<p class="nombreautor" style="margin-top:12.0pt;text-align:justify;line-height:
200%"><span class="MsoSubtleEmphasis"><span lang="ES-MX" style="font-size:12.0pt;
line-height:200%;font-family:"Arial","sans-serif";color:black;mso-themecolor:
text1">The present investigation was approached from the phenomenology with a case study, with the objective of comprehensively evaluating the graduate profile of the Educational Intervention Degree (LIE) offered by the National Pedagogical University of the State of Chihuahua (UPNECH) from of the experience of the students that attend the eighth semester of the LIE and the perception of their professors. Techniques such as observation, interview and survey were applied. Participants were 50 students from the 20013-2018 generation and 10 teachers who gave them courses during their training process. The evaluation of programs with a receptive-comprehensive approach (Stake, 2007) was considered based on the reflection on the relationship curriculum-society. The epistemic view was critical to identify from an exercise of self-reflection the barriers that affected the achievement of the graduation profile and the positive aspects that they identified as favoring.</span></span><span class="MsoSubtleEmphasis"><span lang="ES-MX" style="font-size:12.0pt;line-height:
200%;font-family:"Arial","sans-serif";color:black;mso-themecolor:text1;
font-weight:normal"><o:p></o:p></span></span></p>