El factor relacional en la tutoría investigativa: Un estudio interuniversitario de Colombia y Chile

Vicente Muñoz Griffith; Amparo Holguín Higuita; Cenide Yaneth Medina Balbín

doi:10.31637/epsir-2026-2702

Authors

Vicente Muñoz Griffith Universidad Gabriela Mistral https://orcid.org/0000-0003-2304-7058
Amparo Holguín Higuita Universidad de Antioquia https://orcid.org/0000-0002-4385-7587
Cenide Yaneth Medina Balbín Universidad de Antioquia https://orcid.org/0009-0004-7112-2862

DOI:

https://doi.org/10.31637/epsir-2026-2702

Keywords:

Research mentoring, Conceptual-procedural-attitudinal dimension, Relational factor, Colombia, Chile

Abstract

Introduction: The study carried out by the University of Antioquia, Colombia, and the Gabriela Mistral University, Chile, on research mentoring as a training practice at the university, had the general objective of analyzing the state of research mentoring at the university based on conceptual, attitudinal, and procedural dimensions. Among the attitudinal dimensions, the relational factor stood out, as it is decisive for the training of the new generation of researchers. Methodology: The study was descriptive, mixed, and comparative, with quantitative analysis of the responses to Likert-scale questions and qualitative analysis of the stories. Data was collected using a Google Forms format, aimed at postgraduate graduates. Results: For this article, data on the relational factor, necessary for accompaniment and cooperation in the co-creation of knowledge, were of interest, as a life experience worthy of being perpetuated in the training of new researchers. Conclusions: This study demonstrated the importance of the relational factor, manifested in closeness, respect, trust, support, and accompaniment. All of these are formative determinants with far-reaching repercussions on the success of any research process. On the contrary, the absence of these manifestations impacted both the mentees and the research.

Downloads

Download data is not yet available.

Author Biographies

Vicente Muñoz Griffith, Universidad Gabriela Mistral

He holds a PhD in American Studies from the University of Santiago, Chile (USACH), and a Master's degree in Literature with a specialization in History from the Peoples' Friendship University of Russia. He currently works as a research professor at Gabriela Mistral University in the Faculty of Social Sciences, Law, and Humanities. He has worked at the Justo Arosemena Center for Latin American Studies in Panama and the Panamanian Center for Studies and Social Action (CEASPA). He has advised on projects for strengthening Indigenous communities at the National Indigenous Development Corporation (CONADI) in Chile. He has published several articles in indexed journals in Latin America and Europe. He is currently a postdoctoral researcher at Gabriela Mistral University in Chile and a co-investigator on the study "The State of Research Mentoring at the University: An Inter-University Study" (2023-2025).

Amparo Holguín Higuita, Universidad de Antioquia

Doctor of Philosophy from the Pontifical Bolivarian University; Master's degree with an emphasis in higher education from the Pontifical Javeriana University; Specialist in the development of critical, reflective, and creative thinking from San Buenaventura University in association with the University of Pinar del Rio, Cuba; and Bachelor's degree in Social Sciences from the University of Antioquia. She advises research projects carried out within the framework of the research group, with undergraduate, Master's, and Doctoral students from private universities. She created the Social Cognition and Emotions Research Group, which she represents; she designs and develops teacher training proposals in research mentoring as a formative practice at the university level; and she is the pioneer and principal investigator of the inter-university study "The State of Research Mentoring at the University: An Inter-University Study" (2023-2025), from which this article is derived.

Cenide Yaneth Medina Balbín, Universidad de Antioquia

Master's degree in Education from the University of Antioquia.

She currently teaches Cognition in the Faculty of Arts, the Faculty of Education, and the School of Languages, focusing on pedagogical and didactic approaches. All at the University of Antioquia (Medellín, Colombia). She has participated in courses on research mentoring as a formative practice at the university. She advises research projects within the Social Cognition and Emotions research group. She is also a co-investigator in the study "The State of Research Mentoring at the University: An Inter-University Study" (2023-2025).

References

Achiong Caballero G. E. y González Mirabal D. (2018). La labor tutorial y su impacto en la formación científico-investigativa inicial del Docente. Educacao e Pesquisa, 44, (e165094). https://www.scielo.br/j/ep/a/RnQ7HYmh75hsLGR7CwjkLnB/?format=pdf

Arendt, H. (1996). La condición humana. Paidós.

Bárcenas, F. y Mélich, J. C. (2000). La educación como acontecimiento ético. Natalidad, narración y hospitalidad. Paidós.

Bauman, Z. (2020). Sobre la educación. Paidós.

Cárdenas, G. (2023) Ejes y planos de la relación dialógica en la formación de investigadores (capítulo 1) A. Inciarte, M. Vergara Fregoso y A. Bolívar. (Eds.), Currículo y Formación de Investigadores (pp. 11-52). Ediciones RISEI. https://doi.org/10.5281/zenodo.8240168

Cuneo-Olhaberry, I., Muñoz-Griffith, V. y Villalobos-Antúnez, J. V. (2025). Igualdad de Oportunidades en la Educación Superior en Chile. Una Perspectiva desde la Idea de Justicia. Fronteiras. Journal of Social, Technological and Environmental Science, 14(1), DOI: https://doi.org/10.21664/2238-8869.2025v14i1.p238-252

238-252. http://dx.doi.org/10.21664/2238-8869.2025v14i1p.238-252

Delors, J. (Coord.) (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión para la Educación del Siglo XXI. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000109590_spa

González, G. (2015). Tutoría y competencias de investigación en los alumnos de posgrado de la UNAM (D. D. S. México, Ed.). https://acortar.link/0wLDW7

González, D. y Achiong, G. (2018). La labor tutorial y su impacto en la formación científico-investigativa inicial del docente. Educação e Pesquisa, 44, 1-20. https://doi.org/10.1590/S1678-4634201844165094 DOI: https://doi.org/10.1590/s1678-4634201844165094

Kahu, E. R. y Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research y Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197 DOI: https://doi.org/10.1080/07294360.2017.1344197

Levinas, E. (1993). El tiempo y el otro. Barcelona: Paidós.

López Díaz, R. A. y J. A. Coronado Padilla (2017). El tutor de investigaciones a nivel posgradual. Revista de la Universidad de La Salle, 72, 215-238. https://revistauls.lasalle.edu.co/files-articles/ruls/vol2017/iss72/13/fulltext.pdf

Moreno Bayardo, M. G., (2011). La formación de investigadores como elemento para la consolidación de la investigación en la universidad. Revista de la Educación Superior, XL(2) (158),59-78. https://www.redalyc.org/articulo.oa?id=60422563004

Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000117740_spa

Sañudo Guerra, L. (2023). Significación de la Práctica de Tutoría. Segunda Edición.

Secretaría de Educación Jalisco. Dirección de Posgrados en Educación. Comisión Estatal para la Mejora Continua en Jalisco (CEMEJ) Nicolas Romero 1564, Niños Héroes, 44260 Guadalajara, Jal.33 3854 3364 / 33 3823 0009. ISBN: 978-607-8655-06-9. Impreso y hecho en México.

Pastor, A., Gezuraga, A., M., Darretxe, L. (2023). La relación educativa: factor clave en la interacción tutorial (IT) en la educación superior. REOP - Revista Española De Orientación Y Psicopedagogía, 34(3), 126–144. https://doi.org/10.5944/reop.vol.34.num.3.2023.38889 DOI: https://doi.org/10.5944/reop.vol.34.num.3.2023.38889

Talledo Villacís, M. I., Vera Torres, A. R. A., Loor Bermeo, M. J., Loor Bermeo, E. F. y Cantos Ventura, X.M. (2023). El liderazgo docente: apoyo socioemocional en el aula. Ciencia Latina Revista Científica Multidisciplinar, 7(1),5095-5113. https://doi.org/10.37811/cl_rcm.v7i1.4818 DOI: https://doi.org/10.37811/cl_rcm.v7i1.4818

Universidad Gabriela Mistral. (2023). Política de Investigación https://www.ugm.cl/la-universidad/normativas

Vásquez Rodríguez, F., Mora Eraso, A. C., Molano Camargo, F., Meza Rueda, J. L., Pastrana Armírola, L. H., Rondón Herrera, G. M., Londoño Martínez, P., Castañeda Lozano, Y., López, R. A., Moreno Fernández, P. J., Velásquez Aponte, D., Zapata Castañeda, P. N., Gutiérrez-Ríos, M. Y., Goyes Morán, A. y Oviedo, P. E. (2019). La tutoría de investigación: reflexiones, prácticas y propuestas. Universidad de La Salle. Oficina de Bibliotecas. https://doi.org/10.19052/9789585486331 DOI: https://doi.org/10.19052/9789585486331

Villalobos-Antúnez, J. V., Caldera-Ynfante, J. E. y Prats-Palma, B. (2025). Analogías bachelardianas. Obstáculos epistemológicos en el aprendizaje de investigación en estudiantes de Derecho. En Planteamientos educativos adaptados a nuevas necesidades docentes. H. Pérez Sordo, Y. Delgado López e I. C. Rincón Rodríguez (Eds.), Peter Lang. https://philarchive.org/archive/CALABO-3

Waksman, V. (2016). El laberinto de la libertad. Política, educación y filosofía en la obra de Rousseau. Buenos Aires: Fondo de Cultura Económica.