Supervisión de practicantes universitarios para desarrollar su compromiso social desde la perspectiva de ciudadanía

This research focuses on supervision for the development of social engagement of trainees in Mexico. Thus, the general objective was to know and understand supervision to develop social engagement among trainees from the perspective of citizenship education. It is an interpretive descriptive research that provides access to participants’ experience to understand how the trainees supervision is carried out. The main research tool was the focus group and we also used the thematic interview. The research context was Mexico, the research had 43 participants: 32 supervisors and 11 professors. All met the selection criteria, for example, having a minimum of three years experience at the university, or for the professors to be involved in designing the university's social mission or the professional application project (PAP) guidelines, and for the supervisors to have received the prize of the social formation “Premio Pedro Arrupe SJ”. This research respected the ethical rules related to research with human subjects according to the process established by the ethics committee of the Université de Montréal. For data analysis, we followed the thematic coding steps: thematic analysis, descriptive analysis, and explanatory analysis or modeling. The data were interpreted according to the objectives of the research and were presented in five sections, each section containing subthemes of the data sub-categories. 1) Notions of student education as citizens and social commitment. The notions of the student as a citizen are classified as responsible, participatory, justice-oriented and apathetic. The social commitment was interpreted by the participants, according to the institutional position of the university and in a personal way, paying particular attention to the formation of the social commitment and its difficulties. 2) Attributes of the socially engaged student. Five attributes have been identified, such as traits that the student manifests when socially engaged: informed; competent and creative; socially sensitive; responsible and motivated; active, questioner and critic. 3) Features of the PAP that promote social engagement. Participants highlighted the context of confrontation, the frames of reference and responsible freedom as features vi of the PAP that encourage social engagement, and supervisors also emphasized the role of the supervisor as a model of social engagement. 4) Approach to supervision for the development of social engagement. The following five facets are presented: situate, feel, customize; understand and connect socially. 5) Supervision strategies for the development of social engagement. The six strategies described are questioning, professional and relational modeling, framing, interaccompaniment, affective conviviality, and the review of the literature. It concludes that the research has met the objectives and considers the contribution of the study in the approach and the strategies of supervision for the development of social engagement of the trainees as citizens from the point of view of the education to the citizenship

Keyphrases: Recherche qualitative, Supervision approaches of internships, Citizenship education, Servicelearning method, Transformational learning, Qualitative research