The scientific-technological development that humanity has reached is progressing at more and more accelerated levels, raising concern by endangering human existence itself. "The seventeenth century was of mathematics, the eighteenth century of the physical sciences, the nineteenth century of biology and the twentieth century has been the century of fear."
Although scientific and technological innovation has allowed man greater control over nature and a more civilized existence, today's world is characterized by the exacerbation of social and environmental problems, such as uneven development, critical poverty, unemployment, marginalization, the increase in violence and war and the arms race, the degradation of ecosystems, the proliferation of diseases, drug addiction, illiteracy, among others.
The misguided policies imposed by capitalism that seeks the enrichment of a few at the expense of the majority and of their own natural resources, have turned science and technology into instruments of mercantilism, subordinating them to the needs of self-growth of capital and not to the satisfaction of social needs.
Negative impacts require a careful estimation of their driving forces and impacts and a deep understanding of their interrelationships with society based on the values, perspectives and visions of those who are involved and need to make important decisions. The social reality that the world lives today imposes the need to change the technological-economic paradigm towards the social-ethical-humanist paradigm. This new vision of the world is based on Science-Technology and Society (CTS) studies, with reflections of a philosophical, historical, sociological, ethical, and political nature, among others, through which the intention is to understand more deeply the interrelations between science Technology and Society.
CTS studies constitute an important area of work in academic research, public policy and education, where it is a matter of understanding the social aspects of the scientific and technological phenomenon, both in terms of its social conditions, and in terms of its social consequences. and environmental. Cutcliffe, Núñez and others state that the fundamental mission of these studies is: “to expose an interpretation of science and technology as social processes, that is, as complex companies in which cultural, political and economic values help shape the process. which, in turn, affects these values and the society that maintains them ”.
Access to scientific knowledge and cutting-edge technologies are the basis for productive transformation and the achievement of high levels of productivity and international competitiveness. Education has the social mission of training men and women who master the fruits of the scientific-technological civilization and are at the same time creators and innovators. The model of the human being to which one aspires is that of an integral personality, bearer of the highest values and principles that are the foundation of national identity, and capable of competing, jointly and efficiently, in the world of the 21st century.
In Cuba great efforts are made in the educational sphere to achieve sustained scientific and technological development, and simultaneously find meaning in the application of science and technology in order to satisfy the fundamental preparation and improvement needs of people, especially Of the youngs. The Cuban University has the challenge of providing society with a competent professional, with extensive scientific training, and also with extensive humanistic development. To achieve its purposes, the educational institution assumes the training process beyond the instructional, the cognitive and focuses its attention on the full development of the students' personality.
CTS education assumes among its principles that science can be universal, but scientists have a homeland, a family and love, so life history is important. The study of the History of Cuba from the insertion of the history of the locality directly affects this line of thought. The history of the locality inserted in the Cuban History program in the SUM contributes to the formation of social values.
The present work is a proposal aimed at improving the learning of Cuban History of the young people of the Municipal University Venues, with the insertion of local history. It is based on modifications to the program and the suggestion of activities that contribute to research linked to the socio-cultural, historical and political context in which Jaguar's university students develop. The objective of this work is to propose the insertion of the study of local history in the Cuban History Program of the SUM of Jagüey Grande.
Development
When analyzing the problems at hand, it is necessary to understand that science and technology are social processes, dimensions of the social totality, which is why broad concepts about science and technology are necessary, capable of providing the social emphasis that is required.. In understanding the interrelationships between these concepts, the author assumes a vision or image that encompasses science and technology as processes, the trajectories of which are socially constructed from the social circumstances, values and interests that operate in society. and consequently, the criterion of the democratization of knowledge is defended based on the right of society to intervene in the techno-scientific course.
Several authors, among them Jorge Nuñez Jover, coincide in summarizing a whole diversity of relevant aspects related to science, which allow their understanding "not only as a system of concepts, propositions, theories, hypotheses, etc., but also, simultaneously, as a specific form of social activity aimed at the production, distribution and application of knowledge about the objective laws of nature and society. Furthermore, science is presented to us as a social institution, as a system of scientific organizations, whose structure and development are closely linked with the economy, politics, cultural phenomena, with the needs and possibilities of a given society ”.
This approach to science as an activity offers an important starting point to explore its relationships with the cultural framework in which it operates. Núñez argues that examining the directions of creativity and its obstacles is decisive for understanding the different societies, their development tendencies, vitality and ability to respond to the challenge posed by the physical and social environment, as well as the competitive or hegemonic relationships that exist between them. are established. In response to this expectation, culture must be conceived as: “the process of assimilation, production, diffusion and settlement of ideas and values on which society is founded; it is the set of collective representations, beliefs, uses of language, diffusion of traditions and styles of thought that articulate social consciousness,it is the environment in which our ways of life and our ideology are produced and reproduced; Seen in this way, culture is a mechanism of social regulation ”.
Through the study of science, we can understand a little the place that this category occupies in society, in culture. And if it is about social approaches, it is conceived as a specific form of man's activity, his behavior aimed at satisfying material or spiritual needs, specifically related to the "production, dissemination and application of knowledge; institutionalized activity generating their own culture »of course conscious, historically and socially determined, linked to the other forms of human activity.
Ningún proceso científico podría siquiera imaginarse desvinculado del contexto histórico y social en que se produce y todo sujeto de la ciencia (individuo, comunidad o institución científica), es producto de un momento histórico-social concreto del desarrollo de la humanidad, bajo la influencia de las estructuras políticas y económicas que le caracterizan. Es importante señalar la relativa autonomía de la ciencia como fenómeno sociocultural complejo, con fuerzas motrices y eficacia propias, al punto que puede convertirse en un factor protagónico de cambio social y desbordar las expectativas de quienes la fomentan. Estos elementos asignan el enfoque dialéctico que fundamenta la relación entre estas categorías.
The technique, for its part, refers to «… rules that allow certain practical objectives to be achieved correctly, precisely and satisfactorily.» but that in the path of knowledge and social practice has evolved to technology, "that form (and historical development) of technique that is structurally based on the existence of science." As can be seen, in this last category the alliance with science is clearly established.
Technology also has complex relationships with society, it inevitably affects its actions and decisions, which is based on the understanding of man's influences on nature, taking into account rationalities, values and interests; It is undoubtedly subject to a certain social determinism, but in turn, it directly influences social organization, the distribution of power and has a great impact on lifestyles and interpersonal relationships, since it encompasses knowledge, skills and ideology.
The notion of socio-system allows us to better understand the social nature of technology and how it establishes links and interconnections, with the rest of the elements of the social context in which the proper forms of social organization are inserted, the artifacts and resources that it uses to its operation, including, of course, public participation and the reactions of the people involved.
As we advance along the path of knowledge in CTS, widely disseminated ideas, such as those that appear at the beginning of this section on science and technology, which reflect the existence of clear limits between the two, are giving way to a complex integration where said Boundaries become blurred, for increasingly these categories are interconnected and dependent on each other for their development and progress. This relationship is underlined by the term technoscience, which summarizes as "Increasingly technical needs influence the development of scientific knowledge and conversely, the selection of theories, research programs, condition forms of instrumental action involving technologies."
Cuban schools aspire to form an integral personality in students, bearers of the highest values and principles that are the foundation of national identity, and capable of participating in solidarity and efficiency in the world of the 21st century. From this point of view, education is considered to represent a complex social process, of a concrete and class historical nature, through which the transmission and appropriation of the cultural heritage treasured by the human being takes place. Those contents that man must assimilate are increasingly complex and diverse, so the ways of teaching and learning must change. It is necessary that the students, to bring them up to the level of their time and float on it according to José Martí's words,learn to learn and be able to continue learning permanently throughout their lives.
In 1998, in an editorial in the Granma newspaper entitled Education: the veins of our revolutionary culture, it is emphasized that: “The integral nature of education is aimed at forging free men and women, possessors of a solid culture encompassing humanistic and scientific knowledge- technician, endowed with work habits that combine the aptitude for manual and intellectual work, educated in body and soul to create and enjoy the universal and national values of culture and art, conscious citizens of their homeland and fighters for redemption of man anywhere in the world. Here, in synthesis, the essential contents presented to the Cuban school… ».
The most general object of education is to communicate to the new generations the accumulated historical-social experience: knowledge, experience in carrying out actions, attitudes, norms of relationship towards the environment and people and a certain system of moral values. Each generation can automatically inherit material objects created and preserved from previous ones. But without education, without transmitted knowledge, acquired skills and formed attitudes; technology and works of art would appear before us at best as mere curiosities.
It is necessary to identify the real needs that a society demands from education. Changes in production, as a result of the Scientific-Technical Revolution, as changes in the social context of many countries have generated new educational needs for increasingly broad sectors of society.
Over the course of the last century, objects, characteristics of scientific research, the place of scientific research and the place of science in society have varied significantly. Scientific and technological development have been unified, giving rise to "technoscience". Today we are witnessing a cultural revolution based on science and technology.
Currently the advances in production and therefore in the well-being of the population depend directly on the practical use of the results of the scientific-investigative activity. Today, to work in modern industry, it is necessary to have received several years of scientific education.
Due to the enormous impact of science on technology, production and people's lives, there is a pressing need for massive scientific training spanning primary, secondary, university and even graduate education.
The University-Society bond in Cuba is not considered a function, among others, but a quality of all the functions that the University performs. To designate this close link between university institutions and society, the concept of social relevance is used, understood as the multiple relationships that are built between the university and the environment; links, links, interactions, in which the university and society undergo profound transformations. It is revealed in all the functions that university institutions develop (professional training, postgraduate, research and university extension is a quality of all the functions that the university performs.
Social relevance, as a principle that drives university policy, is geared towards multiplying the links of vocational training, postgraduate, research and extension with the productive system and with the whole of society. University knowledge is committed to social development in all its dimensions, which can contribute to progress towards a knowledge-based model of social development.
"The current Cuban university is a scientific, technological and humanistic university."
Scientific character: Cuban universities are gradually becoming scientific research centers where professors and students are linked to scientific tasks as part of their daily work. Scientific research is present in an essential way in all curricula, from the first years of study and the students, during their training, face different scientific tasks, participate in various student forums and fulfill a diploma work that as a final evaluation of study completion, allows to demonstrate, in a specific investigation, the mastery of scientific research methods.
University professors, in a systematic way, participate in research tasks as part of their academic work. Like the teaching exercise, scientific research is an essential part of their daily work, incorporated into different research projects, which respond to a coherent scientific policy, based on priorities and led by Scientific Councils who periodically evaluate their results as part of a Science and Technological Innovation System nationwide.
Technological character: Technological development is today a fundamental pillar of the current university work in Cuba, guaranteeing the training of the professionals necessary to ensure the introduction of new technological advances. This has been possible due to the close links of the universities with companies, industries, production facilities and services, through agreements to link these institutions with the university in actions of mutual benefit and where students actively participate as part of their training.
Humanistic character: The university has the conception that training goes beyond the instructional, the merely cognitive and focuses its attention fundamentally on man, on the development of personality; therefore, the significant, conscious aspects of social commitment become the main priority.
Since 2000, as part of the Battle of Ideas, under the guidance of Commander Fidel Castro Ruz, the university in Cuba is immersed in an educational revolution, to reach a higher stage in the mass access to university studies. “This challenge involves, among other issues, changing the way of understanding the university and its mission; achieve full integration of all the factors of the territory; ensure the preparation of all available human resources and expand the blended methods ”.
After clarifying fundamental concepts in the close relationship between science-technology-society and the role of the University in terms of this vision of education, we delve into the particular contribution of the History of Cuba and especially of local history in the the subject at hand.
Cuba has had outstanding figures in social, scientific and technological development since the colonial period. Personalities such as José A. Caballero, Félix Várela, José Antonio Saco, José de la Luz and Caballero, stood out for their deep philosophical and pedagogical thinking, they were linked to currents aimed at the improvement of Cuban society that influenced the independence of the second half of the XIX century. Others like Tomás Romay, Felipe Poey and Carlos de la Torre developed the natural sciences, achieving impressive discoveries as the transmitting agent of the yellow fever of the Cuban doctor Carlos J. Finlay. The economy and engineering benefited from the contributions of Francisco de Arango y Parreño, and Francisco de Albear respectively.
It is important to highlight the social and humanist thought of José Martí in which essences are found that today constitute an important source of concepts and theoretical directions for CTS thought that develops in the world and especially in Latin America.
"Why declaim in vain about the absolute impossibility of progress, without first determining in a fixed way the political and civil legislation, in harmony with which the necessary progress is to be known?"
“A progress is not true but when invading the masses, it penetrates them and part of them; when it is not only the Government that imposes it, but his needs that result from unanimous conviction ”.
“There is so much talk of human progress that it will seem vulgar to talk about it a little more. You cannot predict how man will progress without knowing how he has progressed. ”
The insertion of local history has been a demand of Cuban pedagogues since the Colonial Stage, passing through the Neocolony and the revolutionary stage, based on the potentialities offered by their learning about the foundations.
Local history enables students to be close to phenomena, facts, processes and figures that are often abstract "… proximity will be based on stimulating the affective relationship with the past, a temporal dimension that guarantees rational explanations about the present and future of the subject in training. This factor conditions a vision of History as a logical past-present-future relationship, in such a way that there is a break with the retrograde conception of History as a science of a static past ”.
Knowledge of historical facts of the town influences the motivation of the students for those aspects that they feel as their own, as part of the life of their neighbors, their family or simply the common places that they identify and frequent with a certain daily life and that They allow them to recognize themselves as protagonists of history… “Local history fosters confidence in self-effort, reveals the miracles of persevering will and strengthens faith in the destinies of the community and the homeland. It shows that local as well as national progress is constant, true and gigantic ”.
H. Leal emphasizes its relationship with social practice by using the students' experiences, their closest cultural, social and political reality: “… it has the purpose of turning the learning of history into a living process that allows (…) Starting from their own educational demands, coming to understand and discover their origin and that of the society in which they live (…), that the facts acquire a greater meaning and that they become possible from the present, understand their moral and patriotic traditions. (…) the link between theory and practice occurs, by being able to show (…) the conquests of the Cuban people at all stages of its history. The student sees around him how historical progress is manifested, how the facts or phenomena that he studies materialize,… are objectified and influence his own life.With this knowledge, he learns to value man's activity, both individually and socially ”.
By establishing contacts with local protagonists of historical processes of transcendence and social significance, it contributes to form judgments and evaluative criteria on the role of the popular masses in historical processes as well as the humanization of historical personalities. Teachers can use local history to demonstrate that heroes and historical figures are human beings first and foremost, with feelings, family, flaws and virtues. "… Local History is an appropriate vehicle to evade the monumental interpretation of history, demonstrating that the first quality of great men is that of being human, an aspect that brings the models and paradigms of the new man closer to the horizon of expectations of our students".
The insertion of local history in teaching contributes to the development of teaching skills such as comparison, observation, description, narration, exemplification, analysis and synthesis as well as abstraction, assessment, explanation and work with historical sources. In this integration "… comparison emerges as an implicit ability in the link between national history and local history, since when using inductive and deductive routes, even without the teacher intending to do so in the objective, it appears during the confrontation of the local fact or phenomenon with the National; where the student mentally establishes similarities and differences. ”
Linking with the local enhances observation since students can frequently connect with local historical elements without actually knowing them. By inducing them to know the difference between looking and observing, making them reflect on what, why and what is observed for, they are allowed to reach conclusions about scientific and logical observation.
Description and narration are skills that benefit from the instrumentation of the contents of local history in the Cuban History programs "… Archaeological samples, documentary supports and the factual wealth of the medium, constitute elements whose proximity to the affective and cognitive state of the students, they contribute so that they can use them, to narrate and describe historical issues, personalities and realities, the complexity of which becomes more digestible the closer and probable it is to the learner. ”
The history of the locality favors the formation and development of the ability to exemplify as long as account is taken of the non-hyperbolization of local events with respect to those of historical significance in the nation. The proper conception and direction of this ability allows, inductively or deductively, the manifestation of the general by means of particular examples; which leads to a greater understanding of the global in the field of historical knowledge.
The Cuban History teacher uses local history topics so that students come to concretize concepts and arrive at definitions that are more abstract in the general context of national history. In this way, they will be in a position to issue criteria on historical issues based on their link with the local "… local content makes the transition from generalization to concept formation viable and manifests itself coherently with the possibility of issuing judgments in this regard".
Working with historical sources finds significant potential in local history by making it possible to access primary sources, with which it is more difficult to interact outside the local context “… regardless of the wealth, or not, of original objects that it has the Municipal Museum; the degree of conservation of places and constructions. The existence to a greater or lesser extent of witnesses or participants in events of a historical nature, etc., there is no doubt that taking into account local sources enriches the spectrum of possibilities to organize the independent work of the student and favor conscious assimilation ”.
The potentialities exposed are not widely exploited in the Cuban History programs and especially in the SUM programs, located in the localities where learning subjects are generally born and developed. The research and studies carried out on the subject in Cuba are significant, however its materialization in teaching has not been effectively materialized.
The lack of knowledge on these topics in the students, demands that the teachers achieve a coherent and balanced methodological treatment in the relationship of National History and local history, in accordance with the objectives of the level of education and from the conception that History can be learned from daily life, relations with society, taking advantage of the cultural and axiological potential offered by the community.
The group of authors headed by L. Jiménez attaches singular importance to determining the minimum essential knowledge to tackle history in each locality. Teachers find it difficult to deal with these contents because they are not well defined, which influences their ability to relate appropriately at what point in the program to insert the most significant contents and it is presented as a limitation hyperbolizing the local, absolutizing local events, exaggerating the role of the territory. H. Díaz points out the importance of concretizing them to continue improving in learning local history:
“… The idea is to establish in each place a commitment to a minimum knowledge system common to all students. Our educators pay attention to local history, but this is taught based on what each of them knows and the content they select… We are already in a position,…, to achieve a necessary precision (…) about the facts, processes, personalities and manifestations of culture that must be the domain of all students by grades, which will be, (…) a new contribution to patriotic education, (…) there is a definition of concrete content for the direction of learning and for the training and improvement of teaching staff ”.
The teaching of local history is conceived as part of a whole, and cannot be limited to a grade, level of education, or the category of an independent subject. The local history is studied inserted in the national history. "Local history must have a pedagogical orientation that allows the student to identify with the local from their insertion in the national sphere, not as something separate and distant, but as their own and particularly intrinsic."
The local history is not an end in itself, but a pedagogical means to achieve that, with the knowledge of the most significant facts, processes and personalities of the locality, the national history is strengthened. It would be a mistake to approach local history as an independent class or present local material without achieving its organic and coherent insertion in the national. For this, it is necessary to conceive the treatment of local material, within the general methodological treatment, with the definition of objectives; teacher and student activities and the form of evaluation.
The conceptions of several Cuban researchers (L. Javier, L. Jiménez, JA Rodríguez, A, Laurencio) regarding the possibilities of linking local history with National History coincide in the existence of four possible forms: the local as the national, the local as a reflection of the national, the local as a peculiarity of the national and the local as an insertion in the national.
In his study on the subject of the teaching of the history of the locality JA Rodríguez raises requirements to be taken into account by the teachers for its implementation: “… that there is a correct understanding of the historical process as a whole, whether local, regional or national; that the material is treated according to the age and development of the students' abilities and capacities; that it possesses the appropriate emotional charge to influence the cognitive and affective sphere; that it has educational value and stimulates national love; that contributes to the development of intellectual skills and those of the subject; to facilitate the understanding of some categories used by history such as: uneven development, the class struggle in history, the relationship between the general and the particular;that I contributed to the fulfillment of the class. ”
The incorporation of local history in teaching requires different routes for its implementation. Although the class is not the only way, it is the most important, in it the local is logically and coherently incorporated into its link with the national events that are being discussed.
A. Laurencio, J. Ortiz, W. Acebo, L. Jiménez consider teaching work in the museum as an important way because of its potential for the study of local history, by allowing work with the original sources, which by themselves constitute historical sources. The most used forms of work in the museum are the visit led by the teacher or with the help of a guide, investigative work carried out independently and the class linked to the museum. The activities in the museum need a guide that fosters correct orientation and the development of skills such as observation, note taking, issuing evaluations and, above all, that is in accordance with the student's possibilities. The teacher directs the attention and observation of the students, encouraging them to meditate, exchange and investigate,privileging the obtaining of information from the historical sources available to the museum.
The historical excursion incorporates various sources of knowledge, making the cognitive activity more varied, awakening interest in the subject and knowledge of the locality, conservation and care. It is carried out in various variants such as visits to historical places, sociocultural environment, monuments. The testimony as a way to insert the knowledge of local history provides the student with the oral information provided by a witness or participant in the facts studied, allowing to establish a strong emotional relationship with the object of study.
Starting from the objectives contained in the Cuban History program in the instructional order for the academic training of the first year student of the social sciences careers of the Municipal University Venues we decided to make a proposal incorporating objectives related to local history and suggesting some activities.
Instructional objectives to incorporate by subject:
Topic 1: from Creole to Cuban society
Goals:
That the students:
- Learn about the aboriginal presence in the locality. Know the fundamental characteristics of Cuban colonial society and its specificities from the process of conquest and colonization in your locality. Familiarize students with the concept of nationality understood as feelings of belonging towards the place (country, province, town) where one is born and lives.
Content:
-Aboriginal settlement at Finca La Peira.
-Mercedación of the first lands.
-Foundation of the town of Jagüey Grande.
Proposed activity
a) What criteria exist regarding the founding date of Jagüey Grande?
b) What elements demonstrate the existence of a population settlement of relative importance in the locality between 1840 and 1863?
c) Show the versions about the name of Jagüey Grande by which the town in which you live is known.
d) Investigate where in the town the jagüey tree was supposed to be and what actions have been taken to preserve the tradition.
Bibliography: Synthesis of Local History (Revised Selection of Local History. Municipal Museum. Office of the Historian). Selection and Writing José Fernández and Mauricio López.
Topic: 2 the struggle for national liberation: war and revolution (1868 - 1898)
Goals:
That the students:
- Get to know the participation of the people of Jaguar in the Wars of Independence. Get to know the socioeconomic transformations that take place in this period in their locality and their impact on the social structure.
Content:
-Rising of February 1869 in Jagüey Grande.
-The anticipated abolition of slavery in the locality.
-Rising on February 24, 1895 in Jagüey Grande.
-The invasion in the Jagüey Grande area.
Proposed activity
Investigative activity.
a) On what date is the first slaves released in the town of Jagüey Grande?
b) What circumstances made it possible for slaves to be abolished in the town of Jagüey Grande in advance of the rest of the Island?
c) Visit the local museum and investigate the evidence of slavery in the territory.
d) Assess the meaning of freedom from the evidence observed in the museum.
Bibliography: El Sol Magazine, year 1952. p.10.
Topic 3: the neocolonial system: definition, consolidation and crisis (1898 - 1925)
That the students:
- Know the opposition of the people of Jaguar to the North American intervention. Know the socioeconomic characteristics of their province in the analyzed stage. Know the role of the different social groups in the stage corresponding to this issue in your locality.
Content:
-Jagüeyenses protests by the North American military intervention.
Proposed activity
Investigative activity.
The firm opposition of the jagüeyenses to the North American Military Occupation was reflected in historical documents of the town.
a) Name the historical documents that demonstrate this opposition.
b) Who issued them?
c) Frame these documents in time and space.
d) What value as a historical source do you attach to these documents?
e) Extract the fundamental ideas expressed.
f) Assess the position assumed by the representatives of Jaguar.
Topic 4. Crisis and overthrow of the neocolonial system (1925 - 1958)
Goals:
That the students:
- Understand the historical need for a revolutionary solution, the national and social problems of the country and the locality where you live, and know the participation of the people of Jaguar in the preparations for the assault on the Moncada Barracks.
Content:
-Jagüeyenses participation in the fight against the dictatorship.
Proposed activity
Investigative activity.
Read in the text Local History of Jagüey Grande on pages 97 and 98 the fragments that show the confrontation with the government of Gerardo Machado.
a) Investigate which organization played the leading role in the anti-machadista struggle of the people of Jaguar.
b) What facts show the participation of the revolutionaries in Jaguar at this stage?
Topic 5: the Cuban revolution: transformations and significance
Goals:
That the students:
Understand the characteristics and peculiarities of the Cuban revolutionary process in the locality.
Learn about the main transformations that the locality suffered as a result of the revolutionary work from January 1, 1959.
Learn about the historical significance of the Cuban revolution, for your municipality, province and for the world.
To value the role played by the people of Jaguar in the Playa Girón victory.
Content:
-Jagüey Grande Girón's safe rear guard.
-Revolutionary interventions.
-Fight smugglers.
-Transformations in education, health, social institutions, social property in the locality.
Conclusions
Consulting different materials and applying our ideas on the proposal to incorporate some objectives on Local History into the Cuban History programs for students of the Municipal University Venues with a view to deepening their study, it can be concluded that:
- In the path of knowledge in CTS, progress has been made, from conceptions that established clear limits between science and technique, to a complex integration where said limits become blurred; its interrelation with society is also underlined.
- The insertion of the history of the locality in the Cuban History program of the SUM stimulates the study of national history and contributes to the formation of philosophical, historical, sociological, ethical, and political values in university students.
- The study of the history of the locality linked to the History of Cuba contributes to the understanding of the processes and phenomena in time and space from the knowledge of the past to understand the present and chart a better future.
- With the effort, the will and the preparation of the teachers, the study of local history can be included in the SUM History of Cuba program and thus contribute to graduate professionals with a more complete cultural training according to the demands of the moment.
- The methodology is also adequate in the search for human well-being. Considering that science also becomes more valuable when it links its cognitive goals with the pursuit of human well-being, we consider and advocate that this change be carried out spontaneously, simply and without forcing anything to make it easier for students to understand In this way we also enrich their levels of responsibility, of humanism, of sacrifice, of love for the homeland and together with it their spirituality.
-Science is a collective enterprise, which is enriched through discussion among professionals, who may belong to different branches of knowledge, but who must share paradigms, in the case of the study of the history of the country, must starting, in addition to the dialectical materialist conception of the world and the cultural historical focus on the emergence and development of economic-social formations, from the traditions of social thought present in the History of Cuba.
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