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Educational guidance in the teaching-learning process of higher education can contribute to meeting the requirements in the training of professionals in the 21st century. However, this space is not yet a privileged area for programming educational guidance actions; professors do not have a guide to carry out this work. The objective of this work focuses on reflecting on the theoretical-methodological fundamentals for carrying out educational guidance in the PEA of higher education. To study this particular issue, an investigation was developed that allowed the review, interpretation and contrast of various bibliographic sources through historical-logical, analytical-synthetic and inductive-deductive methods. These methods allowed the analysis of the information obtained and the elaboration of conclusive syntheses on a theoretical level. The results obtained in the analysis of the studied models show that educational guidance must be carried out by specialized personnel or trained people to carry out this task. Although the most current models recognize professors as a guiding agent, the theoretical-methodological foundations for the guidance that this educational agent must carry out in the higher education PEA are not clarified. It is necessary, then, to integrate the foundations provided by the educational guidance models with the foundations of Didactics, in order to offer a conceptual and methodological basis for educational guidance in the PEA of higher education.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
