"Man grows with the work that comes out of his hands"… José Martí
Summary
The work addresses one of the ways that allows to involve university students in the solution of social problems related to their profession, which offers the possibility of influencing the socio-cultural development of communities for self-management and decision-making. their own decisions, from a socio-humanist approach, through a didactic conception from the dynamics of the careers that allow transformations in society from the link with the university and that transcends the integral formation of the personality of the student in the unit between cognitive-affective and volitional processes. The proposal includes the use of active methods, focuses knowledge on the student as protagonists of the actions, makes it possible to improve interpersonal and social relationships,Raising the general and comprehensive culture and the level of personal and collective commitment, allows the teacher to be didactically oriented on how to proceed to guide, control and evaluate the involvement of students in community social work. The model is based on the relationships that are established between the understanding of reality, the motivation for the profession, the systematization in social practice and includes the generalization in the solutions of different social problems in different settings, where the university student learns - By doing this, the necessary skills are developed to achieve the competent professional that the country requires.control and evaluate the involvement of students in community social work. The model is based on the relationships that are established between the understanding of reality, the motivation for the profession, the systematization in social practice and includes the generalization in the solutions of different social problems in different settings, where the university student learns - By doing this, the necessary skills are developed to achieve the competent professional that the country requires.control and evaluate the involvement of students in community social work. The model is based on the relationships that are established between the understanding of reality, the motivation for the profession, the systematization in social practice and includes the generalization in the solutions of different social problems in different settings, where the university student learns - By doing this, the necessary skills are developed to achieve the competent professional that the country requires.where the university student learns - by doing, in this way the necessary skills are developed to reach the competent professional that the country requires.where the university student learns - by doing, in this way the necessary skills are developed to reach the competent professional that the country requires.
Introduction
The process of universalization of education as a strategic action constitutes a great social transformation for the country, this materializes with the headquarters in the territories, which has created new opportunities and possibilities for young people from different programs of the Revolution and others that they thought that they could never become professionals and possess a spiritual tranquility that would allow them to improve their quality of life.
With the aim of guaranteeing the comprehensive training of the graduate student, the work has been structured by flexible pedagogical models, which characterize and measure the adequacy of the process and the role it occupies in satisfying the needs of society, thereby achieving its relevance.
The headquarters are charged with preserving, developing and promoting the entire culture of humanity in close connection with society, reaching out to all of our people and particularly the most disadvantaged sectors.
One of the important actions is to seek unity with the factors and institutions of the environment. Currently, work is being done for social integration based on the strategic planning of the headquarters and the territory. Today more than ever it is necessary to continue looking for alternatives to expand community ties, join together to grow and raise culture.
Cuban communities require preparation and help. They occupy a privileged place of national interest, which is based on the importance given to the individual and to different social groups; the potential of this space to respond to what is now called self-sustaining and self-managed development, a strategy for survival and progress that the country has taken where the local has a significant role to play.
The careers that are studied at the headquarters in interrelation with the other processes offer the possibility of establishing a link with the communities to contribute to their sociocultural transformation, especially through the involvement of students in solving social problems related to the profession to which they belong, in order to achieve the results that society expects from the university and the fulfillment of social expectations.
The university scenario must guarantee, in its processes, the possibility for the student to acquire the culture of the profession that, due to their level of motivation, they selected, through their involvement as protagonists of actions that develop the necessary skills to guarantee a competent professional future Therefore, a rigorous socio-humanistic training is required where the student learns to learn and learns by doing.
In response to the challenges that society demands, a didactic proposal is offered for the involvement of the student of the university headquarters in the solution of the social problems related to the profession, based on a sociohumanist conception.
Development
The socio-humanist conception in the student of universalization as a dynamic of his professional training
In the development of the process of universalization in the municipality of Taguasco, systematic changes and improvement of the professional model have been gestated, in their comprehensive training, which have made it possible to deepen the links between the university and society, supported by training sociohumanist of the future professional from a didactic conception of orientation to integration between the processes that take place in the headquarters and in correspondence with the needs that the communities of the territory demand.
The didactic conception for sociohumanist training is the result of investigations carried out in the project of attention to diversity in universalization, which in turn integrates results of other investigations of the project. The approach oriented to socio-humanistic training considers at its base the link between the university and society, the leading role of the student in solving the social problems related to the profession, the flexibility of the teaching of the profession and the sociocultural impact of community transformation. Attention to work in communities today is essential and a determining strategic factor for social development, it becomes a main tactical element, decisive in the very continuity of the nation's project.
Understanding the dynamics of socio-humanistic training aimed at the socio-cultural transformation of communities
The training of professionals is a complex process that occurs in the dynamics between the educational institution, social demands and individual aspirations, in which a culture of the profession is required that allows the active and transformative character of society. (Fuentes H., 2006). The socio-humanistic approach allows complementing the integral training of the professional for their future performance.
As an essential reference for the socio-humanistic training process, the relationship established between education and development is considered, where learning constitutes the cornerstone of education, learning, learning and learning by doing, which means that the student develops skills and the necessary resources to face situations of changes in their social performance, to the extent that they are involved in solving social problems related to their profession, as a process and result of the entire system of multiple influences.
An essential quality of the process is to consider the growth of human culture as a process that mediates the relationship between man and his objective reality through collaborative activity and communication, where he modifies his reality, forms and transforms himself.
A feature that should be predominant in this conception is to deepen the university-society link as a dynamizer of the process in the dialectical relationship between student-teacher-social problem (community), attributing to this process relevance and social impact.
In society there are socio-cultural problems that demand concrete solutions according to the policies established from community and territorial self-management programs, which currently have ways of realization in the university, in the concretion of the institution's processes, where Students from all sources of income have the possibility of personal fulfillment.
The implication of the university student in the solution of social problems related to their profession, from a sociohumanist approach, allows to dialectically relate the understanding of reality, the motivation for the profession, the systematization in social practice and the generalization of the results to new situations in different settings, developing the culture of the chosen profession, while increasing love, the sense of belonging and social commitment to achieve the sociocultural transformation of the environment in consideration of the contradictions that are established between internal processes of the individual, those of the university and those that occur in society.
The socio-humanistic approach allows personal growth, social and interpersonal relationships are increased, they learn to self-regulate their behavior and self-assess their own actions, while at the same time acquiring the values and ethical principles of the future professional in correspondence with the profession, they acquire the knowledge and practical skills necessary for their training, it is a possibility for them to learn by doing, which implies creativity, development of communication, individual self-improvement and group work in accordance with their personal possibilities, it also implies risks and decision-making,to the extent that the student is linked to social activity, he develops his cognitive-affective and volitional processes at the same time that he transcends the individual and institutional to the socio-cultural transformation of the community, acquiring the value of human life as individual significance of the profession for the development of their professional culture, which encourages socio-humanistic training as a necessary condition for their comprehensive training.
Necessary conditions to develop the dynamics of the socio-humanistic formation of the university student.
Those who direct, coordinate and facilitate the professional training process in universalization must have an adequate culture of the profession.
Know how to identify the potentialities and problems related to the profession that occur in the community.
Knowing how to insert the potentialities and social problems of the profession as a synthesis in the career curriculum with a flexible, dynamic and creative character.
This approach presupposes changes in a timely and creative way in the processes that occur in the training of university students, to face learning situations in social practice, attending to objective conditions, which leads to the willingness to take risks and take initiatives.
Performance of teachers, students and the group as essential elements in the didactic conception for the sociohumanist formation of the university student.
The teacher introduces himself as:
- A coordinator, facilitator and guide of the learning process (mediator), is the one who educates for the profession, has the social charge of establishing the indispensable mediation between culture, students and the demands of society. It contributes to the development of personality integral of the student in correspondence with the ideal model of the professional to which one aspires, in the concrete historical moment, insofar as it enhances the link with social practice. When planning the process, the teacher must take into account that the actions to be designed and organize are in correspondence with the learning to be promoted individually and in groups in correspondence with the diagnosis of the social problems identified and with the professional profile of the career. It is qualitatively delimited,the role of the teacher and that of the student and their reciprocal conditioning. It guarantees the necessary and sufficient conditions and tasks to promote the gradual transition of development from lower levels to higher levels, that is, work with the zone of proximal development (ZPD) It creates an atmosphere of trust, security and empathy for the student to solve problems and confront the community safely, their work must have repercussions in all spheres of the personality (intellectual, emotional, motivational, moral, social). the possibility of involving students in solving real problems in the profession, seeking significance and motivation for the profession while allowing the socio-cultural transformation of the community,in the systematic and direct link between society and university Supports students to accept the challenges of learning and learn to identify and solve problems. It allows them to select and implement their own solution paths and provides the appropriate and necessary help, individualizing them according to the situation of each subject. It serves as a model in the search and application of effective strategies for the solution of social problems related to the profession. It encourages the participation of all members of the group, encouraging the most passive. Facilitates the expression and communication of ideas through group problem solving, common solution proposals and discussions, contributes to the development of skills necessary for practical learning, also acts as a tutor and supervisor,it favors analysis, uses error for educational purposes and encourages the conscious attribution of successes and failures to controllable, modifiable causes. Creates spaces for self-knowledge, where students train in self-reflection and learn to observe, question, analyze alternatives and consequences, make decisions, set goals and aspirations, and analyze their real possibilities of achieving them, seek joint solutions to related problems with the profession. It develops the essential function of diagnosing the problems and potentialities of the environment, as well as the difficulties and potentialities in the learning of its students to positively influence individual and social transformation, starting from conceiving compensatory strategies for the whole group,relying on both cooperative learning and independent learning. It favors self-direction.
The student introduces himself as:
- Protagonist of the solutions of the social problems related to the profession (learns - doing). The practical action allows him to reflect on his own learning process to transfer the experiences acquired to other situations, he acquires the culture of the profession. creative, productive and meaningful way, motivated by their own effort which allows them to draw their goals for the achievement of self-direction and self-regulation, based on commitment, understanding of reality and affective involvement with it. Learn to make decisions and self-assess their performance as they systematically face social solutions, become aware of and reflectively understand situations, while developing ethical and moral values,He is educated for his future professional performance. He knows his strengths and weaknesses and is capable of adequately evaluating his processes, progress and results of his work. He perceives effort as an essential factor in his results and enjoys investigating and learning, assumes a positive attitude towards mistakes, analyzes his failures and successes. Communication and cooperation are essential factors in his social performance in the community. Values learning as a source of personal and social growth, transcending the socio-cultural transformation of the environment.analyzes their failures and their successes. Communication and cooperation are indispensable factors in their social performance in the community. Values learning as a source of personal and social growth, transcending the socio-cultural transformation of the environment.analyzes their failures and their successes. Communication and cooperation are indispensable factors in their social performance in the community. Values learning as a source of personal and social growth, transcending the socio-cultural transformation of the environment.
The group is presented as a co-protagonist in a collaborative action among its members, through interactions and communication, generating goals, common objectives, shared codes, seeking joint solutions to the social problems of their profession, analyzing and evaluating their actions In social practice, it is a learning space, it allows coordinating ideas, preparing the conditions for learning-learning and learning-by doing.
Didactic proposal for the sociohumanist training of the student involved in the process of universalization
The proposal is based on different events, which are interrelated and enable the teacher to involve the student in solving the social problems related to their profession, in an organized, harmonious and dynamic way with a flexible character; part of a diagnosis that allows investigating the difficulties and potential of the students and the problems and strengths that occur in the environment, in relation to the profession; The planning and instrumentation makes it possible to design an internal structure that encompasses the general and specific objectives in correspondence with the curricular and extracurricular activities, at the same time that it allows developing a prior preparation of those involved about the actions to be carried out, the actions that are planned are structured in three essential moments:requirements for the activity, its development and control, the evaluation is carried out throughout the process and is characterized by its level of differentiation and comprehensiveness, taking into account the transformation that is acquired in the personal, group and sociocultural aspects.
Conclusions
The municipal university headquarters in connection with the community environment responds to the current territorial needs that are identified as social problems, which results in personal growth and sociocultural transformation given by the timely change of those who lead the system of educational influences, in the institution.
The socio-humanistic approach affects all spheres of the personality of the students (intellectual, emotional, motivational, moral, social), being the implication in social problems, related to the profession, the conducive framework where the student learns-by doing, what which represents a qualitative leap in their comprehensive training, as love for their chosen profession increases and contributes to community social development.
At our university headquarters, progress has been made in the application of this didactic conception, based on the socio-humanistic approach, which has made possible progress in this regard, achieving the relevance and social impact of the training process in correspondence with optimization of the resources invested.
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