ResumenSe presenta un estudio sobre los espacios formativos relevantes en una universidad que declara tener un sello valórico distintivo. Se analizan aspectos relacionados con el rol formativo y si éste debiera ir más allá de la tecnificación profesional, para comprometerse más con una formación como personas. Para ello se realizó un estudio cualitativo de carácter interpretativo, en una perspectiva discursiva, mediante la identificación de los dilemas ideológicos. Como resultado se identificaron cinco dilemas en la formación valórica de los estudiantes y se reconocieron cinco espacios formativos relevantes para resolver futuros dilemas éticos. Se concluyó que la universidad ejerce un rol formativo a nivel valórico, orientando la reflexión crítica de lo que la sociedad les demandará como profesionales. Palabras clave: educación superior, dilemas éticos, valores morales, formación trascendente Ideological dilemmas present in higher education with a declared explicit transcendent component. The case of an engineering major AbstractThis paper presents a study about the most relevant formative spaces in a university that claims to have a distinctive value-based seal. Aspects related to the formative role and if this should go beyond technical matters by giving a more humanistic formation. For this purpose, an interpretative qualitative study was carried out, identifying the ideological dilemmas of the students' focal groups taking part in this research. Results allowed the identification of five dilemmas in this transcendent formation and five formative spaces, to solve future professional ethical dilemmas. It is concluded that the university exerts a formative role of value-based issues guiding the critical analysis that society will demand from its future professionals.

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students' narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.

resumen | La pobreza como fenómeno está presente en las políticas de naciones como Chile, donde persisten importantes brechas de ingreso y equidad. Un discurso de marginación y precariedad produce sujetos desprovistos de capacidades, anclados a un espacio que los subordina y condiciona. La organización de este relato de limitaciones, la geografía de los lugares que habitan dichos sujetos, articulan un texto donde quedan anclados a la pobreza mediante historias de inseguridad, suciedad y marginación. Este artículo describe el proceso de un colectivo en un sector patrimonial de Valparaíso que se autotransformó a partir de la elaboración de una nueva narrativa, donde desde el concepto de barrio emergió la riqueza de los lugares por los que se transita. El diseño de una ruta orientada a los turistas sirvió para expresar la experiencia de ser vecino del sector, a la vez que se brindaba la oportunidad de compartir lo cotidiano-el almuerzo-, transformando así el recorrido en una experiencia vital. palabras clave | capital cultural, imaginarios urbanos, transformaciones socioterritoriales. abstract | Poverty as a phenomenon is present in the policies of nations such as Chile, where income gaps and inequality persist. An alienation and precariousness discourse, renders subjects devoid of abilities, anchored to a space that subordinates and conditions them. The organization of this narrative of limitations, the geography of the places they inhabit, articulates a text where the subject is anchored to poverty through stories of insecurity, filth and marginalization. This article is about how a collective from a patrimonial sector of Valparaíso, Chile, self-transformed itself based on the creation of a narrative, where the concept of neighborhood gave rise to a new richness in the perception of the places they transit. The design of a touristic route, was a means of expressing the experience of being an inhabitant of this neighborhood and cementing the conditions to share moments of "everyday life"-a homemade lunch-, which gave rise to a vital experience. keywords | cultural capital, urban imaginary, socio-territorial transformations.