Grover Mondalgo Almidon
DOI: 10.59427/rcli/2023/v23cs.3211-3222
Pedagogical accompaniment is a collaborative and reflective relationship between educators and students. It implies the commitment to guide students in their learning, identifying their individual needs, interests and challenges. In this sense, it is pertinent to reflect on the relationship between pedagogical accompaniment and student learning, exploring the possibilities of transformation and improvement that can arise from this perspective. To carry out the objective, the research was developed in the light of a reflective type review, in which we worked with a total of 59 documents identified through a selective sampling of the SciELO, Redalyc, Dialnet and Google Scholar databases. For the processing and presentation of the findings, the analysis categories were pre-established. The interpretation and reflection carried out in the research allowed us to understand the deep interconnection that exists between pedagogical accompaniment, thus highlighting its fundamental role in improving education.
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