Rural Uruguay is undergoing a long process of transformations that tend to weaken the maintenance of local cultural traits, including society-nature relationships. To preserve these traits and enhance our understanding of these relationships, it is necessary to both strive for the empowering of rural communities and to establish a constructive exchange of knowledge. JULANA (an acronym from the Spanish for “Playing in Nature”) works towards these goals through the dialogue of the different conceptions of nature and society. This work presents an experience in collaborative-learning, the participatory monitoring project named Fogones de Fauna carried out in the village of Paso Centurión, along with reflections on the value of JULANA’s work and education.

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This paper presents the results of the joint work between the Orientation and Consultation Space (Espacio de Orientación y Consulta, EOC) and the Teaching Unit of the Faculty of Engineering on the monitoring and analysis of the impact of the EOC actions in the period 2015-2016. The analysis, which articulates qualitative and quantitative data, focuses on the link between individual orientation interviews aimed at first year math students and their subsequent academic performance. The first results indicate that the orientation activities directed to the organization and planning of the study can positively influence in the improvement of the performance and advancement of the students. There are statistically significant differences for the approval and exemption of Calculus 1, critical course at the beginning of engineering careers, in favor of those who transit through the EOC. From the work of articulation, it is expected to have more and better elements for decision making at institutional level that allow to promote actions that favor the permanence and the student progress in the careers, as well as to identify new strategies to address this problem