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The present study aims to analyze the Study Plan (SP) of the Alternation Pedagogy in its problematic dimension in the formative action of the Cocais/PI Agricultural Family School (EFA Cocais/PI). As a grounding question of the present study, the question is: to what extent is the problematizing dimension mediated by the SP effective in the EFA Cocais/PI? This question is based on the inherent condition of the SP as the pedagogical mediation of the Alternation Pedagogy, which is the problematization. Connected to other mediations, no less relevant, the SP articulates, beyond the formative times and spaces, the daily knowledge of families in the processes of teaching and learning. These elements incur the design of a formation conveyed to the problematizing dimension, considering that the reality experienced in the daily lives of families is inserted in the school environment through the SP. The data analysis showed the effectiveness of the problematic condition inherent to the SP in the formative action developed in the EFA Cocais/PI, but also revealed the existence of gaps in the realization named the SP cycle.

En la actualidad muchas universidades e instituciones educativas españolas tratan de atraer al cada vez mayor número de estudiantes chinos de español. Sin embargo, lograr tal fin y, por tanto, consolidar la colaboración entre instituciones españolas y chinas solo será posible si se conoce la idiosincrasia de estos estudiantes, sus necesidades y sus expectativas. Por tal motivo en este texto presentamos un breve panorama, diacrónico y sincrónico, de los estudios de la especialidad de Español en China en el contexto universitario. Dicha descripción pretende dar a conocer la articulación de dichos estudios y también identificar el perfil de sus egresados.