Characterization of the psycho-pedagogical orientation for addressing talent at the university

Abstract

In this article, the conceptual frameworks of psycho -pedagogical guidance are systematized and indicators and instruments proposed that can be applied in pedagogical practice, facilitating the planning and monitoring of talent support. Its objective was to socialize the characterization of psycho-pedagogical guidance for talent development at the Mantua Municipal University Center, revealing its strengths and weaknesses and providing theoretical and practical foundations for its improvement. To this end, dialectical materialism was used as a general method, which allowed for the use of a variety of theoretical, empirical, and statistical methods, including surveys, interviews, documentary analysis, and classroom observations, applied to a sample of 47 students and 8 teachers. The results of the theoretical systematization demonstrated that psycho-pedagogical guidance should be conceived as a comprehensive, preventive, and continuous process that articulates diagnosis, intervention, and follow-up. The empirical diagnosis revealed significant shortcomings in each of these dimensions: a lack of institutionalized screening procedures, fragmented intervention actions, and a lack of feedback and monitoring mechanisms. It was concluded that it is essential to consolidate a contextualized psycho-pedagogical guidance model that guarantees the identification, development, and monitoring of talent in Cuban higher education.