El artículo presenta los resultados de una investigación cualitativa referida a la evaluación de la metodología de proyecto social inicial, experiencia de aprendizaje ejecutada por los y las estudiantes en el marco de las actividades curriculares del plan transversal de la Universidad Católica Silva Henríquez (UCSH). Esta metodología, permite vincular el proyecto de vida de los jóvenes con el proyecto de sociedad, es decir, es una estrategia que se realiza en terreno, aportando desde el primer año de universidad al sentido de una formación profesional que contribuya a la construcción de una sociedad más justa y fraterna. El artículo plantea la necesidad de validar, a través de una estrategia evaluativa, esta metodología activa e innovadora, que permite aprendizajes significativos en el ámbito de la educación superior.

The article presents the results of a qualitative research referred to the evaluation of the initial social project methodology, learning experience executed by the students within the framework of the curricular activities of the transversal plan of the Catholic University Silva Henriquez (UCSH). This methodology allows linking the life project of young people with the society project, that is, it is a strategy that is carried out in the field, contributing from the first year of university to the sense of a professional training that contributes to the construction of a more fair and fraternal society. The article raises the need to validate, through an evaluative strategy, this active and innovative methodology that allows significant learning in the field of higher education.

The article presents the results of a qualitative research referred to the evaluation of the initial social project methodology, learning experience executed by the students within the framework of the curricular activities of the transversal plan of the Catholic University Silva Henriquez (UCSH). This methodology allows linking the life project of young people with the society project, that is, it is a strategy that is carried out in the field, contributing from the first year of university to the sense of a professional training that contributes to the construction of a more fair and fraternal society. The article raises the need to validate, through an evaluative strategy, this active and innovative methodology that allows significant learning in the field of higher education.