Creative skills training process

Summary:

The process of training creative skills. A way to improve the professional training process of the students of the Bachelor's Degree in Sociocultural Studies.

In this monograph we propose to improve the professional training process of the students of the Sociocultural Studies Career due to the deficiencies that they present in the development of some elements and traits of creativity, mainly independence, motivation, originality, imagination., creative thinking and learning as well as the development of the creative pedagogical climate, which stop the development of creative actions that they must take in the academic, labor and research components, in order to make the performance of their professional work more efficient. Likewise, it is proposed to implement the proposal in the curricular and extracurricular dimension, through three specific strategies.

Keywords: Training process, professional training process creativity, skills, creative skills, training process of creative skills, methodological strategy, elements and features of creativity.

The process of training creative skills. A way to improve the professional training process of the students of the Bachelor's Degree in Sociocultural Studies.

1. Introduction.

Each of the citizens of society must receive the necessary training to be able to contribute from its possibilities to its development and to become, from the influences that education exerts on the development of its personality, a subject capable of producing material goods or spiritual, useful to society. To do so requires first of all the development of general skills, of certain generalizing capacities, of convictions, feelings and values, and then of other more specific qualities related to the trade or profession. In the current conditions in which humanity lives, education constitutes one of the available means to promote a deeper and more harmonious form of human development.

With the triumph of the Cuban Revolution in 1959, a new stage begins in which transcendental advances are made in the economic, political and social spheres. The Cuban educational model in general, and the university system in particular, also give a radical turn to the conception and development of its formative processes.

The revolutionary thinking of those who were then called to transform society, through the University Reform in 1962, allowed Cuban Higher Education to pass to a qualitatively superior stage in its historical evolution. Universities open their doors to everyone and the educational processes that are generated within them begin to focus their attention on the integral development of the student's personality, it is possible to define an essentially scientific, democratic and humanistic university educational model, which continues its improvement in correspondence with current times.

The conception of an integral professional training process, in which the student is formed from the curricular and extracurricular aspects where the instructive, educational and developer dimensions intervene as essential processes in an indissoluble way and dialectically interrelated and through the three substantive processes In order to achieve an efficient and effective performance, which allows to actively and consciously influence the solution of the problems that arise in its professional sphere of action, it constitutes a priority of Higher Education in Cuba.

Despite the efforts and resources dedicated by Cuban Higher Education, to bring to all corners of the country, the cultural development that these times requires, its contributions and transformations aimed at the general preparation of the student are still insufficient, evidencing the need to perfect it, in order to achieve an increasingly comprehensive professional training process. The development of creativity in university students is considered an ideal way, through which the professional training process can be perfected for efficient performance in any sphere of action.

For man, the architect of his history, creativity is revealed as a superior capacity, it is essential to preserve, promote and create culture, transforming the environment while transforming himself. The development of the creativity formation process does not manage to become a systematic, planned and therefore conscious action in the training process, but rather, atomized and improvised.

At the beginning of the third millennium, the world accumulates an enormous volume of knowledge and technologies, which together with those yet to be discovered, make it impossible for man to appropriate them, which is why an education is needed that is developed on the basic pillars of: learning to be, learn to do, learn to learn and learn to live together. Most of the problems that man faces on a daily basis require not only the development of skills, abilities and intelligence, it also requires creativity, not as an entelechy, but as a personal and group potential that is projected in any activity, professional or human, hence it is present in any approach aimed at improving quality.

The need for a new, more humanistic education, focused on the student's personality and respect for this, and the revitalization of universities as true workshops where you learn to live, taking into account that the important thing is the daily exam, that life It is active, changing and, therefore, requires the creative participation of the individual in society, it is achieved more efficiently if we develop creative behaviors in students. "This truly extraordinary moment in history requires exceptional solutions…. It takes imagination, innovation, vision and creativity. New alliances at a global level are an essential element to creatively solve problems,a quality that requires us to be willing to ask bold questions rather than go back to conventional answers. " (one)

The development of creativity in the subject is achieved through a formative process and is evaluated in daily life, behavior and ways of facing the problems that slow down development, that is, in the efficiency of the process and in the quality of the result.

Competition, a criterion that began to be outlined in 1949, when T. Parsons developed a conceptual scheme that allowed structuring social situations, according to a series of dichotomous variables, considering as one of them the concept of Acheviement vs Ascription, which in essence It consisted in valuing a person for obtaining concrete results instead of doing it for a series of qualities that are attributed to him in a more or less arbitrary way; it represents a desire to conquer in any branch of production and services.

That is why it is considered that training processes should be oriented to the development of competencies and make the profession a more relevant service to the demands made by the world of work, offering students socially significant learning that enables them to operate efficiently and effectiveness in whatever context they operate in.

The Cuban Ministry of Higher Education from the same year in which it emerged, (1976) has proposed, among its main tasks, the continuous and systematic improvement of the study plans and programs, as well as the opening of new careers that respond to the needs real and contemporary technological advances.

As part of the improvement in which our entire country is involved and particularly in education, we contribute to perfect the professional training process of the students of the Bachelor's Degree in Sociocultural Studies through the process of training creative skills and we propose a methodological strategy to implement said process in practice.

2- Development.

Need for the process of training creative skills for students in this career.

Studying creativity is a challenge, just describing the elements that characterize it and arriving at its definition puts researchers in a particularly difficult situation, especially due to the diversity of possible ways to achieve it.

This monograph deals with the creativity training process as a possible way to achieve the development of creative skills in students of the Bachelor's Degree in Sociocultural Studies, so that they allow a more efficient and effective professional performance, from the development of the elements or features of creativity necessary to take on creative actions.

The problem situation that we identify is associated with the need to improve the professional training process of the students of the Sociocultural Studies Career through the process of training creative competencies, based on the conception that a competence is at a higher level than a skill, since the first integrates a set of skills, knowledge, and behaviors of the individual to successfully carry out a given activity, that is, the competencies integrate: knowing, knowing how to do and knowing how to be.

The proposal we make is based on the needs of these professionals to assume a set of creative actions associated with the modes of action to face the problems of the profession in the different spheres of action, therefore, the training process of creative competences is closely related to the modes of action, the problems of the profession and the elements and features of creativity necessary to develop.

We start from the conception that every human being is potentially creative, therefore, in the achievement of professional and personal objectives, creativity can become the most important psychological and pedagogical tool to collaborate with the solution of the problems of the profession if cultivated properly, much more so in the case of these students.

The Sociocultural Studies Career has no direct antecedents in the Cuban National Education System; It integrates a system of knowledge, skills and modes of action of degrees in letters such as: Art History, History, Sociology, and Social Sciences and at the same time, it tries to complete the training of professionals in the culture and tourism system from the perspective of a professional trained in and for the territory.

”The object of this professional's work is community socio-cultural work, which implies the need for a comprehensive general cultural training, which allows him to carry out research in this field and carry out transformations in the necessary places through specialized work detection, research and sociocultural intervention. For this reason, the object of the profession is precisely the community social intervention that involves working with ethnic groups, gender, territories, generations, urban and rural areas and tourism.

The spheres of action related to the spheres of culture, tourism, educational work and in political and mass organizations require a professional capable of responding to cultural, artistic, social, political, ideological and tourism demands, integrating interdisciplinary work groups and make diagnoses of sociocultural problems for the purpose of intervention - transformation, identified as the problems of the profession. Given the broad profile of the career, students are prepared to perform in any of the spheres of action from the social point of view, trying to combine their work with practical-transformative actions in: community social work, sociocultural research, sociocultural promotion (animation and cultural and tourism management), cultural development,teacher training, cultural extension and consultancies.

The modes of action, (the way in which problems are solved) in the Sociocultural Studies Career are the historically conditioned ways in which a professional performs on the object of work, (where these problems are manifested) which in this case, are constituted by the set of methods and states for communication and cultural activity and reveal a certain level of development of their abilities and capacities, from the development of sensitivity, which allow detecting and investigating through activities of animation and sociocultural promotion of community problems, as well as intervening to achieve their solution through concrete actions such as:

• Detect sociocultural problems: It involves, discovering or rediscovering sociocultural problems that have not been solved in a given community and that due to their importance or transcendence, are negatively influencing its development, affecting to some tangible measure or not, the quality of life of it implies the discovery or revelation of what is sought and the emergence of suspicion, pointing and concern. The development of creativity from a systematic training and consciously directed to the modes of action, allows students to detect a problem where others do not see it. Investigate the causes that cause the presence of these problems:It implies the beginning of a process aimed at interpreting, understanding and modifying reality based on the proposed objectives and with the means available, determining the problem, applying diagnostic techniques, in order to question the reality on which it is you will act and get data on it. These are essential elements to describe, perceive and interpret this reality and subsequently initiate the intervention process. Intervene accordingly with the results obtained from the investigation:This step is the most critical, since it confronts the theoretical approaches with their practical application, which requires the development of high levels of creativity that guarantee the generation of processes of social dynamization, activity of sociocultural animation, of cultural promotion and of stable initiatives, in order to improve the conditions and quality of life, provoke the participation and organization of the community to strengthen the processes of articulation and social advance, as well as increase and optimize resources.

This implies that the professional of sociocultural studies is called to carry out a work of promotion and sociocultural animation in the communities, which allows them to detect sociocultural problems, develop research work to carry out actions for intervention purposes - transformation on the basis of respect to the traditions, customs, needs and interests of the same.

The community currently occupies a privileged place of national interest, which is based on the importance given to the individual and to the different social groups at the community level; the potential of this space to respond to what is now called self-sustaining and self-managed development, and the difficult situation faced by the country that determined to assume a survival and development strategy where the local has a significant role to play, it is essential.

The community is a multidimensional phenomenon where geographic, sociological, natural, territorial, political, cultural and social elements intervene that must be known, respected and integrated to make the locality an efficient and effective social organism in the material and spiritual. “Community is understood as a human group that lives in a given territory, with interpersonal relationships, history, forms of expressions and traditions and above all with common interests, that is why community work is not only work for the community, nor in the community, not even with the community; it is a process of transformation from the community: dreamed, planned, conducted, executed and evaluated by the community itself.

The community is the bearer of a general culture that is representative of our national identity, but it is also the bearer of social and cultural traditions typical of the environment where it takes place, which must be carefully respected in any transformative action.

To understand the need for the proposal, it is necessary to reflect on creativity starting from some definitions that emphasize the relationship between the subject, the traits of his personality, the context and the epochal socio-historical character in which he lives.

- Creativity is any type of human activity that creates something new, a product of creative activity or of a certain organization of thought or feelings (imagination, combination, transformation, etc.) and that depends on the environment. (LS Vigotsky, 1972)

- Creativity consists of generating new ideas and knowing how to communicate them, it is the energy of carrying out changes in the daily environment, from knowing how to take advantage of any stimulus in the environment to generate alternatives in solving problems. It has four basic dimensions: person, process, environment and product. (Saturnino de la Torre, 1997).

- It is that process or faculty that allows finding new relationships and solutions, based on already known information and that includes not only the possibility of solving an already known problem, but also implies the possibility of discovering a problem where the rest of the people do not they see him. (Felipe Chivas Ortiz, 1992)

- It is the transformative potential of the person in integrated modes of functioning of cognitive and affective resources, characterized by generation, expansion, flexibility, and autonomy. (América González, 1990).

- It is an expression of the involvement of the personality in a specific sphere of activity, the product of the optimization of its capacities in relation to strong motivational tendencies, where the subject of the activity is involved as a whole. It manifests itself in the discovery of something new, or in its production that meets the demands of a certain social situation. (Albertina Mitjáns, 1989).

See that creativity is directly associated with the life of the subject and constitutes a tool that facilitates their relationships with others in the solutions to daily personal and professional problems. However, its development requires a training process. “Creativity is like a grain of corn, which must be cultivated to obtain its fruits.

Training is a process that consciously accompanies the human being throughout his life, in relation to the rest of society, with the context and with history, where sociocultural traditions, political and ideological interests find the way to the broadcast. The formation of the individual occurs through a totalizing and general formative process. The training process in its broad sense is executed by the different institutions of society, including the school, the family, and society as a whole through various organizations, and in its narrowest sense, the school is in charge of such mission. In its narrowest sense it has the objective of preparing man as a social being and for this it groups in a dialectical unit the instructive, educational and developer process,Through which man acquires his fullness to transform the environment, while transforming himself.

In this sense, it is necessary to understand that the training process is linked to the objectives and tasks that emanate from specific social needs, that is, with the need to train a man capable of knowing, acting and thinking, satisfactorily in the different spheres of life, in relation to the environment that surrounds him and that he knows how to project himself in his transformation from the highest human values.

That is why the creativity formation process based on creative competencies cannot be seen as a set of specific and atomized processes directed to the development of elements and features of creativity that in isolation contribute to the development of creativity. The elements that are proposed to be prioritized through the process, form a system in relation to the contextual and social, promoting the intentional, timely and creative action of the student, in the face of unexpected situations that arise in the development of their professional and personal activity, and transcend from the training acquired, as expected.

From the Psychopedagogical point of view, the creative process implies the transformation of the environment and, therefore, of the individual who undergoes transformations based on what he learns and the skills and abilities he acquires to collaborate with the solution of the problems that arise. in professional and personal work, hence its relationship with the learning process. The simple assimilation of finished knowledge does not promote creativity. In the theory of thought and learning, identified as Cultural Historical Theory represented by Liev. Semionovich Vigostky,It is argued that mental activity is the fundamental characteristic that exclusively distinguishes man as a human being and is the result of sociocultural learning, which implies the internalization of cultural elements among which signs or symbols (language, writing and symbols occupy an important place). all kinds of signals that have a socially defined meaning), in it, the concepts of "Zone of proximal development" and "Mediation" are essential to develop the process of formation of creative competences.

Vigotsky argues that cognitive development is caused by learning, so Pedagogy must create educational processes that can encourage the mental development of the student and the way to do it is to lead him to a zone of proximal development defined as "the distance between the level real development determined by the ability to independently solve a problem and the level of potential development determined through the resolution of a problem, under the guidance of an adult or in collaboration with another more capable partner ”. Among the elements and features to be developed that are exposed later, the zone of proximal development is used, resorting to the levels of aid designed from successive approximations in order to eliminate the distance between potential development and actual development.

In relation to the concept of "Mediation" Vigotsky states that human behavior is mediated by material or technical tools and by symbolic tools or signs. The latter guide the behavior of the subject and indicate what we should do in certain social circumstances or in the face of such or such signs. Signs guide our behavior because they have meanings. Taking a quote from Bacon, he expressed, “Neither the disarmed hand nor the intellect left to itself are of much value. Things are done with instruments and means. ".

The development of the process of training creative competencies allows the execution of levels of help so that students acquire by successive approximations the elements and features of creativity necessary based on creative actions, which undoubtedly become a mediator symbolic essential for the achievement of creative competence through the training process.

To achieve the creative process, a series of tasks must be fulfilled, such as promoting cognitive procedures that base and axiologically orient human activity and condition needs that lead to the search for novel ways to make decisions so that the individual, by guiding himself In your reality, imagine, find new forms of action and self-regulatory reflections, integrating reproductive elements (those that repeat actions aimed at preserving and recreating all that is positive in society) with productive elements (which lead to original solutions, to new evaluations according to with pre-established purposes, to transform, even from known elements, using them with new functions, new links.

From the search for the epistemic identity of Sociocultural Studies ”, Freyre insists on the need to consider the relationships between social and cultural processes, as an essential point of contact to achieve the processes of community social intervention included in the Bachelor of Studies career Sociocultural as its object of work, an essential aspect that we return to in the development of the process of training creative competencies, in order to achieve greater efficiency in professional work aimed at carrying out the necessary transformations in the communities.

"The very term" sociocultural ", with which the career is called, invites us to think that it suggests two objects of study: society and culture", it is necessary to know the relationship and the contribution of each one to the sociocultural approach and its relationship with the need for the development of the creative skills training process.

To develop the work of sociocultural promotion and animation, a professional capable of understanding culture as a process is required, promoting the development of its phases (creation of cultural values, accumulation, appropriation, perception and enjoyment by the population of said values), know the characteristics of the cultural reality of the community, or the area that is the object of action, and consciously assume the idea that the purpose of said process is aimed at defending cultural identity.

From the epistemology of the creativity formation process. From this point of view, three basic aspects are valued on which the creativity training process is based and which characterize the model of the creative skills training process that is proposed, they are:

a) The development of creativity requires a training process that fosters a favorable creative climate focused on the relationship between the cognitive and affective process that guarantees the psychological security required for the development of students, raising levels of motivation and development. originality and imagination, that is to say, the development of creativity must start from a training process that exercises a set of educational influences directed and structured towards the development of the essential psychological elements in the regulation of the necessary creative behavior or characteristics of the creativity detected in the applied diagnosis. In the framework of the proposal, this creative climate is called with the term creative pedagogical climate, which must extend over a long period,since personological potentialities do not manifest themselves immediately in creative behavior. "Creativity, like personality, develops by virtue of the multiple interactions in which the individual is immersed" which implies that its development takes place in individuality and requires a prolonged time that allows the subject to incorporate it into his / her This behavior appears in a progressive and very diverse way, for this reason the course offers offer few possibilities if we compare them with those that its development can offer through the curriculum throughout the five years of the degree.it is developed by virtue of the multiple interactions in which the individual is immersed ”which implies that its development takes place in individuality and requires a long time that allows the subject to incorporate it into their behavior, it appears in a progressive and very diverse way For this reason, the course offerings offer few possibilities if we compare them with those that their development can offer through the curriculum throughout the five years of the degree.it is developed by virtue of the multiple interactions in which the individual is immersed ”which implies that its development takes place in individuality and requires a long time that allows the subject to incorporate it into their behavior, it appears in a progressive and very diverse way Therefore, the course offerings offer few possibilities if we compare them with those that their development can offer through the curriculum throughout the five years of the degree.

This leads to the need to structure the process of training creative competencies by stages related to the disciplines and subjects of the academic year, which will allow the application of aid levels as mediators of knowledge in order to achieve the objectives proposed in each one. of them and will prevent the development of regulatory elements of creative behavior from being atomized as a function of the formation of creative competencies.

The promotion of the creative pedagogical climate constitutes a special type of communication between the teacher and the students that fosters an adequate environment for freedom of thought with responsibility, where students learn without fear and develop imagination and learning, it promotes the creative group and the participation and group relationship between its members, (defined as the principle of the process) to allow the development of learning mediated by true interests and needs, which the students manifest in the professional and personal order.

b) The creativity training process aimed at achieving creative competencies should stimulate the development of independence, thinking and creative learning:

Thought is based on needs and motives that impel man to act in various ways insofar as it constitutes a mediate and generalized psychic process that is socially conditioned and indissolubly linked to language and directed to the search for the new that discovers the common and essential of a group of objects and phenomena. (Nuñez de Villavicencio 2000). Vigotsky warned that "creativity depends on the combinatorial capacity exercised in this activity to give material form to the fruits of the imagination."

“Linear or convergent thinking is one that occurs sequentially and represents the ability to order alternatives, discriminate, evaluate and make choices, moves in one direction and tries to arrive at the correct answer. Edward De Bono (1991) and lateral or divergent thinking is one that is organized in an unconventional way, generating arrangements that deviate from the established designs, is achieved through a deliberate, arbitrary process, which generates new situations and occurs by leaps, it allows exploring various routes, it facilitates the use of different types of information, it is a probabilistic process in which chance has a place. ”(36) For Guilford, divergent thinking develops in a universe that does not recognize limits or exclusions, according to Paul Torrance (1986),divergence is equivalent to “looking from different perspectives, always looking for more than one answer, dismantling rigid schemes, not relying on unique and previous assumptions; that is to say, to rehearse, to establish new associations, to select in an unusual way, to establish restructuring of the apparently unusual or useless, to embark on unexpected paths, to try to produce something new or unknown.

Guilfort raises “the relationship between creative behavior and the development of divergent and convergent thinking as the operation that is most clearly related to creativity. This indicates that creative thinking comes from the relationship between divergent or alternate and convergent or linear thinking as a special type of autonomous and personalized learning where the student is strongly motivated towards a certain area of ​​knowledge, uses their capacities optimally, manifests independence and originality in the discovery and / or production of knowledge that corresponds to a given social situation ”.

Closely related to creative thinking, creative learning is revealed as a result of meaningful and developer learning. Meaningful learning is that which occurs when the learning task can be related in a non-arbitrary and substantial way with what the student already knows and if the student adopts the learning attitude to do so. It is significant when it can be incorporated into the cognitive structures that the subject already possesses, when there is a union between the logical, cognitive and affective dimensions. (David Ausubel 1983).

“Developer learning refers to a type of learning that encourages the deployment of configurations of excellence in the subject. It is nothing more than the process, through which the subject appropriates current and potential content (knowledge, self-knowledge, feelings, attitudes, values, ways of relating) that allow him to act correctly, transform and create in different contexts ”.

c) The creativity formation process from the integration of its dimensions (process, person, medium, product):

"On the need to develop creativity in the person, Carl Rogers in 1954" (39) stated that the most serious deficiencies in culture are related to the lack of creativity "it is urgently required to have creative people"; and also affirmed that creativity is not restricted to any specific content, so that it can be found and expressed both in a painting, a symphony, a scientific theory, a technology of war, and in a procedure in the plane of human relations or a new form of one's own personality.

Ross Hooney “proposed in 1957 the dimensions of creativity: person, product, process and environment,” which diversifies the variety of fields to be investigated within creativity. Initially, researchers assume preferential positions when studying it from a certain dimension.

The person dimension assumes all the psychological characteristics of the creative subject, including affective, motivational and cognitive factors, instrumental, attitude and personality, as well as case studies. The creative person is the one capable of looking where others have already looked and seeing what they did not see, it is the one who has the potential and possibility of generating and communicating new ideas or achievements. The process dimension assumes the stages or steps that the creative experience goes through, the strategies, methods and techniques of creative development, it supposes the appearance of an original product, of the unity between the individual on the one hand and the materials, events, on the other. people or circumstances of your life. Product dimensionIt assumes the criteria that make a work, object or idea can be classified as creative and the antecedents that allow establishing levels of creativity or various forms that are manifested in creative behavior. The environment dimension includes different contextual variables that favor or block creativity.

In the 90s, a trend emerged that is part of a new category and that investigates creativity based on the integration of the previous four. Like many Cuban researchers who have studied the subject, this tendency is shared because when considering that in the development of the process of formation of creativity the personality of the individual is involved in order to achieve creative behaviors, the process, as the way of formative character through which such behaviors are formed for a time, linking personal and professional interests and needs, the context or environment such as the dimension that it offers or not, the development possibilities to obtain a tangible product as a result or not, but original, which implies that it is novel, different and useful.Considering the development of creativity from one dimension only causes the process of its formation to be atomized.

According to Jonathant Alcantara "a competence is at a higher level than a skill, since the former integrates a set of skills, knowledge, and behaviors of the individual to successfully perform a given activity, that is, the competencies integrate: knowing, knowing how to do and know how to be, and reveal as invariant, the need for the development of the following elements:

The process of training creative competencies proposes the integration of knowledge, skills, abilities, attitudes, aptitudes and values ​​based on the development of the necessary creative competencies according to the profile of the profession, from conceiving them as a superior quality that is constantly change according to the development of the context, in relation to the personality of the subject and that integrates knowledge, ways of doing and being.

3- The elements and / or traits of creativity necessary to develop in the students of the Career.

The quality of the process that students follow and the results they obtain in the activities they carry out in the work, academic and research components, as well as the results of the applied diagnosis allow to specify the regulatory elements of creative behavior necessary to develop, as well as, other elements that limit the integration of their modes of action in the performance of activities associated with professional work, they are: motivation, imagination, originality, fluency, independence, and creative learning, creative thinking and the creative pedagogical climate.

Motivation constitutes the element, which reflects the need to do something because it is very important for the subject to do it, therefore, it is a reflection of the desire that a person has to satisfy certain needs, it is the will to carry out great efforts to achieve Goals form the foundation of all learning. The motive for creativity is the tendency of man to realize himself to develop his potential in relation to the profession and the context in which he operates.

Following this line, motivation is considered as an essential element to achieve creative competences as the student must involve, depending on this, his entire personality through the process of training creativity. "The efficient educational teaching process is one that transforms social need into motive for the student."

"Imagination is a conscious mental process in which ideas or images of objects, events, relationships, attributes or processes never before experienced or perceived are evoked, active, constructive or creative imagination produces images of little or no events or objects related to past and present reality, although it includes the renewal or "re-experiencing" of what has already been lived (memory) ”.

"According to Vigotsky, imagination or fantasy is the creative activity based on the combining capacity of our brain that is related to reality insofar as it is structured with elements taken from it that are preserved in man's previous experience." The development of the imagination does not have barriers that limit it, it allows the subject to experiment freely, it is the possible superiority of the unfinished compared to the demand of the finished, therefore, it constitutes an essential symbolic mediator to achieve the development of creativity.

When the teaching-learning process fosters the development of the imagination and the possibility of materializing the imagined in reality, the levels of motivation for the activity that is carried out rise, we are more original, more independent and creative.

Closely linked to the imagination, originality represents the sense of the new, different, or unusual, however, all original results are not always creative, for this they have to be useful, relevant, valuable, novel and at the same time pertinent or necessary. in problem solving, at a certain time and for a certain group. When ideas are beneficial, timely and generate efficiency and effectiveness, they are original and creative, those are the ones that must be enhanced in the Process.

Creation requires originality, meanwhile, it allows the student to move away from the stereotypes of activity, to develop their imagination and intuition to find the new understood not only, as a finished product, as something already finished, but as the resulting capacity of that new conception that allows the student to adopt different positions when solving a problem.

Very linked to communication is fluency, which appears as an essential element in the regulation of creative behavior for these students due to the constant interaction with other subjects in the performance of their professional work. The development of fluency allows to perfect expressive forms, which guarantee efficient communication and the possibility of producing useful ideas at the required time.

“Fluency is the ability to conjure up a large number of ideas in a limited time. The creative mind does not stop at its first idea, it seeks new paths and it can appear as: Verbal fluency, which refers to the speed in the production of different words by association with a given stimulus.

Ideative fluency, which refers to the production of ideas, that is, the ability to find several congruent and original ideas from poorly structured stimuli.

Figurative fluidity, which refers to the association of images.

Expressive fluency, which refers to the ability to express using words, figures, ideas, the voice, the body and other expressive resources ”.

Independence is the fulfillment of tasks and activities, in their projection and in the solution of social and individual problems without the obligatory need for another, it manifests itself, above all, as aspirations of thought, as the ability to orient oneself in new situations, the ability to find a proper path for new tasks, to understand not only assimilated knowledge, but also, to master the experiences of achieving that knowledge, in personal judgment. "It is related to the freedom of choice of ways and means to carry out tasks, using the safest and most effective means in the active mental process that also allow checking the solutions adopted."

Among the necessary elements to develop, creative learning, seen as a type of autonomous and personalized learning where the student is strongly motivated towards a certain area of ​​knowledge and that uses their abilities optimally, demonstrating independence and originality in the discovery and production of knowledge Corresponding to a given social situation, it is the result of significant and developer learning.

Creative thinking, seen as the ability to alternate linear or convergent thinking with alternate or divergent thinking, in the process of learning and obtaining the result. Creative thinking turns out to be the element that enables the development of creative learning and vice versa, the development of the first implies the development of the second.

The creative pedagogical climate is a communication system between teacher-student-creative group and members of the group among themselves, which fosters the creation of a comprehensive general atmosphere, of full mental freedom, aimed at developing the regulatory elements of creative behavior necessary in students through the process of training creative competencies at all levels of educational structuring. It constitutes the most important element of the process of formation of creative competences because it is the only one capable of energizing the entire process, establishing the necessary premises for the development of creativity, it does not depend directly on the subject of the process, but on the context or environment that must be created by all those involved in it.

The characteristics of the creative pedagogical climate that are listed below, make this element a catalyst for the process of training creative competencies.

• It respects the individuality of the student, considering their opinions and ideas to stimulate the development of originality. It focuses the process of training creative skills on the needs and possibilities of the student to raise levels of motivation. It allows personalizing the process of teaching - learning according to the characteristics and development rhythm of each student, fostering the training and development of creative thinking, creative learning and fluency It allows freedom, promoting responsibility, to offer options to experiment, challenge and disagree, allowing the development of independence of action and judgment and the development of imagination.

4- From creative actions to the process of training creative skills.

In the improvement of the professional training process of the students of the Bachelor's Degree in Sociocultural Studies, there is a close dialectical relationship between the process of training creative competencies and the creative actions they must take to make their performance more efficient, in both the process creates the necessary conditions for students to develop the elements and features of creativity necessary to successfully assume creative actions and the latter, throughout the process, promote the achievement of creative skills.

According to the activities that students must carry out in the work component (seen as the component where the main activities of the rest of the components are materialized) defined in the main integrating discipline, the following are identified as necessary creative actions:

1. Detect sociocultural problems, for which they should:

• Participate in various activities with the community to learn about their customs, ways of life and rules of coexistence. Use creative techniques to diagnose the most pressing socio-cultural problems, based on their interests and needs. Determine with the use of participatory techniques, the problems investigate from the knowledge of the greatest needs and interests of the community.

2. Investigate sociocultural problems.

• Analyze the problems detected with the members of the community using creative participation activities Interpret the problems detected, applying divergent thinking Propose various ways of solving the problems detected Base the proposals Prepare the diploma work Defend the work of diploma.

3. Carry out a specialized work of community social intervention for, in, with and from the community.

• Train the work team from a creative point of view, achieve relevant actions, efficiently and effectively Manage sociocultural development projects, creative and relevant Determine methods and techniques of participation and animation, for the incorporation and group cohesion of all community members in the projects.

4. Manage sociocultural actions based on creativity and art.

• Creatively integrate existing community projects in the community Create with collective participation, handicraft workshops and artistic literary creation Create spaces for sociocultural promotion and animation (art exhibitions, literary contests, social gatherings, meetings with professionals from various Sociocultural institutions, with artists, researchers, pedagogues, historians of the community and the territory, creation of activities related to the environment, popular craft fairs and sports-recreational activities).

5. Manage activities related to art education.

• Promote permanent and systematic spaces for education through art, and for the appreciation of culture in general (educational activities on the value of art).

Competences are linked to a way of evaluating what "really causes superior performance at work" and not "to the evaluation of factors that reliably describe all the characteristics of a person, in the hope that some of them are associated with performance at work ”

Competencies, on the one hand, express a set of attributes of the person that go beyond knowledge and encompass training in a more comprehensive way, including skills, attitudes, communication and personality, and on the other, the relationship between the set of said attributes. and the result or performance, which, in turn, commits the constant updating and perfection of knowledge and ways of doing it. Competition, as a comprehensive approach to training from its very design, connects the world of work and society in general, with the world of education. That is why it is proposed as an objective: the need to prepare man for the transformation of the environment for the benefit of all.

When the creativity training process is aimed at the development of creative competences, it then requires the application of a diagnosis that allows determining the creative competencies necessary to develop according to the characteristics of the profession and the particularities of the students.

1- Carrying out the diagnosis in the possible spheres of work: This step allows us to know the peculiarities and demands of the different spheres of action and consequently develop the necessary skills to make professional performance more efficient. It is made from a guide that allows to collect necessary information in this regard.

2- Diagnosis of the training process of students in the career: In this step, individual or group interviews, questionnaires and / or surveys are carried out that allow knowing the current situation that the career presents in relation to the possibility of promoting a creative pedagogical climate in all educational levels. Are diagnosed:

• Difficulties in the training process of students Limitations presented by the pedagogical group to face the process of training creative competences Willingness of professionals from socio-cultural institutions to get involved in the Process.

3- Determination of the competencies as a whole: Analysis and determination by the pedagogical group together with the employers of the professional and key competences that the graduates of the career must gather.

4- Validation of the competences by criteria of experts from the employing units and the university pedagogical group: Consult the specialists of the work spheres, professors of the specialty and teaching managers, by criteria of experts, if these are the competencies necessary.

As a result of this diagnosis, considering the modes of action, the problems and the object of the profession and the creative actions that students must take in their performance, the following are specified as creative competencies:

1. To diagnose using creative techniques, the most pressing sociocultural problems of the community, according to their interests and needs with the honesty and responsibility that such action implies.

2. Investigate the socio-cultural problems detected, demonstrating a full development of the elements and traits of creativity.

3. Manage original socio-cultural development programs and projects, which allow the performance of specialized work of community social intervention, respecting the traditions and customs of the community and showing skills associated with culture in general.

4. Integrate existing community projects, creatively and responsibly, considering the participation of all those involved and respecting the interests of the community.

5. Originate permanent spaces for art education, production and artistic appreciation based on sociocultural promotion and animation, with the collective participation of community members, (workshops of popular crafts and literary artistic creation, art exhibitions, contests literary, gatherings, meetings with sociocultural institutions, activities related to the environment, art fairs, sports-recreational activities.) showing skills and abilities for artistic production in any of its manifestations.

To implement in educational practice the process of training creative competencies, we propose the implementation of a methodological strategy that, according to the results of the research process where the opinions of the social actors involved in it were considered, is developed through three specific strategies closely linked to the curricular and extracurricular dimension of the educational teaching process, we refer to:

1- The development of the process of formation of creative competences as a transversal axis of the curriculum.

2- In the extracurricular dimension through the development of a Creativity Workshop.

3- Through training the pedagogical group.

Implementing the process of training creative skills through the three specific strategies allows:

• Cover all educational areas where students work Relate the disciplines and subjects of the curriculum in order to make the components of the educational teaching process more flexible based on the development of creative competencies considering the interests, needs and learning pace of students. the process throughout the five years of the career Link the academic, labor and research components based on the development of the training process of creative competences Perfect the professional training process of the students of the Career Promote development fully give students the elements and traits of creativity necessary through various activities in different contexts. Linking creative actions to professional practice.Raise motivational levels by carrying out curricular and extracurricular activities.

It is about achieving personal and social growth of students, starting from attending with greater insistence to diversity, knowing their interests, needs and aspirations, which will allow them to be properly channeled. Only when the teacher is aware of the value of creativity in training, then can its development be consciously present, at the curricular and extracurricular level.

Conclusions.

• The professional training process of the students of the Bachelor's degree in Sociocultural Studies is perfected by developing the process of formation of creative competences in close relationship with the modes of action and the elements and features of creativity necessary to develop, especially learning creative, creative thinking, creative pedagogical climate, as well as independence, originality, imagination and fluency, depending on the problems of the profession, since the development of such elements and traits of creativity promote success in performance of the creative actions that students must carry out. Development of the process of formation of creative competences in students of the Sociocultural Studies Career,It constitutes a vital element to make professional performance more efficient, given the challenge imposed by today's society. Creativity becomes a symbolic mediator and the most important psychological and pedagogical tool to be able to integrate and assume the modes of action in a creative way. The process of formation of creative competences is implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects contained in the study plan, they are:Creativity becomes a symbolic mediator and the most important psychological and pedagogical tool to be able to integrate and assume the modes of action in a creative way. The process of formation of creative competences is implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects contained in the study plan, they are:Creativity becomes a symbolic mediator and the most important psychological and pedagogical tool to be able to integrate and assume the modes of action in a creative way. The process of formation of creative competences is implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects contained in the study plan, they are:The process of formation of creative competences is implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects that the study plan contains, they are:The process of formation of creative competences is implemented in educational practice through three specific strategies that allow its development throughout the five years of the degree, integrating the curricular and extracurricular dimensions of the professional training process and in close relationship with the stages of the process and with the disciplines and subjects that the study plan contains, they are:

- The process of formation of creative competences as a transversal axis of the curriculum and the main integrating discipline.

- The process of training creative skills through the Creativity Workshop.

- Training for the pedagogical group.

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