Modelo teórico de la configuración de proyectos de vida desarrolladores desde la orientación educativa

Comprehensive development is one of the main categories of modern higher education; however, effectively contributing to this process is also one of the great challenges to be faced. One of the fields of knowledge associated with the promotion of this comprehensiveness is educational guidance, which is considered a discipline and a practice whose center is the relationship of professional help. In this sense, the review of the literature and the ethnographic analysis carried out showed multiple shortcomings that limit the implementation of educational guidance, which is exacerbated by incorporating the category of life project, another of the conceptual pillars of comprehensive development. In order to mitigate these limitations, the objective of this article is to propose a theoretical model of the configuration of developmental life projects from educational guidance. The research was carried out based on the socioconstructivist approach and combined two qualitative designs: ethnography and thematic analysis. As a result, a model is proposed consisting of three subsystems and nine subprocesses that promote the integration of socio-educational agents in the guiding action and the integration of the life project as a category of higher education. It is concluded that the proposal is viable and transferable to multiple contexts, although it demands an adequate prior evaluation and diagnosis process to clarify the conditions of its introduction and make the pertinent adaptations.