Psychology as a science and social discipline is presupposed as a scenario from which the approach to understanding what makes the academy in the face of social reality moves. In this sense, we must begin by reviewing the constitutional framework as it pertains to Education. Higher Education, this is how the developments that arise from it, such as those contained in Law 30 of 1992 and particularly in its regulatory Decrees, especially 1225 of 1996, propose conditions for the implementation of the activities inherent to doing in Higher Education. referring to the substantive functions of Social Projection as a fundamental or substantive function of the university, along with Teaching and research, constitute an essential element to measure to establish the minimum quality required by the Colombian State. But quality is a concept that is not defined by law, however, there is in the country's legislation a wide compilation of laws, decrees and resolutions that regulate it and make it mandatory. Article 67 of the Political Constitution of Colombia says that education is a right of the person and a public service that has a social function, it seeks access to knowledge, science, technology and other goods and values of It includes the extension of undergraduate and graduate programs that will impact localities and regions as a driver of regional development in the academic, scientific, technological, cultural, political and economic fields. On the other hand, Social Projection can be assumed as the extension of teaching and research services, that is, of the academy as a space for reflection and intervention in the concrete social realities of communities and society. In this sense, the University assumes the social responsibility it has by offering training and higher education programs. Consisting, then, of two fundamental objectives that are an inherent part of the human and scientific training for which the University must prepare its graduates. It is proposed to assume Social Projection as the binding element in the training of future graduates, from two purposes; the generation of social commitment and the transformation of the social realities of the country. Social commitment is understood as the ability to understand and assume a critical and proactive position from attitudes such as solidarity and cooperation. Where understanding involves being able to approach social realities from the sensitivity of the human being as a being in permanent construction. Thus, the development of the person, which is ultimately the goal of education, will not be integral or fully human if we cultivate an authentic attitude of solidarity that makes us feel part of the human race and reality to try to transform all those conditions that distance human beings from their individual and collective development goals. Regarding the attitude of cooperation, we can understand it as the willingness to contribute to the achievement of others' objectives simultaneously with our own; Therefore, a situation can be defined as cooperative as one in which the objectives of the individuals are of such a nature that in order for the objective of one individual to be achieved, all the other members of said situation must also achieve their respective objectives (Brown Social sensitivity conceived as the ability to understand the reality of another through an empathetic attitude, that is, putting oneself in the place of someone different from me in order to contribute to their transformation based on the understanding and feeling of their experience. It implies a broad knowledge and permanent reflection of the social realities of the country and especially those in which human dignity is put at risk. Analyze the relevant social problems of the country starting with elements of judgment that seek alternatives from academic work that transcend the rhetorical discussions generated on occasions in the classrooms and become the objective and the route to follow from this perspective of social commitment.