The current and future work and social scenarios are increasingly demanding universities to train highly qualified professionals who are committed to transforming their work and social environment.
Current studies suggest that these institutional aspirations would not be achieved if the student does not actively and consciously assume a leading role in their training process, setting goals to achieve based on reflection and critical self-evaluation of their possibilities.
The most viable way to approach and conduct the active training of students in their professional training has been worked from professional life projects.
These experiences studied in relation to the subject are not constitutive of all integrity of the research object, being unfinished for the problems that are addressed in the courses for meetings in the central headquarters and especially for the courses for meetings in the university centers.
There is a considerable number of students of this type of training who do not master their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the training of referents (the duty be) for professional training.
Hence, the need to develop a pedagogical strategy that will allow the implementation of the Professional Life Projects as a tool that from a personological approach enables the active, conscious and leading participation of students of this modality in the professional training process.
Key words: Pedagogical strategy, professional life projects, students, course by meeting.
The current and future work and social scenarios are increasingly demanding universities to train highly qualified professionals who are committed to transforming their work and social environment.
Current studies suggest that these institutional aspirations would not be achieved if the student does not actively and consciously assume a leading role in their training process, setting goals to achieve based on reflection and critical self-evaluation of their possibilities.
The most viable way to approach and conduct the active training of students in their professional training has been worked from professional life projects.
These experiences studied in relation to the subject are not constitutive of all integrity of the research object, being unfinished for the problems that are addressed in the courses for meetings in the central headquarters and especially for the courses for meetings in the university centers.
There is a considerable number of students of this type of training who do not master their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the training of referents (the duty be) for professional training.
Hence, the need to develop a pedagogical strategy that will allow the implementation of the Professional Life Projects as a tool that from a personological approach enables the active, conscious and leading participation of students of this modality in the professional training process.
Key words: Pedagogical strategy, professional life projects, students, course by meeting.
Abstract
Current and future labor and social scenarios are increasingly demanding universities to train highly qualified professionals committed to transforming their work and social environment.
Current studies suggest that these institutional aspirations would not be achieved if the student does not actively and consciously assume a leading role in their training process, setting goals to achieve based on reflection and critical self-assessment of their possibilities.
The most viable way to approach and conduct the active training of students in their professional training has been based on professional life projects.
These experiences studied in relation to the subject are not constitutive of all integrity of research object, being unfinished for the problem that is approached in the courses by meetings in the central headquarters and especially for the courses by meetings in the university centers.
There is a considerable number of students of this type of training that do not dominate, their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the formation of referents (the duty be) for professional training.
Hence, the need to develop a pedagogical strategy that will allow the implementation of Professional Life Projects as a tool that from a personological approach enables the active, conscious and protagonist participation of students of this modality in the process of professional training.
Keywords: Pedagogical strategy, professional life projects, students, course by meeting.
Introduction
The current and future work and social scenarios are increasingly demanding universities to train highly qualified professionals who are committed to transforming their work and social environment.
Current studies in the field of pedagogical sciences suggest that these institutional aspirations would be achieved if the student actively and consciously assumes a leading role in their training process, setting goals to achieve based on the reflection and critical self-evaluation of their Real possibilities of development, of the goals set, his effort, by him and the group of which he is a part. Therefore, it is necessary to move from the traditional training model to a developer one.
The most viable way to approach and conduct the active training of students in their professional training has been worked from professional life projects, seen as the personological configuration that integrates motivational and self-evaluating psychological formations of the profession that are articulated with development plans. professional and expresses the direction of present and future behavioral self-regulation, at a given time and social context.
These experiences studied in relation to the subject are not constitutive of all integrity of the research object, being unfinished for the problems that are addressed in the courses for meetings in the central headquarters and especially for the courses for meetings in the municipal university centers, evidencing a considerable number of students of this type of training who do not master, their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the training of referents (must be) for professional training.
A determining issue for such problems would be the elaboration of a pedagogical strategy for the structuring and implementation of the Professional Life Projects as a tool that from a personological approach will enable the active, conscious and leading participation of the students of the Courses by Encounters in the CUM of San Juan and Martínez.
Development
The life of every individual can be considered as an unfinished project or as a project that is constantly structured and updated and, in a general sense, constitute vital systems, orientations and values that express their essential needs and aspirations.
The study of life projects in the youth stage is a topic of importance and topicality, to which numerous researchers in our country have dedicated their studies, who have provided a series of theoretical and practical contributions that have made it possible to know the main value orientations of our young generation, and based on this knowledge, direct the educational influences they receive, in order to contribute to the improvement of the process of their education.
The elaboration of a future project expresses openness to new life events and offers the young security and stability, constituting a means that enables the satisfaction of the needs that are most powerful for him. When the young person has in advance an elaborated idea about his future, he assumes an active and transforming position towards reality, a process that allows him to reach the image of himself to which he aspires.
En la juventud la “situación social del desarrollo” se caracteriza por la existencia de un gran número de exigencias sociales, entre las que se destaca, la necesidad que tiene el joven de determinar su futuro dentro de la sociedad. Es por ello que consideramos de vital importancia el estudio de los proyectos de vida profesionales, teniendo en cuenta la implicación emocional y sentido personal que tienen para el joven, el cual será capaz de elaborar sus propias estrategias, en función de materializar los objetivos que se ha trazado y que aspiramos a que sean consonantes con los objetivos de nuestro proyecto social cubano.
In Cuba, the development of life projects has been favored by the characteristics of our social system that enables the harmonious and multifaceted formation of our young generation. With regard to professional projects, the particularities of our educational system, the programs and actions that it has put into practice, allow young people to set goals that are consistent with the educational possibilities that our country offers, since human development is the center of social program of our revolution.
In this sense, we consider important what was stated by Dra. Laura Domínguez, in her work entitled “Identity, Values and Life Project” (2000).
From the above it follows that having values favors the elaboration of a realistic life project, with flexibility and openness to new alternatives. In addition, it enables the subject to place their aspirations in order of importance and fight for them, to highly appreciate human relationships, people, work, our home and our society. Taking this fact into account, we consider the formation of values in the young generation to be of great importance as general guidelines for behavior that are derived from personal experience and tend to give a determined direction to their lives.
The current and future work and social scenarios are increasingly demanding universities to train highly qualified professionals who are committed to transforming their work and social environment.
Current studies in the field of pedagogical sciences suggest that these institutional aspirations would be achieved if the student actively and consciously assumes a leading role in their training process, setting goals to achieve based on the reflection and critical self-evaluation of their Real possibilities of development, of the goals set, his effort, by him and the group of which he is a part. Therefore, it is necessary to move from the traditional training model to a developer one.
The most viable way to approach and conduct the active training of students in their professional training has been worked from professional life projects, seen as the personological configuration that integrates motivational and self-evaluating psychological formations of the profession that are articulated with development plans. professional and expresses the direction of present and future behavioral self-regulation, at a given time and social context.
These experiences studied in relation to the subject are not constitutive of all integrity of the research object, being unfinished for the problems that are addressed in the courses for meetings in the central headquarters and especially for the courses for meetings in the municipal university centers, evidencing a considerable number of students of this type of training who do not master, their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the training of referents (must be) for professional training.
Currently, it is a strategic priority to promote the entrance to the courses by meeting, whose graduates are a complement to satisfy the needs of technical, agricultural, economic and pedagogical careers in the territories.
In the case of our terroir, the training of the Early Childhood Education professional in the modality of the course by meeting responds to that of an educator who provides comprehensive educational care to children, adolescents and young people, which is deployed in the Bachelor of Education careers Preschool and Primary. In them a community of professional problems, objectives, professional pedagogical skills, functions and qualities of the educator are manifested, which determine their professional performance.
The basic link of the Preschool Education professional is the educational process for comprehensive care for early childhood children. From this perspective, common and specific professional problems are established, which the professional of this education must solve in the institutions and educational community. This will contribute to the determination of the general objectives of the professional training in the undergraduate and the contents to achieve curricular integration.
The training of the Early Childhood Education professional constitutes a continuous training system that begins in the undergraduate and is complemented by professional development through preparation for employment in educational institutions and communities and postgraduate training.
To continue promoting the educational change of Preschool and Primary Education, it requires the comprehensive preparation of their professionals, which requires that in the pedagogical context greater attention is given to diversity; as a pedagogical posture that starts from the differences of sex, races, cultures, development and learning of children, adolescents and young people as the foundation of increasingly inclusive practices.
The Early Childhood Educator must be prepared to understand personal and social needs, know how to face with initiatives the solution of the problems of pedagogical practice and integrate scientific and technological advances into the training process; For these reasons, careers will train students, future educators, a high sense of individual and social responsibility; They will encourage them to find in the initial training process, in their daily student work, the mechanisms that stimulate motivation for educational work.
Therefore, it is up to the professors of the University, educational institutions and communities to train an educator who loves their profession and has a hierarchy of values in correspondence with those prioritized by Cuban society, based on a professional pedagogical approach that allow you to internalize your way of acting.
The professional of Early Childhood Education today requires a solid political-ideological development, a high scientific, technological and innovative level in the area of educational sciences, with an emphasis on the sciences that underpin early childhood education, with ethical training, axiological and humanistic, that encourages their participation as an agent of development and transformation, with responsibility and social commitment, expressed in knowledge, skills, values, attitudes, feelings with an intentional character given by the social demands that are expressed as professional problems in this model of the professional.
On the other hand, the Primary Education professional, his dedication and professionalism to the training and development of knowledge, skills, etc. is so commendable. of schoolchildren.
To highlight that, throughout this historical process, the Cuban teachers have distinguished themselves for their patriotism, for their dedication and dedication to the education of new generations.
The experience of these years, especially since the last transformations, together with the needs and demands that society has raised in the new historical conditions, leads to a new improvement of the process of initial and postgraduate training of educators.
Under current conditions, the complex challenges of building socialism are faced in the midst of a capitalist world in permanent economic, political and social crisis, with serious environmental effects that endanger the very existence of humanity, together with the negative effects of the prolonged blockade of the successive administrations of the United States government.
To this situation is added the necessary intensification of the economic, political and social development of our country, the continued search for knowledge together with education and the development of the values of national identity, such as patriotism, dignity and human solidarity. among others, which demands that the school be creatively renewed so that all boys, girls, adolescents and young people develop their individual potentialities for the expected permanent personal, social and professional growth in favor of the revolutionary ideals to which we aspire.
The educator is in charge of contributing to the ideological development of children and youth, of ensuring that the student body has a leading role in all school and extracurricular activities, so that they become persons capable of marching to the rhythm of the new times, paying special attention to developing values and attitudes, promoting independence, responsibility, flexibility, self-criticism, self-directed and self-regulated learning, and social commitment. It must be cultured, use school spaces and settings for the education of children and adolescents and young people, educate through the content of the subjects and incorporate technologies into the educational process, interact with the family and the system of social influences of the community for the best education of its students.
The educator must be prepared to meet new personal, professional and social needs, and know how to face and promote initiatives in the face of new contradictions with a comprehensive general culture. For these reasons, the career must develop in students, future educators, a high sense of individual and social responsibility, ensuring that they find in the initial training process, in their own daily student work, the mechanisms that stimulate intrinsic motivation for educational work.
A determining issue for such problems in this study modality (Course by Meeting) would be the elaboration of a pedagogical strategy for the structuring and implementation of Professional Life Projects as a tool that from a personological approach will enable active, conscious and protagonist participation. of the students of the Courses by Encounters in the professional training process, as well as the offer of institutionalization of a functional body from which the work related to the PVP in said modality of study will be managed.
This type of study and our interaction continues and is directed towards them, it will allow us to know the main motivations and life projects of these young people, it will allow us to develop and apply educational and interventional actions, promoting as far as possible the satisfaction of their motivations and aspirations, so that the values we promote as a society become meaningful and committed to them.
Conclusions
- The study of life projects in the youth stage is a topic of importance and topicality. In our country, the development of life projects has been favored by the characteristics of our social system that enables the harmonious and multifaceted formation of our young woman. generation. The most viable way to approach and lead the active training of students in their professional training has been worked from professional life projects. Early childhood education professionals must constitute a paradigm, a model to be followed by their students, must be prepared to understand personal and social needs, know how to face with initiatives the solution of pedagogical practice problems and integrate scientific and technological advances into the training process.There are a considerable number of students in the training modality of the course per meeting who do not master their professional profile, professional skills, modes of action and aspects related to professional ethics, aspects that to a certain extent condition weaknesses in the formation of referents (the must be) for the training of the professional. A determinant for such problems in this type of study would be the elaboration of a pedagogical strategy for the structuring and implementation of the Professional Life Projects as a tool that from a personological approach will enable the active, conscious and leading participation of the students. The continuous and directed interaction with these young people, will allow us to know the main motivations and life projects,as well as the elaboration and application of educational and interventional actions, promoting as far as possible the satisfaction of their motivations and aspirations, so that the values that we promote as a society become meaningful to them in a conscious and committed way..
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Author data: Assistant Prof. Ms.C. Oriol Reina Rodríguez - Municipal University Center of San Juan y Martínez
University of Pinar del Río "Hermanos Saíz Montes de Oca"
