Summary:
This article describes and explains the needs of the students of the Degree Course in Sociocultural Studies to master a set of creative competences that allow them to take various creative actions in the three substantive university processes and integrate professional modes of action.
For this purpose, the development of some elements and traits of creativity is proposed, mainly independence, motivation, originality, imagination, creative thinking and learning, as well as the development of the creative pedagogical climate, through the Formation Process of Creative Competences (PFCC) that takes place in the professional training process throughout the five years of the Career and a methodological strategy in the curricular and extracurricular dimension of the educational teaching process.
Abstract:
This article describes and explains the needs of the socio-cultural students to master a group of creative competences, which allow them to face a diversity of creative actions within the three main university processes. To accomplish this it is proposed the development of some creativity characteristics, mainly: independence, motivation, originality, imagination, thinking and creative learning, together with a creative pedagogical environment through the Formation Process of Creative Competences, which is developed in the professional formation process during the five years of the studies and a methodological strategy in the curriculum and extra-curriculum dimension of the teaching process.
Introduction
Each of the citizens of society must receive the necessary training to be able to contribute from its possibilities to its development and to become, from the influences that education exerts on the development of its personality, a subject capable of producing material goods or spiritual, useful to society. To do so requires first of all the development of general skills, of certain generalizing capacities, of convictions, feelings and values, and then of other more specific qualities related to the trade or profession.
Creativity is revealed as a superior capacity, it is essential to preserve, promote and create culture, transforming the environment while transforming itself. The development of the creativity formation process does not manage to become a systematic, planned and therefore conscious action in the training process, but rather, atomized and improvised. "This truly extraordinary moment in history requires exceptional solutions…. It takes imagination, innovation, vision and creativity. New partnerships at the global level are an indispensable element in creatively solving problems, a quality that requires us to be willing to ask bold questions rather than refer to conventional answers. ”
Need for the development of the Creative Competencies Training Process (PFCC) in the Degree Course in Sociocultural Studies.
The development of creativity in the subject is achieved through a training process and is evaluated in daily activities, in behavior and in the ways of facing the problems that hinder development, that is, in the efficiency of the process and in the quality of the result, which indicates the direct relationship of such a process with the world of training by competencies.
On the one hand, the formation of creativity, an aspect that Guilfor began to promote since the 1950s, is directly associated with the relationship between the subject, his personality traits, the context and the sociohistorical character of the period in which he lives..
- Creativity is any type of human activity where he creates something new, the product of creative activity or of a certain organization of thought or feelings (imagination, combination, transformation, etc.) and that depends on the environment. (LSVigotsky, 1972) It is the transformative potential of the person in integrated modes of functioning of cognitive and affective resources, characterized by generation, expansion, flexibility, and autonomy. (América González, 1990). It is an expression of the involvement of the personality in a specific sphere of activity, the product of the optimization of their capacities in relation to strong motivational trends, where the subject of the activity is involved as a whole. It manifests itself in the discovery of something new,or in its production that meets the demands of a certain social situation. (Albertina Mitjáns, 1989).
See that creativity is directly associated with the life of the subject and constitutes a tool that facilitates their relationships with others in solutions to everyday personal and professional problems. However, its development requires a training process.
On the other hand, competence, a criterion that begins to be outlined since the years 1949, when T. Parsons, elaborated a conceptual scheme that allowed structuring social situations, according to a series of dichotomous variables considering as one of them the concept of Acheviement vs Ascription, that in essence it consisted in valuing a person for obtaining concrete results instead of for a series of qualities that are attributed to him in a more or less arbitrary way; it represents a desire to conquer in any branch of production and services.
For this reason, it is considered that the training processes must be oriented to the development of competences and make the profession a service more pertinent to the demands made by the world of work, offering students socially significant learning that enables them to operate efficiently and effectiveness in any context in which they operate.
The problem situation that we identify and verify is specified in the deficiencies that students present in the academic, work and research component associated with a deficit in the development of creativity, mainly in the development of some elements and creative features that intervene in the creative skills training process, including: fluency, independence, originality, imagination and motivation in the teaching-learning process, as well as creative thinking and learning and fostering a creative climate in all university processes.
The Sociocultural Studies Program has no direct background in the Cuban National Education System and attempts to complete the training of professionals in the culture and tourism system from the perspective of a professional trained in and for the territory.
”The object of work of this professional is community sociocultural work, which implies the need for comprehensive general cultural training, which allows him to carry out research in this field and carry out transformations in the necessary places through specialized work. of detection, investigation and sociocultural intervention. For this reason, the object of the profession is precisely community social intervention.
The spheres of action related to the spheres of culture, tourism, educational work and in political and mass organizations require a professional capable of responding to cultural, artistic, social, political, ideological and tourism demands, integrating interdisciplinary work groups and make diagnoses of sociocultural problems for the purpose of intervention - transformation, identified as the problems of the profession.
The modes of action are required in detecting sociocultural problems, which implies, discovering or rediscovering sociocultural problems that have not been solved in a given community and that due to their importance or significance, are negatively influencing its development, investigating the causes that provoke the presence of said problems, which implies the beginning of a process aimed at interpreting, understanding and modifying reality based on the proposed objectives and with the means available and finally intervening accordingly, with the results obtained Of the investigation. Here the theoretical approaches are compared with their practical application, which requires the development of high levels of creativity that guarantee the generation of processes of social dynamism,activity of sociocultural animation, cultural promotion and stable initiatives, in order to improve conditions and quality of life, provoke the participation and organization of the community to strengthen the processes of articulation and social advancement.
In order to carry out the work of sociocultural promotion and animation, a professional capable of understanding culture as a process is required, promoting the development of its phases (creation of cultural values, accumulation, appropriation, perception and enjoyment by the population of these values), to know the characteristics of the cultural reality of the community, or of the area subject to action and based on this they must assume the following as necessary creative actions:
1. Detect sociocultural problems, for which they should:
- Participate in various activities with the community to learn about their customs, ways of life and rules of coexistence. Use creative techniques to diagnose the most pressing socio-cultural problems, based on their interests and needs. Determine with the use of participatory techniques, the problems investigate from the knowledge of the greatest needs and interests of the community.
2. Investigate sociocultural problems.
- Analyze the problems detected with the members of the community using creative participation activities. Interpret the detected problems, applying divergent thinking. Propose various ways of solving the detected problems. Support the proposals.
3. Carry out a specialized work of community social intervention for, in, with and from the community.
- Train the work team from the creative point of view, achieve relevant actions, with efficiency and effectiveness. Manage creative and relevant sociocultural development projects. Determine methods and techniques of participation and animation, for the incorporation and group cohesion of all the members. of the communities in the projects.
4. Manage sociocultural actions based on creativity and art.
- Creatively integrate existing community projects in the community. Create with collective participation, craft workshops and artistic literary creation. Create spaces for sociocultural promotion and animation.
5. Manage activities related to art education.
- Promote permanent and systematic spaces for education through art, and for the appreciation of culture in general.
The Creative Competencies Training Process.
Formation is a process that consciously accompanies the human being throughout his life, in relation to the rest of society, with the context and with history, where sociocultural traditions, political and ideological interests find their way to the broadcast. In this sense, it is necessary to understand that the training process is linked to the objectives and tasks that emanate from specific social needs, in relation to the environment that surrounds it.
That is why the creativity formation process based on creative competencies cannot be seen as a set of specific and atomized processes directed to the development of elements and features of creativity that in isolation contribute to the development of creativity. The elements that are proposed to be promoted as a priority through the process, form a system in relation to the contextual and social, promoting the intentional, timely and creative performance of the student, in the face of unexpected situations that arise in the development of their professional and personal activity.
From the Psychopedagogical point of view, the creative process implies the transformation of the environment and, therefore, of the individual who undergoes transformations based on what he learns and the skills and abilities he acquires to collaborate with the solution of the problems that arise. in professional and personal work, hence its relationship with the learning process. In the theory of thought and learning, identified as Cultural Historical Theory represented by Liev. Semionovich Vigostky, argues that mental activity is the fundamental characteristic that exclusively distinguishes man as a human being and is the result of sociocultural learning, which implies the internalization of cultural elements among which signs or symbols occupy an important place, in her,the concepts of “Zone of proximal development” and “Mediation” are essential to develop the (PFCC).
Vygotsky argues that cognitive development is caused by learning, so Pedagogy must create educational processes that can incite the student's mental development and the way to do it is to lead him to a zone of proximal development defined as "the distance between the level real development determined by the ability to independently solve a problem and the level of potential development determined through the resolution of a problem, under the guidance of an adult or in collaboration with another more capable partner. Among the elements and features to be developed that are exposed later, the next development area is used, resorting to the aid levels designed from successive approaches.
The development of the (PFCC) allows the execution of levels of aid so that students acquire by successive approximations the elements and features of creativity necessary in terms of creative actions, which undoubtedly become an essential symbolic mediator for the achievement of creative competence through the training process.
To achieve the creative process, it is necessary to fulfill a series of tasks, such as promoting cognitive procedures that support and guide axiologically human activity and conditioning needs that lead to the search for novel ways of making decisions so that the individual, by orienting himself In your reality, imagine, find new forms of action and self-regulatory reflections, integrating reproductive elements (those that repeat actions aimed at preserving and recreating all the positive things in society) with the productive ones (which lead to original solutions, to new valuations according for pre-established purposes, to transform, even if it is from known elements, using them with new functions, new links.
Two basic aspects are fundamentally valued from the epistemology of the creativity formation process:
1. The development of creativity requires a training process that fosters a favorable creative climate (creative pedagogical climate) focused on the relationship between the cognitive and affective process that guarantees the psychological security required for the development of students, raising levels of motivation and the development of the essential psychological elements in the regulation of the necessary creative behavior or traits of creativity. "Creativity, like personality, develops by virtue of the multiple interactions in which the individual is immersed", which implies that their development takes place in individuality and requires a long time that allows the subject to incorporate it into their behavior, this appears progressively and very diverse,for this reason, the course offerings offer few possibilities if we compare them with those that can be provided through the curriculum throughout the five years of the degree.
This leads to the need to structure the (PFCC) in stages related to the disciplines and subjects of the academic year, which will allow applying levels of aid as mediating elements of knowledge in order to achieve the objectives proposed in each of them and will prevent that the development of the regulatory elements of creative behavior be atomized based on the formation of creative skills.
Fostering the creative pedagogical climate constitutes a special type of communication between teacher and students that fosters an adequate environment for freedom of thought with responsibility, where students learn without fear and develop imagination, learning and promote the creative group..
2. The creativity formation process from the integration of its dimensions (process, person, medium, product):
"On the need to develop creativity in the person, Carl Rogers in 1954" (39) said that the most serious deficiencies in culture are related to the lack of creativity "it is most urgently required to have creative people"; and he further stated that creativity is not restricted to any specific content, so that it can be found and expressed both in a painting, a symphony, a scientific theory, a technology of war, and in a procedure at the level of human relations or a new form of your own personality.
Ross Hooney “proposed in 1957 the dimensions of creativity: person, product, process and environment,” which diversifies the variety of fields to be investigated within creativity. Initially, researchers assume preferential positions when studying it from a certain dimension.
The person dimension assumes all the psychological characteristics of the creative subject, including affective, motivational and cognitive factors, instrumental, attitude and personality, as well as case studies. The process dimension assumes the stages or steps that the creative experience, the strategies, methods and techniques of creative development go through, supposes the appearance of an original product, of the unity between the individual on the one hand and on the other of the materials, events, people or circumstances of your life. The product dimension assumes the criteria that they make, that a work, object or idea can be classified as creative and the background that allows establishing levels of creativity or diverse forms that are manifested in creative behavior.The environment dimension includes different contextual variables that favor or block creativity.
According to Jonathant Alcantara "a competence is at a higher level than a skill, since the former integrates a set of skills, knowledge, and behaviors of the individual to successfully carry out a given activity, that is, the competencies include: knowing, knowing how to do and know how to be, and reveal as invariant, the need for the development of the following elements:
The (PFCC) proposes the integration of knowledge, abilities, capacities, attitudes, aptitudes and values based on the development of the necessary creative competences according to the profile of the profession, starting from conceiving them as a superior quality that is constantly changing according to development. of the context, in relation to the personality of the subject and that integrates knowledge, ways of doing and being.
Elements and traits of creativity necessary to develop in the students of the Career.
We propose as essential regulatory elements of creative behavior to develop associated with professional work: motivation, imagination, originality, fluency, independence, and creative learning, creative thinking and the creative pedagogical climate.
Motivation is considered as an essential element to achieve creative competences, as the student must involve, based on this, all their personality through the creativity formation process. "The efficient educational teaching process is one that transforms social need into motive for the student."
"According to Vygotsky, imagination or fantasy is the creative activity based on the combining capacity of our brain that is related to reality as it is structured with elements taken from it that are preserved in the previous experience of man." The development of the imagination does not have barriers that limit it, it allows the subject to experiment freely, it is the possible superiority of the unfinished compared to the demand for the finished, therefore, it constitutes an essential symbolic mediator to achieve the development of creativity.
Closely linked to the imagination, originality represents the sense of the new, different, or unusual, however, all original results are not always creative, for this they must be useful, relevant, valuable, novel and at the same time pertinent or necessary in solving problems, at a certain time and for a certain group.
Creation requires originality, meanwhile, it allows the student to move away from the stereotypes of activity, to develop their imagination and intuition to find the new understood not only, as a finished product, as something already finished, but as the resulting capacity of that new conception that allows the student to adopt different positions when solving a problem.
Closely linked to communication is fluency, which appears as an essential element in the regulation of creative behavior for these students by constant interaction with other subjects in the performance of their professional work. The development of fluency allows perfecting expressive forms, which guarantee efficient communication and the possibility of producing useful ideas at the required time.
Independence is the fulfillment of tasks and activities, in their projection and in the solution of social and individual problems without the obligatory need for another, it manifests itself, above all, as aspirations of thought, as the ability to orient oneself in new situations, the ability to find a proper path for new tasks, to understand not only assimilated knowledge, but also, to master the experiences of achieving that knowledge, in personal judgment.
Among the necessary elements to develop, creative learning, seen as a type of autonomous and personalized learning where the student is strongly motivated towards a certain area of knowledge and that uses their abilities optimally, demonstrating independence and originality in the discovery and production of knowledge Corresponding to a given social situation, it is the result of significant and developer learning.
Creative thinking, seen as the ability to alternate linear or convergent thinking with alternate or divergent thinking, in the learning process and obtaining the result, turns out to be the element that enables the development of creative learning and vice versa, the development of the former implies the development of the second.
- The creative pedagogical climate constitutes the most important element of the (PFCC) because it is the only one capable of energizing the entire process, establishing the necessary premises for the development of creativity, it does not depend directly on the subject of the process, but on the context or environment which must be created by all who intervene in it.
Creative skills.
Competences are linked to a way of evaluating what "really causes superior performance at work" and not "to the evaluation of factors that reliably describe all the characteristics of a person, in the hope that some of them are associated with performance at work ”
When the creativity formation process is directed to the development of creative competences, it then requires the application of a diagnosis that allows determining them according to the characteristics of the profession and the particularities of the students.
1- Carrying out the diagnosis in the possible areas of work: It allows knowing the peculiarities and demands of the different areas of action and consequently developing the necessary skills to make professional performance more efficient.
2- Diagnosis of the training process of the students in the career: It allows to know the current situation that the Career presents in relation to the possibility of promoting a creative pedagogical climate at all educational levels. Difficulties in the training process of the students are diagnosed, limitations presented by the pedagogical group to face said Process, willingness of the professionals of the sociocultural institutions to get involved in it to jointly determine the competences to be developed.
4- Validation of the competences at the discretion of experts from the employing units and the university pedagogical community.
As a result of this diagnosis, considering the modes of action, the problems and the purpose of the profession and the creative actions that students must take in their performance, the following are achieved as creative competencies:
1. To diagnose, using creative techniques, the most pressing socio-cultural problems of the community, according to their interests and needs, with the honesty and responsibility that such action implies.
2. Investigate the sociocultural problems detected, demonstrating a full development of the elements and features of creativity.
3. Manage original sociocultural development programs and projects that allow the carrying out of specialized work of community social intervention, respecting the traditions and customs of the community and showing skills associated with culture in general.
4. Integrate existing community projects, creatively and responsibly, considering the participation of all those involved and respecting the interests of the community.
5. Originate permanent spaces for art education, production and artistic appreciation based on sociocultural promotion and animation, with the collective participation of community members, (workshops of popular crafts and literary artistic creation, art exhibitions, contests literary, gatherings, meetings with sociocultural institutions, activities related to the environment, art fairs, sports-recreational activities.) showing skills and abilities for artistic production in any of its manifestations.
To implement the process of training creative skills in educational practice, we propose the implementation of a methodological strategy that, according to the results of the research process where the opinions of the social actors involved in it were considered, is developed through three Specific strategies closely linked to the curricular and extracurricular dimension of the educational teaching process, they are:
I. The development of the (PFCC) as a transversal axis of the curriculum.
II. In the extracurricular dimension through the development of a Creativity Workshop.
III. Through training for the educational community.
What allows us to:
to. Cover all educational areas where students work.
b. Relate the disciplines and subjects of the curriculum in order to make the components of the educational teaching process more flexible based on the development of creative competences considering the interests, needs and learning rhythm of the students.
c. Extend the process throughout the five years of the degree.
d. Link the academic, labor and research components based on the development of creative skills.
and. Perfect the professional training process of the students of the Career.
F. To promote the full development of the students of the elements and features of creativity necessary through various activities in different contexts.
g. Link creative actions to professional practice.
h. Raise motivational levels by performing curricular and extracurricular activities.
Conclusions
- The professional training process of the students of the degree in Sociocultural Studies is perfected by developing the (PFCC) in close relationship with the modes of action and the elements and features of creativity necessary to develop, especially creative learning, thinking creative, the creative pedagogical climate, as well as independence, originality, imagination and fluency, depending on the problems of the profession, since the development of such elements and features of creativity promote success in the performance of creative actions The students must carry out. The development of the (PFCC) in the students of the Career of Sociocultural Studies, constitutes a vital element to make professional performance more efficient, given the challenge that current society imposes on it.Creativity becomes a symbolic mediator and the most important psychological and pedagogical tool to be able to creatively integrate and assume the modes of action. (PFCC) can be implemented in educational practice through three specific strategies that allow its development. throughout the five years of the career integrating the curricular and extracurricular dimension of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects contained in the study plan, they are:The (PFCC) can be implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree program, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of process and with the disciplines and subjects contained in the study plan, they are:The (PFCC) can be implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree program, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of process and with the disciplines and subjects contained in the study plan, they are:
- The (PFCC) as a transversal axis of the curriculum and the main integrating discipline. Through the Creativity Workshop. Training for the pedagogical community.
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