Citas bibligráficas
Mendoza, J., (2021). Diferenciación del dominio convencional y moral en la práctica tutorial de docentes de EBR de un colegio de Barranco [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18570
Mendoza, J., Diferenciación del dominio convencional y moral en la práctica tutorial de docentes de EBR de un colegio de Barranco []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18570
@misc{renati/535203,
title = "Diferenciación del dominio convencional y moral en la práctica tutorial de docentes de EBR de un colegio de Barranco",
author = "Mendoza Milla, Jonathan Cristopher",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The purpose of this qualitative research is to know if the teachers of a Regular Basic Education high school, from Barranco district in Perú, can differentiate conventional domain situations from moral domain situation in their tutorial practice. The school where the study was conducted had seven tutors. However, only five tutors agreed to participate in this research. The five tutors are women and, on average, they have eleven years being teachers in all their professional lives. The collecting information method was a semi-structured interview and the analysis was thematic in order to categorize their discourse regarding domain differentiation, as well as in their tutorial practice. The research suggests the tutors of this school have difficulties in the domain differentiation. Because of this, they act in a conventional way in a moral domain situation, especially when it transgresses the school norms, even if these norms are violating fundamental rights, such as individual and cultural identity. However, the tutors manage to recognize the moral domain from a situation that threaten, directly, the health or physical wellbeing of their students, because they believe the life is above all. Finally, this difficulty in domains differentiation may impede the tutors from doing an appropriate tutorial practice, because recognizing diversity and encouraging the student to build their identity are fundamental aspects of tutoring.
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