THE ACADEMIC TUTORING AND EMOTIONAL INTELLIGENCE. A CHALLENGE FOR THE UNIVERSITY TEACHING OF 21ST CENTURY

The central theme of this article is the academic discussion about the epistemological theoretical justification of academic tutoring and emotional intelligence, in the context of higher education. Here, this mentoring process establishes an action between the tutor and tutoring, whose pedagogical action is dynamic and progressive, in which the gnoseological course must be onto for emotional intelligence. This research was oriented to precisely generate a deep discussion in relation to the question: what are the ontoepistemological implications that may exist around academic tutoring and emotional intelligence to the universitary teacher of the 21st century? As highlight findings of the research it is designated that the process of academic tutoring at the University, on the one hand it is not based on emotional intelligence as a learning tool, and on the other hand, it is not guided to the learning of research.