Cuban society has as its fundamental objective and essential principle the integral formation of the personality of the new generations. So this research has as object of study the pedagogical professional orientation.
The contribution is practical consists of the proposal of actions addressed to the coordinators of the Comprehensive Improvement Courses for Young People to increase the preparation in terms of the attention of the pedagogical professional orientation. Different methods of empirical level were applied such as observation, interview, documentary analysis and pedagogical experiment and recommendations are proposed that contribute to the preparation of municipal coordinators of Adult Education.
The bibliography consulted allowed to develop the theoretical foundation of the work, since the contents could be recorded with greater ease and clarity, reflecting the connotation of the subject being developed.
Introduction
The integral formation of the personality of the new generations is a fundamental objective of our society and an essential principle of our profession. One aspect of this mission is the formation of the vocation of the students and their orientation towards the professions that the country requires.
The challenges of current pedagogical practice thus place us in the face of the need for a conception of professional guidance that transcends information systems, to promote the participation of the current, conscious, interactive and intentional subject; The subject's commitment will find its real expression in the fundamentally educational spaces in which it operates, a condition that defines the weight we give to a conception of professional orientation.
In our teaching, until the creation of the CSIJ, there was no continuity of studies so the students were not given professional guidance. Since the emergence of the CSIJ, as one of the Programs of the Revolution, which has implied giving special attention to all young people between 18 and 30 years old who have been disconnected from study and work for more than 1 year with the objective of converting their learning into the formation of a comprehensive general culture that guarantees their permanence in the course, allows them to acquire solid political arguments, better preparation for their reintegration into working life and their commitment to join careers prioritized with an emphasis on pedagogical careers.
Educational research has the social mandate to seek scientific solutions that contribute to responding to the great challenges imposed by the development of society.. In the diagnosis, it is discovered that the directors of Adult education lack preparation for professional orientation, they do not have knowledge about the scientific nature of professional orientation, its instrumentation and control pathways, they do not have skills in demonstration towards professional orientation in the CSIJ, a situation not resolved in our days. This has made it possible to identify the problem of how to streamline the process of preparing municipal adult coordinators for professional orientation in the Comprehensive Improvement Courses for Young People.
In order to respond to this problem, the scientific activity was guided by the objective of designing actions that contribute to increasing the preparation of municipal adult coordinators in the professional orientation of the Comprehensive Improvement Courses for Young People.
The execution of all the investigative work required the use of scientific methods, both at the empirical and theoretical levels. The former are very useful for obtaining essential data that allow the characterization of the phenomenon under study. These methods are complemented with the use of techniques such as: the interview and the survey that allows diagnosing the level of knowledge about professional orientation of adult coordinators about the pedagogical and psychological bases of the individual's orientation, with an emphasis on pedagogical careers.
This experience was carried out with the municipal coordinators of Adult education in the province of Sancti Spíritus.
Development
The human being requires guidance to face situations that arise daily. This need is present in all stages of personality formation and constitutes an essential requirement for its development. In Cuban education, this criterion acquires a great value, which tends not only to the development of the personality as such, but to make it harmonious, comprehensive and conscious. This reason makes it necessary to address this problem more and more, especially in these times when the challenges of the new century in which we live and the social context make life more complex. These circumstances require a guiding action that equips the individual with the preparation to leave without great frustration, of the conflicts that he will have to face.
The historical development of this orientation process has led many scholars to question how to conceive it, and in this search its link with education has been tangibly revealed.
In Cuba, the problem of educational guidance has been approached from different angles and, from all of them, it is raised as an indisputable force for the fulfillment of the human being both in general and in the particularly professional, always starting from the state objectives that they are expressed in the Cuban social model.
It is almost impossible to approach the concept of orientation without relating it to the educational task, and in this sense, the school reaffirms itself as the essential institution to channel it according to socially determined purposes and ends.
With the passing of time, the orientation activity has reached an upward development, since its value in attending to the needs of man has been demonstrated. This action can be directed towards the treatment of cases, prevention, personal development, the family, school groups, and so on. It happens then that, whatever its objective, this process requires tending to the adequate development of psychological formations that are integral to the personality or to the solution of faults that may be hindering their development.
From our professional perspective, the counseling activity is considered an essential, essential fact of the pedagogical process since it institutionalizes the integral development of the personality from the possibilities offered by the educational process.
The problem of educational orientation in our country becomes in these times theoretical and methodological response to the need to enhance professional and human development.
In recent years the influence of Marxist thought, new pedagogical conceptions, humanist psychology, theories of school management and other contemporary trends have resulted in the emergence of more comprehensive practices that seek greater fusion between the school institution and others. social factors that are directly involved in the educational guidance process.
The orientation process goes through moments, the violation of which can lead to failures in its conception and development. They are indicated as the most general: the diagnosis, determination of techniques and alternatives through which the process will be developed as such and the monitoring of the results or changes that are being operated.
The systematization induces the establishment of an interrelation between the orientation processes of the personality and the motivation of their behavior, the former conditioned by a system of relationships and interactions with others and with himself. This means that the result of any influence is not direct, but is personalized and individualized, until it is subjectively configured and then leads to a gradual, ascending, self-determined motivation.
This process, from the description made, seems easy, but it is extremely complex, and cannot be neglected when a system is conceived, whose purpose is the education of the personality in a certain sense. It is not possible to face the process of personality education in a fragmented way.
The aforementioned, declares by itself the integrated character of the development sources of the individual's potentialities, which indicates safe paths in the sense that any orientation that does not provoke a relevant meaning, only acquires informational value and therefore does not motivate nor does it mobilize the subject.
The problem of the professional orientation of individuals and the inefficiency of educational systems in this regard, has motivated severe criticism and therefore also in-depth studies in this regard. Along the way, criteria supported theoretically and methodologically in different ways have been followed. There is talk of a traits and factors approach, psychoanalysis, Marxist psychology, and so on.
According to the Cuban scholars consulted, most of them have been focused on two essential aspects: the problem of professional selection and the approach of motivation as a determining aspect in the quality of that selection. From this position, it is proposed to conceive professional guidance, recognizing the active role of the subject, therefore this task cannot be limited to mere information, much less be achieved only from this.
To address this issue, it is necessary to retake essential ideas about the relationship between vital concepts such as education and guidance and in this sense, to emphasize the activity of the teacher as a professional counselor par excellence. The help starts and runs on the personalized and mediated problematization of the teacher-student relationship.
The professional orientation of the personality is not innate or spontaneous, but is achieved from the influences and interdependencies of the complex system integrated by the family, the school, the society, although some favorable predispositions that individuals have to perform are not ruled out. certain professions, but these by themselves does not determine a specific professional orientation.
The helping relationship that is established with the student to facilitate the process of developing their professional identity through different techniques and ways integrated into the general educational process, according to the evolutionary stage and specific situation in which they are.
The process of professional orientation as a task: graduating a bachelor with an adequate general preparation, but with an adequate professional orientation. It shows how much is done with the purpose of professionally guiding the student, it requires dynamizing and transforming the activity of this. For this reason, the actions that are carried out, due to their content and form, aim to activate the psychic processes, so that they become impulses that lead them towards the development of strong, significant and stable professional interests, regulating the intensity and direction of their behavior with respect to the profession.
Two essential routes are used in this task: the educational teaching process and methodological work, and it is obvious that this is the case, since the entire set of activities are organized from the teaching process and is based on the solid preparation of teachers. In fact, both components interact mutually in teaching and extra-teaching and are enriched in the cycle that is reformulated and changed, depending on the results that are obtained.
The constant development of society, the increasingly important role that education plays in it, raises before the school the need to improve, within the professional guidance system, professional pedagogical guidance.
The pedagogical professional orientation is called to help in the correct choice of the teaching profession and in the improvement, on this basis, of the quality of the preparation.
In adult education, as in previous levels, the place given to the student in teaching is important. It should be borne in mind that, due to their degree of development, they can participate in a much more active and conscious way in this process, which includes the fuller realization of the functions of self-learning and self-education.
The reality of Spiritus increasingly poses to the school the need to improve its educational function and within this, that related to the accurate orientation of the personality in the motivational sphere with respect to this profession. For this reason, within the system, the pedagogical one must be aimed at ensuring that better students select this career as an option to continue higher studies.
The professional pedagogical orientation currently presents difficulties because the total incorporation of all the factors of the territory into work has not been achieved, lack of systematicity in the actions that are undertaken, there has been a lack of effectiveness in the control actions that are executed, the leading role of students and their organizations is not what was expected, limited professional pedagogical information with a low level of argumentation, insufficient dialogue and little reflection with students on the subject, weak work with the family and the community, insufficient methodological work linked to guidance pedagogical professional, the technical and management bodies do not always analyze work as a process and as a product, limited training actions in this field. Our teaching is not without these problems.
Conclusions
• The systematization carried out on the background of the subject under study shows that there are no studies carried out on how it prepares the coordinators of adult education in the pedagogical professional orientation in the Comprehensive Improvement Courses for Young People.
• The diagnostic study carried out showed that there is little preparation of adult education coordinators in professional pedagogical orientation in Comprehensive Improvement Courses for Young People.
• The proposal made is characterized by actions that promote the preparation of adult coordinators based on methodological work, self-improvement and the participation of teachers in professional pedagogical guidance.
• The application of the actions through the pre-experiment made it possible to assess the preparation of the adult coordinators for the pedagogical professional orientation.
Bibliography
Barrabia Monier, Odalys. Support material for master's teaching. Education Portal, 2006.
Basso Pérez, Zoraida and Reinaldo Cueto. Indications and orientations for the work of the educational groups of the groups of new entrance to the ISP, Sancti Spíritus, 1998. (printed material).
Basso Pérez, Zoraida. The study of the motivation for the career a contribution to the professional orientation of the group of 2. year of Spanish - Literature. Sancti Spíritus, 1998 (printed material).
Basso Pérez, Zoraida. Guide for the profession…..Why? How ?, 2000 (printed material)
Cárdenas Morejón, Norma. "The professional orientation", Pedagogy 99; Course 15. Havana, 1999.
Collazo Delgado, Basilia. Orientation in Pedagogical activity. Editorial Pueblo y Educación, Havana, 1992.
Del Pino, Jorge Luis. Professional orientation in the beginnings of higher pedagogical training: a proposal from the problematizing approach. In Course # 15 of Pedagogy '99. City of Havana, 1999.
Del Pino, Jorge Luis. Motivation and professional orientation in the educational field. City of Havana, 1999.
Dugarov, SG The pedagogical professional orientation and the ways for its realization. Ministry of Education. Havana, 1978.
Video-conferences Course VI Topic 3. Master of Science in Education 2007.
