Abstract

SILVA INFANTES, Manuel et al. The thesis advising experience: A hermeneutic phenomenological approach from the perspective of the student and the advisor. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS03082025.  Epub Sep 23, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.249.

This study, grounded in hermeneutic phenomenology, interprets participants’ narratives to understand how scientific and professional identity is shaped throughout the thesis process. The qualitative approach revealed three key moments: project formulation, understood as the epistemological foundation where the advisor acts as a “pedagogical architect” fostering ethics and co-construction of knowledge; the writing of the final report, marked by the negotiation of academic voice and the strengthening of critical thinking, with formative feedback serving as a catalyst; and the oral defense, conceived as the culmination of public professional identity, where rehearsals and coaching prepare the candidate to assert their autonomy. Additionally, transversal categories emerged that highlight the human dimension of the process: the advisor’s active accompaniment as relational scaffolding; the candidate’s autonomy as a journey of empowerment; tension as a driver of learning; and advising as an intersubjective and transformative experience. Based on these findings, the study proposes the emergent theory of the “Dialogical Ecosystem for Investigative Self-Realization,” which conceptualizes advising as a dynamic space where scaffolded guidance, the re-signification of tension, and co-constructed identity converge. Within this ecosystem, the interaction between candidate and advisor becomes a vital nucleus for meaningful learning, professional growth, and the affirmation of investigative vocation.

Keywords : thesis advising; investigative autonomy; active accompaniment; tension; professional identity.

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