In Uruguay, we have defined inclusive education policies, involving key state education institutions in the country as part of a National System of Public Education. This document presents the preliminary results of a study on perceptions that college student tutors have about the learning acquired by participating in curricular interface peer tutoring. It involves approximately 110 university students who participate in peer tutoring spaces in 35 secondary schools. A mixed methodological strategy is used, which includes the application of a form with open and closed questions. From the results, it appears that the experience is highly valued, becoming a fundamental contribution, not only to the redefinition of the students' educational pathways, but for their future professional practice.

Peer tutoring, Inclusive education policies, Higher education, Higher secondary education.