Levels of consciousness of teachers in their guidance function: a typology framed in fuzzy logic

  • Alícia Villar Aguilés Universidad de Valencia
  • Sonsoles San Román Gago Universidad Autónoma de Madrid
  • Francesc J. Hernàndez i Dobon Universidad de Valencia


This article presents a work on what we have called levels of consciousness of teachers who are not specialized in educational and professional guidance functions following the notion of the so called fuzzy logic. This analysis is part of a research on secondary school teachers for the context, carried out in ten autonomous communities for two years, which seeks to get to know the different representations of teachers, considering that the identification of guidance models resulting from different elements of social nature. To do this, we analyzed the discursive material obtained through discussion groups in which teachers of secondary education participated in order to analyze their levels of consciousness about their guidance functions. As a result, we present a triple typology of teachers’ consciousness levels in their function of guiding students in the configuration of their forthcoming educational and professional paths. We distinguish between the level of consciousness of passive involvement, level of consciousness of active involvement and level of interventionist consciousness. The three levels differentiated in this typology we present in this article help us better understand how to approach the educational and professional guidance on the part of teachers.


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Aguilés, A., Gago, S., & Dobon, F. (2018). Levels of consciousness of teachers in their guidance function: a typology framed in fuzzy logic. Educação E Pesquisa, 44, e175908. https://doi.org/10.1590/s1678-4634201844175908