training in Education Degree Guidance Track taking form the competencies approach. Since 1998, professionals with this profile had graduated, with validation criteria thru year 2000. Some precise actions have been done in order to assess the study plan; however, there were no systematic evaluation, for such reason this research was developed with the aim to assess the effectiveness of the professional profile of the guidance teacher. The study was descriptive, field research with a cross-sectional non-experimental design. Data was collected using the interview technique; the instruments used were the questionnaire and Estimation Scale Z y C (2005). Results evidenced that the profile was efficient, although it was observed a discrepancy degree favoring performance over perception.
Keywords: Training of guidance teachers, competencies, curriculum.