摘要：In work contexts, tutoring is a strategy that often does not seem to shirk issues that are extraneous to the interest of pedagogy as much as to the subject, concerning training for the work of apprentices. From privileging an approach capable of subtracting speech from the traps of rhetoric, work experience acquires educational values only in social environments available to favour acquisitive processes in individuals. Within this framework, tutoring is a strategy that promotes the transformation of knowledge learned through personal experience into collective actions and decisions, where the practical-reflective and self-directed knowledge that characterises learning, is contextual to the work experience. From encouraging learning from practice, in practice, for practice, tutoring produces innovation through relationships aimed at the personal and professional growth of the subjects.
其他摘要：In work contexts, tutoring is a strategy that often does not seem to shirk issues that are extraneous to the interest of pedagogy as much as to the subject, concerning training for the work of apprentices. From privileging an approach capable of subtracting speech from the traps of rhetoric, work experience acquires educational values only in social environments available to favour acquisitive processes in individuals. Within this framework, tutoring is a strategy that promotes the transformation of knowledge learned through personal experience into collective actions and decisions, where the practical-reflective and self-directed knowledge that characterises learning, is contextual to the work experience. From encouraging learning from practice, in practice, for practice, tutoring produces innovation through relationships aimed at the personal and professional growth of the subjects.
关键词：LEARNING ORGANIZATION; LEARNING BY DOING; SELF-DIRECTED LEARNING; REFLEXIVITY, INNOVATIVENESS.
