There are innumerable problems that the world is going through today, one of them the marketing and consumption of drugs, recognized as the most profitable business in the world and currently turned into a growing global threat that generates violence, alienation, illegalities, crimes, accidents, diseases and deaths, among many other ills.

It is estimated that around 180,000,000 people are consumers, which represents approximately 4.2% of the world's population over 15 years of age. The international drug trafficking encouraged by the neoliberal globalization policy, the intensification of the imperialist blockade by the empire, the privileged geographical position of the Cuban archipelago, the drug recall and the necessary opening of our market abroad, have caused an inevitable incidence of this phenomenon in our country, although with very discrete rates in relation to the rest of the world, but that constitute a danger for the social achievements achieved. Given the recrudescence of this phenomenon, eradicated in our homeland since 1959,Cuba's response has been direct confrontation along with the deployment of effective prevention actions in continuous improvement, which has counted and has popular participation and support and international recognition.

It is known that in the Cuban reality the most consumed psychoactive substances are alcohol and tobacco, classified as drugs for legal consumption, as well as psychoactive drugs and other medications, which in certain doses and conditions produce harmful effects. In addition, the chamico and the bell are easily cultivable plants in our soils, which is why they constitute dangers for our youth and young people because of their direct link with agricultural work.

The National Health System, incorporated with all the people in the urgent fight to defend the present and the future, plays a transcendental role in confronting the scourge of drugs.

A society like ours that places the human being at the center of its projects, goals and daily concern, which has achieved very high levels of health, education, culture, sports, social assistance system and offers unlimited possibilities to its children, youth and Young people, you cannot allow the drug to degenerate, corrupt and destroy what has been achieved.

Smoking does not affect the consciousness of man, but the effects on human health make it a risk factor for numerous diseases, smoking under the inducing or imitative influence of family or friends, is associated early in adolescence with various reasons for group acceptance or search for sensations linked to myths and cultural traditions. Drugs constitute a very serious, and often uncontrollable social problem. In practically all countries it enslaves people, undermines their health, destroys families, generates extreme violence, murders, suicides, alienation, organized crime, and destabilizes societies.

Among the drugs called porters is the consumption of tobacco, which at the moment constitutes, together with the consumption of alcohol, one of the addictions that are most affecting the health of young people.

Tobacco represents a threat to health, mainly because they are substances that are erroneously conceptualized as soft drugs, if you start from this generalized belief, you are making a mistake, that of downplaying one of the most widely used drugs and that it causes more problems with the population.

The school can provide knowledge, skills, resources and frameworks from which young people can strengthen or modify the habits they have in relation to their health.

Parents are the best natural agents to guide their children, and teachers have to empower parents of their duty to pay due attention to them.

Drug abuse today represents a fearsome threat to all parents, who have young children and young people and suspect that they use drugs.

For this reason, what it is about is to strengthen the function of the school and health institutions so that it develops "antibodies" that immunize it for an increasingly fierce fight against all the motivations and behaviors that can break the physical integrity of each Citizen, the most important thing is to avoid the initiation of these practices and not just apply measures to the fait accompli.

From the new changes, social transformations, the policy is aimed at carrying out actions to multiply and radiate creatively in educational institutions, looking for elements that improve the optimization process.

In recent years, deficiencies have been detected in the ways that have been used to carry out preventive work in terms of smoking addiction. Therefore, the work that is carried out in this regard should be aimed at systematizing in teachers the ways, adequate methods to prevent this addiction. Therefore, it is proposed as: General objective : Propose a system of workshops to prepare the professors of the Philosophy and History Department in the prevention of smoking.

Development

Preventive work in the National Health System

Prevent is a concept frequently used in many fields of social, medical and pedagogical science and that consists of: “developing a social practice aimed at reducing and avoiding risk factors, strengthening the response capacity and autonomy of individuals and communities, with in order to broaden the range of security in its development, moving away from the limits from which the alteration begins to become a threat. (Pascual Betancourt 2005 p. 58).

Preventive work also involves deploying investigative actions related to: deep knowledge of reality, risk factors, the formation of values, the achievement of physical, mental and social well-being in young people and young people from an early age, among other topics that contribute to the development of the integral education of the personality. The National Education System regulates through Circular Letter 4/99 the preventive work towards drugs and includes in two of its sections measures related to the exit in the methodological work systems of each teaching to the programs on sexuality education, smoking and alcoholism; as well as the prohibition of smoking and drinking alcoholic beverages in educational institutions.

However, the school is in charge of organizing, directing, executing, controlling and evaluating preventive work that includes not only the transmission of knowledge related to smoking and alcoholism to teachers, but also the deployment of a series of educational actions of community and family outreach with a preventive approach such as.

Coordinate sports and cultural activities with the community that stimulate healthy recreation Combat through curricular, extracurricular and promotional activities bad habits of tobacco and alcohol consumption Encourage the participation of teachers and parents in prevention activities. Engage the family in the education for the health of their children based on the analysis and discussion of these issues and the need to start from personal example Require educators and staff working in the school to comply with the provisions on the Smoking and alcoholism. Incorporate the Family Physician in the health area into the school's work system so that he can contribute his professional experience to enrich the health diagnosis and train teachers and parents.

There are different ways and methods to know essential aspects of family educational functioning, through the school individually or collectively, some of them are the following:

Meetings with parents Observation of family life Interview with the family Family consultations Survey of family members Schools for parents

As it is the way we have selected to develop preventive work, we will refer only to schools for parents.

Schools for parents: Space for reflection aimed at parents with school-age children. It focuses its objectives on the debate about the most effective ways to educate children and training in skills that allow them to face conflict situations (Melero p. 16)

The fundamental objective of the system of activities that we propose through the parents' school is to develop prevention based on the criterion that it is not so important to transmit knowledge about tobacco and alcohol to young people as to create a favorable attitude towards caring for the Health.

Tobacco as a porter drug.

To do this we will start by making a historical count of it.

Concept of tobacco: Solanaceous plant from which different tasks are obtained for human consumption (cigarettes, cigars, pipe cuttings, snuff, chewing tobacco, etc.).

The most widespread form is the cigarette in whose smoke a large number of toxic components have been identified, among which the most important are the following:

Nicotine: A stimulant substance that accounts for the physical dependence that tobacco causes. Tars: Carcinogenic substances inhaled by the smoker and those around him. Irritants: Responsible for the irritation of the respiratory system (pharyngitis). Carbon monoxide: It adheres to hemoglobin, making oxygenation of the body difficult.

From the beginning, man has been using different types of drugs in his consumption for analgesic purposes, since he found in drugs relief to his ills. As the years went by, their use was gradually increased, as well as the increase in the dose and varieties producing these negative effects, since, among other affectations, man became addicted to them.

The drug creates such an obsession that man prioritizes its use as something indispensable and inseparable in his daily life.

The fight against drugs in our country is inherent to the extraordinary humanistic and solidarity values that the Revolution has forged, it is part of the vocation to increasingly dignify the human being and for the purpose of achieving a comprehensive general culture, as a true work and infinite in the building of a new society.

One of the most serious aspects of the problem is that young people, and especially young people, are more likely than adults to indulge in drug abuse quickly and easily. Another aspect of the problem is that young people consider themselves miraculously immune to addiction.

Smoking is an addiction caused by dependence on tobacco. It has psychic characteristics and to a lesser extent physical. It is difficult to break, probably as a result of the fact that cigarettes are associated with practically all the positive or negative, pleasant or unpleasant situations that the smoker experiences throughout the day. And this, for a large number of years, in most cases (3).

If from an early age we teach children that smoking is harmful, and the family and the teacher provide the appropriate example, we will also be avoiding the possible consumption of so-called hard drugs.

In the 1940s, smoking was considered harmless, but clinical and laboratory research has since shown that smoking greatly increases a smoker's risk of dying from various diseases, number one being lung cancer.

Cigarette smoke contains toxic gases and a large number of suspended particles, which when condensed produce a compound of more than 5,000 different chemical components. Within them we find tar and nicotine in the particle phase and carbon monoxide in the gas phase.

Tar is harmful because it contains carcinogens and irritants. Carcinogens are the quintessential substances that participate in the genesis of certain tumor processes, a very powerful one is benzopyrene.

Irritants are products released in the combustion of tobacco and act by altering the defensive mechanisms of the respiratory tract, making it difficult for the lung epithelium to function.

These particles will first cause a lazy movement in the cilia that border the free surface of the hair cells of the respiratory tract, then they will paralyze and finally cell death occurs. As a consequence, the cleaning and microorganisms that penetrate with the inspired air will be hampered and diseases such as bronchitis, emphysema, lung cancer, larynx, pharynx will occur in the person. sinusitis etc.

Nicotine is an essential compound that has a particular harmful effect on human health, since it is responsible for the habit or dependence on cigarettes, it is absorbed by the epithelial surfaces with which it comes into contact (mouth, nostrils, pharynx, bronchi and lungs).

Nicotine acts on the central nervous system, producing an excitement followed by depression, it also acts on the adrenal glands, releasing adrenaline and noradrenaline with effects on blood circulation, favoring the increase in cardiovascular diseases such as heart attack, ischemic heart disease, arterial hypertension and cerebral thrombosis among others.

Carbon monoxide is the most dangerous of the gases present in smoke, since its main action refers to the displacement of oxygen from the blood and the transformation of hemoglobin into carboxyhemoglobin, so that the tissues receive a better supply of oxygen, resulting in mass poisoning, death. Other disorders also originate, especially at the level of the heart muscle, producing edema of the vascular wall and consequently favor atherosclerosis and arterial hypertension.

Smoking can lead to other diseases such as peptic ulcers, cancer of the oral cavity, esophagus, bladder and other organs.

It is also necessary to highlight the effects of this bad habit in pregnant women and the fetus. If a pregnant woman smokes, labor will last longer and will be more painful, increasing the frequency of miscarriages, premature births, low-weight newborns, growth retardation up to the age of 11 years. Recent research has highlighted that the children of smoking mothers almost always have conditions such as colds, bronchitis and pneumonia.

Until relatively recently it was thought that smoking was only harmful to those who smoked it, in 1947 the report of the Expert Committee on Tobacco of the World Health Organization (WHO), already granted attention to passive smokers. Nonsmokers who live with smokers have a 35-fold increased risk of lung cancer.

According to the Pan American Health Organization (PAHO), smoking has been defined as the main preventable cause of mortality, according to Dr. George Alleyne, director of PAHO, suggests that the best method to combat smoking is to convince people of that they do not start smoking.

Furthermore, we must help current smokers, especially young people and young people in general, to free themselves from their addiction to nicotine. Quitting smoking is a difficult task, even with psychological and medical help, since a cigarette sends a high dose of nicotine to the brain in a short time.

To stop smoking, psychological techniques, control techniques, substances without specific action such as candy, gum, juices and water are used, with the aim of reducing withdrawal symptoms and should be used under medical prescriptions, when smoking has been stopped and not before. Auricalotherapy, acupuncture and homeopathic medicine are also used, but the most important is decision making.

Medical studies have determined that the overall death rate is twice as high in male smokers.

Among cancers caused by tobacco, lung cancer tops the list, so that the rate of this disease is seven times higher in smokers, they also have a greater risk of developing cancer of the larynx, esophagus and oral cavity. A third of all cancers of the bladder, kidney, and pancreas are also attributed to smoking.

The most common infectious diseases in the lungs are pneumonia, often caused by viruses or bacteria, and tuberculosis. Lung cancer has become, with the increase in smoking, one of the main causes of death from cancer in the most developed countries. This habit also contributes substantially to the increase in chronic bronchitis and emphysema.

Drugs are really nothing more than a pretext to promote this type of encounter aimed at increasing the prominence and competence of parents in the education of their children and inciting them to take the reins of their evolution in their hands.

AND

The adoption of a program to strengthen preventive work in schools and health institutions implies the obligatory reflection of the reasons that motivate it, as well as mastery of the political and pedagogical foundations that support its implementation.

Although historically this work has been presented in the educational context and in recent years it has been strengthened and perfected, it is no less true that the challenges that we face in the economic and social order impose renewed approaches and therefore methods and styles of educational direction in correspondence with the changes that objectively occur in our society.

Prevent is a concept frequently used in many fields of the social, medical and pedagogical sciences, and it consists of: “Developing social practices aimed at reducing and avoiding risk factors, strengthening the response capacity and autonomy of individuals and communities, with in order to broaden the security range in their development, moving away the limits from which alternation begins to become a threat ”.

P r e vention, means taking all necessary measures to prevent deficiencies from occurring in development or when they occur, do not have physical, psychological or social negative consequences. It is being trained and willing to avoid the risks or consequences that a problem may produce. It implies developing from the earliest ages a set of values that effectively confront the anti-value represented by drugs.

The main task is to develop in young people a complete state of physical, mental and social well-being, which means improving health as an integral expression of the functioning of society, within which the individual can deploy the main mechanisms and functions that characterize them. as a personality.

For Cuba, a socialist country with Education and Health indicators typical of the developed world, a single case of a young person with these manifestations or other risk factors that threaten adequate citizen behavior, becomes a focus of immediate and careful attention by all social agents.

Preventive work has as its starting point the community and is directed at its primary level to take measures to prevent deficiencies from occurring, it is carried out in this supposedly healthy framework on individuals incorporated into groups of risks of a biological, psychosocial, economic and environmental, which associated, can produce a certain alteration, compromising the normal development of youth and youth, hence the important role played by the educational system as a coordinating link. Adequate planning of preventive work, in addition to proposing an improvement in the quality of life, should emphasize:

Educate young people and young people in values and attitudes of responsibility towards their health and that of the community Develop convictions that allow them to resist pressure from the group to acquire harmful addictions Positively channel the youth's own curiosity in order to achieve disinterest in behaviors of risk without eliminating their exploratory impulse. Promote the correct formation of creative habits that help them to make the best use of their free time without compromising their healthy development. Promote spaces for reflection and learning with the family that favor the exercise of reasonable authority that allows the young person to internalize acceptable norms of coexistence and responsible decision-making even when they act out of curiosity and the search for pleasure.

We can also refer to the School for Health: this educational strategy aimed at promoting healthy lifestyles, through the promotion of attitudes, values and habits of responsibility with one's own health and that of the environment, constitutes the generic framework of prevention in drug abuse in the sense that it is not so important that young people have information about the different substances, their uses and harmfulness, such as developing a favorable attitude towards health care.

In this work, the definitions that appear in the Director Program for Health Promotion and Education in the National Health System are assumed, which states:

S alud

Physical, mental and social well-being of man as a result of the balanced interaction with the environment in which he develops.

Health P r o m oction

Provide men and women with the necessary means to improve their health and exercise greater control over it.

The perception of risk: provides the ability to take protective measures in the individual against smoking, hence the importance of having information in this regard that allows effective interventions in favor of the health of the individual. At present, many researches direct their attention towards an in-depth knowledge of the social aspect of risks, where their perception occupies a prominent place.

An example of the lack of perception of the risk that smoking entails is the fact that smoking is prevalent in health professionals, who, although they have learned to recognize the risk of unhealthy events in their patients, do not always recognize your own risk of getting sick or dying.

It is possible that the demands posed by the environment exceed the current resources of the subject and become a threat for him. It is valuable to know that attitudes directly influence the perception of risks.11

It is also important to know that the perception of risk can be influenced by elements such as culture, gender and previous experience of the person, since as with physical health, perceptions are the result of a lifetime of experiences and development. The concept of risk is eminently social and the individual assumes the risks of the population where he lives.

Various authors consider that the perception of risk and its acceptance are governed by certain principles such as:

Even when there is a concrete fact, many people reject the presence of a threat. In the event of a disaster, people do not believe that they or their family can be harmed by it, they believe in "something" that will give them protection or It will save them. Many people tend to think that the benefits will outweigh the risks.

In the case of smoking, in addition to the known risks, there are others derived from the wrong beliefs of smokers, since it has been found that some consider smoking to be a minor or negligible risk, in some cases even referring to the fact that lung cancer is equally or slightly higher in smokers compared to non-smokers, they also do not consider smoking to be more deadly than motor vehicle accidents and believe that low tar cigarettes reduce the risks of any disease associated with tobacco, and they overlook that Smoking more cigarettes puts more nicotine and tar into the body. All this contributes to the low perception of the risk of smoking and to the minimization of the harmful effect on health.12

Smoking constitutes an important risk factor in the morbidity and mortality picture in Cuba. According to health statistics, the leading causes of death in the country are related to lifestyle and smoking is a practice that is pointed out as one of the most important risk factors. For several decades, with slight variations, preventable diseases have appeared among the first places in general mortality to a high degree, if the factors that cause them are controlled, including addiction.13

In the Terminological Dictionary of Health Education it is defined as: “a formative and educational activity, aimed at the development of a conscious and responsible attitude on the part of man towards the promotion, conservation and restoration of health and performance capacity ”(International terminological dictionary of health education. Institute of health education of socialist countries. Ed. Mosckau. Medizin, 1981. pp. 23). When it is considered a training activity, its influence on the knowledge, criteria, convictions, motives and attitudes of man in relation to health and disease is declared, which gives it the character of a component of training and general education and of the specific health protection system in particular.

On the other hand, the World Health Organization (WHO) defines it as: “a special field of medical sciences and public health, whose objective is the transmission of knowledge and the development of a conduct aimed at the conservation of the health of the individual, the group and society ”. (Basic documents. WHO. Geneva, 1984. pp. 16). In both definitions, there is a coincidence in that health education focuses on the transmission of knowledge to develop healthy behaviors and behaviors, but it is observed that the WHO 16 recognizes it as a special field of action of Public Health without glimpsing its multisectoral character.

In this paper, the definition that appears in the Director Program for Health Promotion and Education in the National Health System is assumed, which states: “ Permanent education process based on information, knowledge and actions aimed at acquiring healthy habits that enhance the quality of life and train us for a correct development in situations that life presents us, as well as the creation of learning opportunities with the aim of facilitating changes in behavior

so on the way to promoting healthy lifestyles ”. (Cuba. Ministry of Education. Director Program for Health Education in the National Health System., 1999. 4) Society as a whole intervenes in health education and develops health promotion as part of education in its broadest sense, but school is, without a doubt, the most strategic setting to develop the culture and social participation skills that citizens need in terms of health, to influence social transformation, achieve more lifestyles. healthy and better quality of life. This purpose is part of the social commission made to the school and to Education.

The personality development process takes place through the subject's interaction with the complex system of educational influences in their different contexts of action. Society and its various institutions play an important role in shaping the personality of younger generations of citizens and generally act according to programs specially designed for such purposes.

In the year 2000, the operative groups made up of psychologists, psychopedagogues, specialists from the Center for Diagnosis and Orientation, the Council for Attention to Minors and school health advisers were created to address these issues, training all the country's teachers and planning what to do. at all times, in coordination, also with the Ministry of the Interior and Public Health.

Despite the recrudescence, the blockade and threats against our country have enriched the preparation of our teaching professionals and other factors that guarantee the development of tactical actions with their consequent strategies. This work also requires awareness and dedication, intelligence and pedagogical tact. The trend should be oriented, not only to the treatment of the detected cases, but also to the avoidance of starting this practice.

Our society, like very few in the world, is in a position to face with energy and sweep away this degrading phenomenon.

Individual responsibility for this phenomenon encompasses all areas from school (where a part of the study program is to instruct young people about the harmfulness of this habit).

The role of teachers in the prevention of drug use in the

The phenomenon of drugs affects all population groups without distinction of race, age, sex or area of residence, but without a doubt, youth age, due to its psychological characteristics, is the most vulnerable. The influence of groups of friends, the desire to resemble the elders and the imitation they make of them in order to achieve a place in the adult world, the search for patterns to build their own conceptions of the world, satisfaction with oneself and with the context that surrounds them, as well as curiosity, they are, among others, characteristics that facilitate the acquisition of harmful habits such as smoking.

Millions of young people in the world are being affected directly or indirectly by the consequences of drug use; both in one way and another, it threatens personal and family stability, comprehensive health, and the future life of young generations.

The direct relationship with drugs in the youth, adolescent or child age is linked to the use of free time and the consequent performance of useful and motivating activities. This means that the confrontation with this scourge must be planned and executed from several edges.

For this reason, our country devotes special attention to the prevention of drug use in the ages corresponding to childhood, adolescence and youth, using prevention strategies extended to all social actors with potential influence on the phenomenon.

Circular letter 4 of 1999 provides in its section 6: That ISPs contribute, as a result of their research, to the preparation of materials and brochures addressed to teachers with updated information and precise indications on how to do preventive work, in order to make your work more effective. And in 10: Strictly prohibit smoking and drinking alcoholic beverages in educational institutions. (It is a moral and political requirement).

The teachers in general together with the family have the mission of contributing to the formation of the new generations of Cubans and Cubans, for this they have to identify possible risk factors, given not only by the history of consumption of certain toxic substances such as alcohol and tobacco, but also by the influence of new elements of a socio-economic order in the country and abroad.

The actions carried out by the teachers are fundamentally primary prevention in nature, closely linked to youth orientation projects and academic tasks that stem from the information needs of the country's political leadership and this role has been, is and will be of vital importance in the integral formation of the man of tomorrow.

In the director program of promotion and education for health in the

National Health are defined as objectives:

Stimulate the continuous improvement of teaching staff in practice and in training in School Health. Develop scientific work and research that contribute to the theoretical, practical and methodological enrichment of the work of Promotion and Education for Health in the school environment.

The Director Program of Promotion and Education for Health in the school environment is based on the following theoretical and methodological conception:

It is addressed in both formal and non-formal education. It is part of the state objectives of the Ministry of Education and the main directions of educational work. It has a multisectoral and multidisciplinary approach. It is developed basically through curricular and extracurricular routes. and through family and community education. It is present in all the components of the teaching-learning process (objectives, methods, content, means and evaluation). Its content is expressed in a linear and concentric way in the study programs, attending to the characteristics of the different subjects, disciplines and levels of teaching. The Joint Methodological Training is the method and style of work for its development and insertion in the methodological work system.It is a work objective for the technical and management bodies. It promotes medical-pedagogical integration.

P URPOSE OF THIS PROGRAM:

- Contribute to promoting a culture of health that is reflected in healthier lifestyles of children, adolescents, youth and workers in the National Health System.

From the diagnosis made and on the basis of the data provided by different sources, the fundamental thematic axes to be discussed are the following:

A.- Personal and collective hygiene

B.- Sex Education

C.- Nutritional Education and Food Hygiene

D .- tobacco, anti - alcohol and antigroga Education.

E.- Accident Prevention and Driver Education

F.- Traditional and Natural Medicine.

G.- Communication and coexistence

D- ANTI-TOBACCO, ANTI-ALCOHOLIC AND ANTI-DRUG EDUCATION

Historical background of tobacco and alcohol Botanical and morphological characteristics of tobacco Components of tobacco. Its effects on the human body Chemical components of alcohol Health consequences of smoking and excessive alcohol consumption. Her behavior as a drug. Definition of passive smoker. Risks to your health. Right to a claim of non-aggression to your health How to establish the habit of smoking and drinking. Role of the example.Methods to stop smoking and drinkingAlcoholism as a family and social problem.Who is an alcoholic.Relation between smoking, alcoholism, sex and sexuality.Need to know the nature and prescription of drugs. Drug dependence Unnecessary use of medications.

The diagnosis of needs of the present investigation was carried out to determine the needs of preventive work specifically regarding the harmful habit of smoking in the professors of the Department of Philosophy and History, from the application of different quantitative and qualitative techniques, which allows carry out dialectically supported evaluations, on the one hand on empirical evidence and on the other on the preceding theory. The department has 32 teachers, 8 of whom are smokers who represent 25.6%, which means that 74.4% of the sample are passive smokers, which makes preventive work on this issue a priority, so that they can in turn affect the students who are our vulnerable points.

Theoretical foundation of the proposal. About system

With respect to the General Systems Theory (TGS) there are multiple definitions. Here are some of them:

"Set of elements that are closely related to each other, that keep the system directly or indirectly united in a more or less stable way and whose overall behavior pursues, normally a goal." (Marcelo Arnold and F. Osorio, 2003)

"A set of entities characterized by certain attributes that have relationships with each other and are located in a certain environment according to an objective criterion… the relationships determine the natural association between two or more entities or between their attributes" (Juana Rincón, 1998)

“Set of elements in interaction. Interaction means that any element will behave differently if it is related to a different element within the same system. If the behaviors do not differ, there is no interaction and therefore there is no system ”(Pablo Cazau, 2003)

“Set of differentiated real or imaginary elements, no matter by what means of the existing world. This set will be a system if:

The links that exist between these elements are given. Each one of the elements within the system is indivisible. The system interacts as a whole with the world outside the system. (LH Blumenfeld, 1960)

As can be seen, beyond the diversity of the existing definitions, the guidelines of their authors and the terms used, there is consensus when noting that:

The system is a form of existence of objective reality. The systems of objective reality can be studied and represented by man. There are also systems that man creates for certain purposes. A system is a totality subject to certain general laws. system is a set of elements that is distinguished by a certain ordering. The system has relative limits, they are only "separable" "limited" for study with certain purposes. Each system belongs to a system of greater amplitude, "is connected", It is part of another system. Each element of the system can be assumed in turn as a whole. The idea of a system exceeds the idea of the sum of its component parts. It is a new quality.

From what has been stated so far it can be deduced that in objective reality there are infinity of systems and types of them. Therefore, it is not surprising that multiple classifications and typologies can be found in the bibliography. For obvious reasons only two have been selected:

Berthalanffy states that systems can be classified as: Biological, psychological, social. (According to the sector of reality) Real and conceptual. (According to the level of observation)

Open and closed. (According to its opening to the medium) Passives and assets. According to the way of conceiving them.

Marcelo Arnold and Francisco Osorio (professors of the Department of Anthropology of the National University of Chile) classify the systems:

According to their entitlement (real, ideal, models). According to their origin (natural, social) According to their exchange with the environment (open and closed).

With the progress of the TGS and with the more detailed distinction between open and closed systems, some of the so-called “formal properties” have been revised, sometimes as predominant or as exclusive to a certain type of system. For open systems, (and social ones always are, although there are also various criteria here), the following have been defined:

Totality: The system is not only a set, but a set of interconnected elements that allow a new quality. Centralization: In certain elements of the system the interaction governs the rest of the interactions. It has a guiding role. There is a main relationship or set of main relationships that allow the system to fulfill its function. Complexity: Complexity is inherent in the concept of system itself and therefore is the quality that defines the existence or not of the system. It implies the criterion of ordering and internal organization both of the elements and of the relationships established between them. The elements that are organized in a system are called “system components” Hierarchy:The components of the system are ordered according to a principle from which it is established which are the subsystems and which are the elements.Adaptability: Property that the system has to modify its states, processes or characteristics according to the modifications suffered by the context.Integration: A change produced in any of its subsystems produces changes in the others and in the system as a whole.

The workshop as a way of organizing the teaching-learning process

Defining the workshop is complex, since in practice many and very diverse experiences have been designated with this name, both in the field of education and training, as well as in the immense field of industry, commerce, politics and the daily chore. In the field of Pedagogy, the workshop is categorized as a method, or as a procedure, or as a technique and / or way of organizing the pedagogical process.

Some authors, such as Delci Calzado Lahera (1998) and Fátima Addine (1996), suggest that the group of teachers that make up the «workshop» can start from a work project, which includes the analysis of problems inherent to work and professional practice daily life in which they are immersed, in order to reach cooperative solutions to problems.

It is affirmed when we speak of «workshop» that it is a specific form of organization, which, like the others used in pedagogical training centers (academic, labor and research), constitute an expression of the systemic integration of personal and non-personal of the pedagogical process. (Meléndez Ruiz, R. 2005)

The workshop as a form of organization is an experience of group pedagogy that aims to focus the process on teachers, in their active work to solve professional tasks collectively, as happens in reality at the social level, and in particular, in the processes educational, in order to develop the skills, habits and fundamental capacities for optimal performance in this process.

It is a different way of approaching the knowledge of reality, depending on the professional development of the teacher, taking into account that the solution of professional problems, in education, is cooperative, participatory, that what the teacher needs most, in currently, it is learning to develop groups, based on individual development. (Meléndez Ruiz, R. 2005)

The workshop is a form of organization of the professional pedagogical process that is proposed as objectives, according to Delci Calzado Lahera (1998), cited by (Meléndez Ruiz, R. 2005), the following:

The important thing in the workshop is the organization of the group according to the tasks whose main objective is "to learn in the group, in the group and for the group." To achieve this, it is essential to project a methodological strategy of collective work, in which there must be a high level of participation of teachers and an adjustment of the role of the teacher.

The workshop, according to Rosario Mañalich Suárez (1998), fulfills several essential functions: Cognitive. For the systematization of the knowledge acquired during learning, in its updating and in the concretion and consolidation of the same. Methodological. Due to the fact that each workshop becomes a model of pedagogical action for the future teacher and must reveal methods of appropriation and presentation of the scientific content, which must then be adapted to the requirements of the school subject.

Educational Due to the close contact between teacher-student, student-student, student-group, group-teacher, in an area that transcends formalism, where spaces are opened for analysis, the search for respect for the opinion of others, the application of methods of adequate discussion, recognition of the merit of others and cooperation in the construction of learning and values that typify the model of socialist man. Control. Due to the diagnosis of the level of knowledge and skills of the teachers and their progressive development to achieve the proposed objectives, since the workshop is an ideal way for the evaluation to fulfill its educational function and the student to exercise self-control of their learning.

When we see these integrative workshops within the curriculum, we understand that they could be used with different functions in a horizontal and vertical sense, but always with the purpose of integrating, systematizing and consolidating knowledge. To this end, we agree with Delci Calzado Lahera (1998), when he determines the following types of workshops:

Types of workshops.

1-Professional Workshops (those that are developed linked to the academic component), can be:

Horizontal, for the theory-practice integrations in a subject. Vertical, for the theory-practice integrations of a discipline.

2-Educational practice workshops (those related to the labor component):

Horizontal, for the theory-practice integrations in an academic year. Vertical, for the theory-practice integrations between the different years and practitioners who work in a school.

3-Investigative workshops (those related to the investigative component):

Investigative (in which problems of the research process of any level, or of a stage of the investigation are discussed) Thesis (in which the results of a research work are presented, to prepare the subject for the defense and the participants in the defense process and its characteristics).

1-Pedagogical workshops (workshops for the integration of knowledge, professional practice and research):

Horizontal, for the theory-practice integrations in a discipline. Vertical, for the theory-practice integrations of a career.

T he proposed proposal consists of a system of workshops that have a whole series of activities that are executed through group dynamics techniques.

The workshop is taken as a methodological alternative since it encourages individual and group reflection of the teachers on the subject being worked on, in this way a positive psychological climate is fostered to analyze and debate the problems that emanate from the group from the subject, having as general rules that the execution of these workshops must be characterized by respect for all the opinions of the members of the group, as well as collaboration, dialogue where the school of all the members is present and enthusiasm, so it must promote communication between participants.

These spaces for reflection, in addition to providing updated theoretical information about the subject, must offer `` methods and ways to facilitate the educational function of the members of the group that enhances the conformation of their behavior in pursuit of a culture of rejection towards the acquisition of the habit of smoking, which will promote the formation of positive qualities in the personality of these young people.

Group dynamics techniques by the teacher or facilitator to achieve the objective that has been set, that is, that the members of the group have experienced and learned about the harmful effects of smoking.

Characteristics and structure of the system of workshops for the prevention of smoking.

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Deepen the theoretical preparation of teachers to raise knowledge, procedures and attitudes about smoking.

The methods and procedures used to learn allow the development of the group, among which the following stand out: debate, conversation, participatory techniques and the exchange of experiences.

The means and materials that are proposed are basically the blackboard and the publications of the works that are available on smoking, it is also recommended to use audiovisual media (TV, Video and Computer)

The workshops were carefully planned and organized, based on the determination of needs that demanded their preparation.

THEMATIC P LAN.

Based on the needs that are presented with the diagnosis carried out, the following thematic plan is proposed.

Thematic.

Framing of the group. Tobacco: Its origin, components and routes of administration. Smoking I hope …….. Have lung cancer? Tobacco or Health. Smoking and youth. Closing workshop.

For the treatment of each of these topics, two hours are proposed during which a link will be made between the theoretical and practical aspects of the topic.

The evaluation will be systematic based on group observation and reflective syntheses of the subjects and the group, as well as the objective product of their performance in the various tasks and group exercise.

The thematic sessions consist of the following moments: (Meléndez Ruiz, R., 2005)

a) Caldeamie b) Refund. c) Thematic introduction. d) Development. e) Conclusions. f) Closing.

Each moment must be planned in such a way as to allow the group to advance in the task to fulfill the proposed objective. Let's take a closer look at some particularities in each of them.

Heating:

It allows the creation of an atmosphere of trust and integration, and mobilizes the group for the fundamental task of the session. It will always begin with a round of comments about what was discussed in the previous session. Regardless of the technique used, it is effective to link your content with the topic to be covered.

Return:

The return implies synthesizing what the group has done and giving it back. It is closely linked to the previous moment and in it everything raised by the group is integrated, allowing us to realize if something is missing to deal with or if something incorrect or erroneous has been raised. Thematic introduction:

This step must be carefully planned, as it marks the logical relationship between what was proposed in the previous session and what will be worked on in this session, and this link must be achieved in a natural, dynamic, almost imperceptible way.

Development:

It is the fundamental moment of the thematic session. It is the moment when the group performs the task.

Conclusions:

It is time to summarize or synthesize what was done in the session.

Closing:

The way in which the criteria and opinions that the group has about the session, or the affective experiences that it has caused them, must be planned.

The proposal is made up of six workshops, one dedicated to framing the group and providing the guiding base of the workshop system, another dedicated to tobacco: its origin, components and routes of administration, a third dedicated to lung cancer, another to reflect on tobacco or Health, a fifth that deals with smoking and youth and a final workshop dedicated to the assessment and verification of the effectiveness of the workshops developed in the preparation of young people about smoking.

System of workshops for the prevention of smoking. Workshop 1.

T e m á tica: Group framing.

Objectives: - Present the participants taking into account certain personal characteristics and the expectations of why they are in the group.

Prepare the group frame. Propose the guiding base of the activities to be developed in the designed workshops.

I todología:

Presentation of the group members using the technique "The popular proverb":

P asos to follow:

The teacher explains what the "popular proverb" technique consists of, which is useful to create a favorable psychological climate for work in other workshops.

One member of the group is asked to express half of a well-known saying and another member completes it, so on in this way couples are formed.

Each couple is distributed a mimeographed sheet with a series of questions that must be asked each other, then at random a member of the couple presents their partner and vice versa, the group is given the floor for whether they wish to argue other qualities or details about the partner in question and the group's expectations are adjusted. Questions such as:

Who I am?

Where do I come from?

What do I like the most?

What do I dislike the most?

What aspirations do I have regarding the workshops?

What am I willing to contribute?

These questions are answered by each member of the pair about their partner, and then they are shared in small groups, in order to prepare a synthesis of the answers to present to the plenary. In plenary, a balance is sought between the planned objectives and the expectations expressed by the groups, writing the latter on the blackboard.

Presentation of the project of the methodological workshop system according to its purposes and the topics to be treated.In a participatory way, the framing of the group work is carried out, which must contain:

Elaboration of the objective that the system of methodological workshops aims to achieve: the group will be organized into teams and each team will work on its objective Afterwards, it will be discussed in plenary and the objectives will be determined. Teamwork Specify the roles and responsibilities of the facilitator, the registrars and the members of the group Specify the tools and resources available to work. Development of group work rules:

-Know how to listen, adequate freedom of expression, not interrupt, be receptive, think before evaluating an idea at the moment, highlight the positive, respect other criteria, respectfully disagree, not attack, the group's problem is also my problem, all together we think better and solve problems, collaboration, flexibility and friendship, be disciplined in the request to speak, continuously stimulate.

Specify the number of effective work sessions, the duration of the sessions and the hour Specify the percentage of attendance necessary to remain in the group h) Specify the controls of attendance to the group The guiding basis of the final activity is oriented for the which we propose the presentation of a class by teams that correspond to the political-ideological, scientific-environmental and labor economic components and in which problems are raised, formulated and solved from the use of serial publications

- Conclusions are made.

- The closure is carried out using the PNI technique (Positive, Negative, Interesting), in which the teachers, once the individual analysis is done, are organized into teams where the work of each one will be summarized. Then it is exposed and reflected on the blackboard.

Workshop: 2.

Theme: Tobacco: Its origin, components and routes of administration. Objective: To assess the damage that smoking causes to your health. Introduction.

-You must present yourself to the teacher who will conduct the workshops and the teachers will be explained the need to carry out these workshops in order to prevent them from acquiring the habit of smoking, the teachers will be explained that group techniques will be applied, either to encourage them, concentrate them on the activity, as for the treatment of this theme.

Slides of titled images against smoking will be shown) Power point) Development:

The "Keywords" technique will be used

objective

-Summarize the central ideas of the smoking issue. The facilitator teacher would begin by posing to the group.

Why is it important not to acquire the habit of smoking?

Why is it considered another form of drug addiction?

Each team should come up with their ideas on each question, which will be noted on the board or on a flannel board and the most concrete answers on the topic will be chosen. Discussion.

It will be characterized by an open debate by all the members of the group on the subject analyzed in the workshop, each teacher will analyze themselves on how to prevent the consumption of cigarettes and the moderator will make the clarifications that they deem pertinent.

Workshop: 3.

Theme: Smoking I hope …….. Have lung cancer?

Objective:

- Argue the harmful effects of smoking "The numbers", 20 cards numbered from 0 to 9 will be used, two games will be made. Two teams of 5 teachers will be formed, each member of the team will be given a number. The facilitator will say a number and the teachers who have it will come to the front and settle in the proper order, the team that forms first scores a point.

The purpose of this technique is to encourage the group to contribute to its concentration. Development:

We will begin with an “Efficient Reading” in order to synthesize the fundamental ideas of the health implications of smoking.

All participants will be placed in a circle and will be given the text "Smoking I hope"… have lung cancer ". And the following prompt will be given.

You have 10 minutes to read this page. Team members should all begin to read silently at the same time.

Once the allotted time has passed, the facilitator teacher begins to ask a series of questions that he has prepared on the basis of the material that is being analyzed, for example.

What is the central idea to which the reading refers? What essential characteristics do the content aspects refer to? In your opinion, what is the fundamental thesis that the material raises?

Taking into account the aspects raised by the analyzed text, interpret the following statement. “Live sanely. Out of every thousand people only one dies a natural death, the rest succumb to irrational ways of life ”.

Each team must write the answers. For each correct answer the team receives a point. The team with the highest score wins. Answers should be given by responding to the team that raises its hand first.

Discussion.

The facilitator must encourage the active and creative participation of the teams and the group in general, the reflection must revolve around how the applied content is internalized and what was learned from it.

Smoking I wait…. Have lung cancer?…

TOBACCO

Origin. Nicotine Tabacum, from the Solanaceae family, is a plant native to America. For thousands of years, indigenous populations used it for medicinal purposes or in religious ceremonies.

The phenomenon of cigarette smoking, as it is known today, dates back only 70 years, because serial cigarettes were produced in 1884 when the first machine supplanted manual rolling, for this reason it is a new epidemic, an epidemic of the 20th century.

According to the Pan American Health Organization, smoking is the main preventable cause of mortality in the region, since it causes more deaths than AIDS, the use of alcohol and illicit drugs, traffic accidents and violence combined.

Components of Tobacco.

They are multiple, but we will highlight some that have been studied in depth and that are considered the most toxic to the human body.

Nicotine.

Carbon Monoxide (CO).

Tars (Benzo-A-Pyrene, Benzo-Anthracene, etc.)

Nitrous oxide.

Hydrocyanic acid.

Acroleins.

Phenols

Formic acid

Formaldehyde

Nitrosamines (Nitrosonicotine).

Of this complex mixture, about 4000 compounds have been described, standing out: nicotine, for its ability to generate dependence and addiction, carbon monoxide, for its power to significantly damage the healthy endothelium and tars, for being responsible of most cancers, particularly lung.

The main alkaloid nicotine in Nicotiana Tabacum is responsible for the dependence, for which considering smoking as another form of drug addiction, the term nicotine dependence should be used.

Routes of administration: The act of smoking, by itself, consists of both the direct inhalation of cigarette smoke and that found in the atmosphere derived from its combustion.

Metabolic Aspects: The degree of absorption and location depend on the PH of the nicotine preparation, the quality and drying process of the tobacco leaves, and the smoker's technique for inhaling the smoke. Tobacco and pipes have a more alkaline PH which allows their absorption at the oropharyngeal level, cigarettes have a more acid PH so their smoke must reach the lungsfor the nicotine to be absorbed. The absorption by the two routes is very fast, which facilitates its reinforcing effect. It is selectively deposited in the lungs, spleen, liver, and brain where concentrations often double that of blood. Most of the circulating nicotine is metabolized in the liver. It has an average life of 2 hours, in that time it crosses the blood-brain barrier. It is excreted in the urine as inactive metabolites. Mechanism of action:Nicotine affects the functioning of the mesolimbic and dopaminergic pathways, especially the connections between the nucleus accumbes, ventral tegmental area and frontal cortex, it has a positive reinforcing effect and there is an increase in dopaminergic function mediated by an indirect action of activation of nicotinic receptors.

It also causes an inhibition of spinal reflexes, an increase in reaction time and a facilitation of memory.

Nicotine produces rapid tolerance to the initial unpleasant effects such as dizziness, nausea, vomiting, piloerection, sweating and tachycardia, tolerance to psychic effects is not developed, which causes a progressive increase in tobacco consumption.

P AIN DAMAGE ON THE AGENCY

The toxic effects of tobacco are not only due to nicotine; other alkaloids derived from the tobacco plant and other components of smoke also play an important role.

The main medical disorders derive from the habit of active or passive smoking .

Diseases related to smoking (Active Smokers) Cardiovascular: Coronary artery disease, acute myocardial infarction, cardiac arrhythmias, Aortic aneurysm, Worsening of exertional angina, Sudden death, Peripheral arteriosclerosis, Thromboangiitis obliterans, Cerebrovascular diseases, Arterial hypertension. -

P u l m onars: Emphysema, Acute and chronic Bronchitis, Tuberculosis.

Digestive: Gastric ulcer, Gastritis, Pharyngitis.

Cancer: From the oral cavity, pharynx, larynx, esophagus, lung, pancreas, kidney, bladder and breast.

Others: Erythrocytosis, Peripheral leukocytosis, Smoker's skin, Loss of taste and smell, Decreased fertility, Serious vascular damage in women taking oral contraceptives, Gingivitis, Amblyopia, etc.

Perinatal Effects: Increased perinatal mortality, Low birth weight, Spontaneous abortion, Premature rupture of the bursa, Sudden infant death, Congenital abnormalities, Hyperactivity in childhood, Increased risk of cancer later. Illnesses related to smoking (passive or involuntary smokers).

F or m passive or involuntary ador: Individual smoker who is subjected to involuntary need to smoke from snuff everyday.

Cardiovascular: Worsening of exertional angina, Premature ventricular contractions.

Pulmonary: Worsening of lung function in children and adults, asthmatic attacks, lung infections, broncheolitis.

Lung cancer:

Other alterations: Increased hospital admissions in children, Otitis media and acute sinusitis in children, Delayed growth, Low birth weight.

S índrome withdrawal: It is characterized by the desire for consumption, irritability, restlessness, anxiety, appetite, impaired concentration, drowsiness, constipation or diarrhea, headache and sleep disorder. Anxiety, sleep disturbance and irritability predominate. These manifestations appear between 2-3 weeks after the cessation of consumption. Treatment: The greatest difficulty the smoker has is with psychological dependence.

Smoking cessation is a process that begins with a change in attitudes and ends with a change in behavior. Five stages are defined in cessation.

Prevaluation: Smokers have a vague idea of the negative aspects of tobacco. You should take advantage of a consultation for a health problem (cough, sore throat, hoarseness, etc.) and relate it to consumption. Assessment: Patients are much more receptive to receiving information on the risks of continuing to smoke. Decision: This is from the decontamination itself. Most do it on their own. Maintenance: It is the most difficult, because it implies persisting in abstinence from tobacco and / or cigarettes. Relapse: Return to consumption, it happens frequently. Many stop smoking after several attempts.

The best method to combat smoking is not to start smoking.

SOME IMPORTANT CONSIDERATIONS.

Children, adolescents and young people are the main pool from which the tobacco industries recruit new smokers. Almost all children who try tobacco end up smoking regularly. Tobacco is harmful in the long term, even if it is smoked small dose.

Tobacco use kills approximately three million people per year, worldwide. If current trends continue, by 2030 10 million people will die a year and half will be from developing countries.

¨ Live sanely. Out of every thousand people only one dies a natural death, the rest succumb to irrational ways of life ¨ Maimonides (1135-1204)

Workshop # 4:

Theme: Tobacco or Health.

Objective:

Explain the measures to take into account to quit smoking.

Introduction:

It will begin by applying the animation technique The people command, the facilitator will give different orders to be fulfilled, when the slogan is said The people command, stand up ¨, this must be done. It is lost if the order is not fulfilled or when it is obeyed without having previously said the slogan.

Development:

For the development of this activity, the participatory technique ¨ Phillips 6-6 ¨ will be used, where each teacher will be given a small document entitled ¨ Tobacco or Health ¨, with the aim of obtaining in a short time the ideas of a team on a certain topic, seeking the participation of all.

The teachers will then be given a short time to organize their ideas. The facilitator will ask the participants to divide into groups of 6 teachers, each group must appoint a coordinator to lead the work, this will be given the topic of discussion entitled ¨ Tobacco or Health ¨ which each group should discuss and arrive to a conclusion in a time of 6 minutes.

Discussion: After a while there will be a reflection debate in the group where it begins with the report of each team, the teachers can ask questions or concerns but in a concrete way. The facilitator will focus the discussion on the common and different aspects.

Finally the facilitator will make the conclusions of the activity.

TOBACCO OR SALUD (Taken from the brochure ¨ Take care of your Health ¨, Edited by Juventud Rebelde, 2000)

Smoking is called the habitual consumption of tobacco, in any of its forms, whether smoked or chewed.

Many substances are released from tobacco, most of them with significant harmful effects on the body, which is why it is like a poison, always dangerous in any quantity.

Smoking causes a large number of negative health conditions, mainly for smokers, but also for those who have to breathe second-hand smoke (secondhand smokers), and is the known or probable cause of some 25 diseases, among the than those that stand out cardiovascular diseases, cancers, brain conditions and respiratory diseases.

It is Constituted Science that:

Mothers who smoke give birth more often to preterm or heavy babies, probably due to less blood reaching the placenta. Consuming a pack of cigarettes shortens life expectancy by 6 years. Studies on people who have stopped smoking reveal that after 5 years the risk of suffering a heart attack is equal to that of non-smokers.Nicotine is a highly addictive drug, comparable to other non-legal drugs in its ability to produce dependence.Among the cancers caused for tobacco, lungs tops the list. The risk of developing this disease is ten times greater in smokers than in non-smokers. Smokers have five times the risk of developing cancer of the larynx, esophagus and oral cavity. Smoking is also attributed to a third of cancers.30% of all cancers could be prevented if people did not smoke. Five times the risk of dying from chronic bronchitis and emphysema, and twice the number of deaths from coronary and heart disease. During the past year 2000, 4 million people died in the world from diseases related to smoking (one death in every 8 seconds), and it is proposed that within 20 or 30 years there will be 10 million deaths annually (one death every 3 seconds) Facing smoking is a task of the utmost importance for all the benefits it brings not only at the individual level, but also for families and for society in general. Therefore, today it is considered that there are three essential sources of struggle to reduce the severe problem caused by smoking, prevent, protect and give up addiction.

How to prevent smoking?

In the family, adults should not smoke. Even if they have not managed to get rid of smoking, they should not transmit negative elements of this practice to children, adolescents and young people. Teenage children who do not smoke should help their family members and colleagues not to do so. Young people should be told on the harmfulness of smoking and consuming any artificial substance (tobacco, alcohol, or other drugs), and the usefulness of investing money in other health products or activities. What elements should we take into account for protection? To defend their right to protect themselves, non-smokers must know that their health is at risk if they allow smoking around them, as they inhale smoke laden with toxic substances. guarantee a place in the home, outdoors,for residents or visitors to smoke Support the acceptance and adherence of provisions that promote public spaces free of cigarette or tobacco smoke.

Do you know how it would benefit if you quit smoking?

Lower risks of developing respiratory, cardiovascular, cancerous and other diseases Better health for those who live with you You will feel comfortable with your family and other non-smokers You will feel better when you breathe well You will not suffer discomfort or rejection of non-smokers smokers You will feel healthier You will avoid worrying about getting cigarettes and thinking about the damage they will cause you The better taste and smell, you will savor the food more By not having respiratory problems, you will fully enjoy exercise and outdoor activities Set a good example for your children and reduce the risk of them smoking No cigarette smell, fresh breath, no smoke-irritated eyes and no stained teeth, you will look better You will wake up in the morning without the anxiety from smoking and annoying cough.You will reduce the risk of burning your clothes, furniture or the house. You will save a lot of money. You will enjoy your sex life more. If you are pregnant, you will not put your baby's life at risk.

How to quit smoking?

The best way to quit smoking is once. Set a date from which you will quit completely and suddenly, since gradual abandonment does not usually give good results in the short term. It has been found that a part of those who try to reduce consumption only succeed for a few days, and return in a short period of time to consume the same or more than before.

Although relapses are common in those who quit smoking, people should not feel guilty about such a fact and should be encouraged to try again as many times as necessary, until they achieve the great goal of quitting for the rest of their lives. Smokers should know that, although difficult, it is not impossible to quit smoking.

They must prepare for some discomfort caused by the lack of drugs (nicotine), especially in the first ten to twenty days; for example irritation; insomnia; change in mood, palpitations and tremors, but then these discomforts will disappear and the health benefits will show that it was not in vain.

The family can contribute a lot to one of its members to quit smoking, supporting him, encouraging him and respecting his decision with simple measures such as; remove ashtrays; ask the person how long they have been without smoking; advise you that if you have an overwhelming desire to smoke, relax, take ten deep breaths, drink a glass of water or orange juice and wait two or three minutes, which will surely have postponed the desire and obtained a new one Partial victory against tobacco. Group framing.

Tobacco: Its origin, components and routes of administration.

Smoking I hope …….. Have lung cancer?

Tobacco or Health.

Smoking and youth.

Closing workshop.

Workshop: 5

Theme: Smoking and youth. Objective:

- Analyze how not acquiring the habit of smoking contributes to a better quality of life.

Introduction:

We will begin by applying the technique "This reminds me" to encourage the group and help its concentration, all participants sit in a circle, one remembers some things out loud, starting from the right, the rest of the students say aloud what that makes them remember spontaneously. Whoever takes more than four seconds to respond gives a garment or exits the exercise.

Development:

Subsequently, the “Brainstorming” technique will be applied in order to unify the ideas or knowledge that each of the participants has on the subject and collectively reach common agreements.

The facilitator must ask a clear question stating the objective being pursued, the question could be the following.

What is the severity of addiction to smoking in you young people?

Each member of the group must propose at least one idea to know what they think about the subject, these ideas are written on the blackboard in a disorderly way and at the end several sets of ideas will be observed that will indicate where most of the ideas are concentrated. group opinions.

Discussion.

A debate will be established on the basis of the ordering of ideas.

Closing workshop.

Objective: To express their experiences and what they learned about the work carried out against smoking.

In this closing workshop, the “Cathartic space” Technique will be applied to each of the participants, where the facilitator will place 3 chairs next to each other, he or she asks the group that each one must successively sit on each chair and express their experiences.

In the second chair he refers to “how I felt during the sessions”, the facilitator asks them:

How did you feel during the sessions, what did you learn, so that they would serve you?

According to the topics that have been discussed in previous workshops, they have managed to see the damage caused by this addition (Smoking).

Do you think you know in depth the damage that this habit can cause you?

The third chair is: “How am I going? After having participated in all the workshops, you could say how far you have grown in your knowledge, reflections and experiences about smoking.

How far would you go.

- Up to 10 meters (little)

- Up to 60 meters (regular)

- Up to 100 meters (a lot)

What does it mean for you to have gotten there?

What have you grown up in?

- In your knowledge.

- In your feelings of rejection of smoking.

- Taking care of your life and that of others.

- In your attitude towards other possibilities of using your free time

- In your moral conduct, you were protecting human beings. Discussion:

The experiences that the students have experienced through the group activity will be made explicit, the facilitator will be able to assess the impact that the topic has caused on each of the group members and learn if they have acquired a greater anti-tobacco culture.

Conclusions.

The theoretical and methodological assumptions that support Health Education were determined, taking as essential aspects preventive work and health education in Higher Education, tobacco as a port drug, as well as the role that teachers play in the prevention of drug use in this teaching. A system of workshops for the prevention of smoking in teachers was developed, which was made up of six duly structured and balanced workshops with a wealth of updated knowledge on the subject.

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