Abstract:

School is no longer the depository of social knowledge, neither professors who teach nor students who just learn. Perception of a larger gap between the types of classroom education and everyday life is increasing. It is undeniable that high school is more than just a scholar level between junior high school and college, happens to be "where adolescents may" decide, from an institutional perspective, their future with the accompaniment of a counselor. This research shows an analysis of the Program of Educational Guidance from the High Schools of the Universidad de Guanajuato, as well as views and perceptions of the counselors of their work and academic status. In addition, it is analysed how to teach courses, what it means for them as educational guide and their role with the students are shown. Quantitative methodology was used to determine how counselors feel about their practice. A questionnaire with 24 questions was applied via the internet to 21 from 33 counselors, in 10 schools by General Direction of High School of the Universidad de Guanajuato. Data were analyzed with assistant of two counselors and two psychologists from the High School of Salvatierra. Results showed perceptions and expectations of the counselors about the importance of their practice. They were expressed in words that may do senses and no sense. Part of those words are related to their work and to the institution, and the other ones, are related to feelings representations by expressing interest in affective and emotional development of students. Two limitations were expressed by counselors: the institutional norms and their own participation in the program. Counselor can provide to each student with significant tasks according to their capacities and considering their problems; and adapt them to the contents and goals of the Program of Educational Guidance.

Keywords:

Counselor, Education, High School, Representations.