Entering the university in pandemic. Rethought tutorial actions

Abstract

The university entrance poses great challenges both for the students who begin this new stage, and for the teachers who receive new entrants year after year. Added to this, the pandemic caused by COVID-19 generated great uncertainty in all the actors of the university community. The imperative need to sustain pedagogical continuity unfolded innumerable teaching practices in an uncertain and complex scenario. Therefore, tutorial projects take on a leading role and require reinventing themselves in this new situation. This article aims to describe and reflect on a specific university tutorial action in the context of a pandemic, carried out by the team of tutors from the Department of Economics of the National University of the South (UNS) in order to facilitate the adaptation of newcomers at university life and the construction of being university student, articulating directly with an introductory subject of the economics careers of the UNS. For this achievement, qualitative methodology and an action-research design (Elliott, 2000) are used as it is considered appropriate given that the tutorial action responds to a specific and situated problem. Finally, the proposal is reviewed with different tools, allowing space for final reflections.