Reflections on tutorial practices in the development of final projects and degree theses a convergence of concerns among Latin American faculty members

This article examines the epistemic perspectives underlying university tutorial practices in Latin America, through the analysis of beliefs, perceptions, and institutional conditions that influence academic advising processes, especially during the development of graduation projects. It is based on an exploratory review of precedents in Venezuela (2004 and 2021), which reveal persistent tensions in the tutor-student relationship, such as communication failures, limited emotional support, normative ambiguity, and power imbalances. The analysis incorporates systematic observation and an exchange of experiences among Latin American faculty members regarding educational dynamics across various university settings, as well as a review of recurring situations emerging from these experiences. Additionally, the article reflects on the need to rethink tutorial praxis from a humanistic, comprehensive, and transformative perspective, one that not only responds to academic demands but also fosters student wellbeing and strengthens the research culture. The conclusion affirms that tutorial support is a strategic component in the development of research competencies in higher education, and that its enhancement requires public policy, inter-institutional cooperation, and continuous tutor training, to consolidate a fairer, ethical, and sustainable educational environment in Latin America.