Introduction
Cuba develops its own scientific culture and integrates it increasingly, to the global effort of practical - revolutionary transformation of reality, which means perfecting the science and technology system, promoting a scientific and technological policy increasingly adjusted to our reality and to the chosen path of social development.
In this context, educational processes acquire significance and strong implications for the future and, in particular, Higher Education constitutes a space that crystallizes the multiple facets of social development in order to achieve the comprehensive training of professionals with solid and coherent life projects. Cuban social society and the professional model that our society aspires, which implies that the university as a social institution direct its work to achieve prominent results in the training of professionals; in the introduction, innovation and creation of technologies and in scientific discovery; in the development and extension of culture, in its committed participation with society; in short, in university excellence to reaffirm its relevance and pertinence.
In this sense, the study of life projects in youth is an important and topical issue to which many researchers in our country have dedicated their study, who have provided a series of theoretical and practical contributions that have allowed us to know the main value orientations of our young generation and on the basis of this knowledge direct the educational influences they receive in order to contribute to the improvement of the process of their education.
The current reality of Cuban Higher Education, nuanced with the considerable increase in its enrollment, from the entry of young people from various programs of the revolution, requires that teachers and tutors be prepared to lead in the process of personalized psychopedagogical guidance the elaboration of the life project of the university student, a task in which the Municipal Headquarters and Headquarters have been working in an isolated, systemic and in many cases empirical way.
Although in recent times different approaches and modes of instrumentation of educational programs related to the topic of life projects have gained space in the school context, there is no direct antecedents in Higher Education that support the pedagogical direction of the life project of the university student.
For this reason, in order to raise the educational activity of future university graduates to higher levels, the investigation arises: "Pedagogical dimension of the university student's life project in the process of personalized psycho-pedagogical guidance", and through this work we propose. Assess the social problems that color our activity around this research.
In order to meet the proposed objective, we consider it necessary to structure our work as follows:
I- Reflections on current conceptions regarding Science, Technology and Society.
II- Formation and development of the Life Project. A look in the light of the contemporary debate in science.
III- Behavior of subject-subject relationships present in research, based on the so-called stratified approach (1999) proposed by Núñez Jover.
Development
I - Some reflections on science, technology and society
Cuba is an extremely fertile ground for CTS studies. To the extent that the Cuban project distances itself from neoliberalism and insists on the leading role of culture, knowledge, science and technology become inexhaustible sources at the service of society. Therefore it would be impossible to approach the formation and development of life projects, without entering this exciting world that nuances our scientific - social activity.
Science is currently an important object of research, by virtue of the fundamental role that corresponds to it in contemporary society and requires that it be interpreted in its close articulation with the set of social relations in which it is inserted, that is, science is a social phenomenon.
Studying science means being able to understand the place of this category in society and culture. It is conceived as a specific form of man's activity in his conduct aimed at satisfying material or spiritual needs, specifically related to the "production, dissemination and application of knowledge, an institutionalized activity that generates his own culture…" (Núñez Jover, 1999, pp. 92), of course conscious, historically and socially determined, linked to the other forms of human activity.
According to Núñez Jover (2004), science and technology, in their impetuous walk, break into the life of man, influencing his thinking, interests, needs and values, a character that varies according to concrete socioeconomic particularities, question this one that increases his study today and encourages us to reflect on them.
For its part, the technique refers to “… rules that allow us to achieve certain practical objectives in a correct, precise and satisfactory way…” (Agazzi, referred to by Núñez Jover, 1999, pp. 38) but that in the way of knowledge and social practice it has evolved to technology, ”… that form (and historical development) of technique that is structurally based on the demands of science (Ibid). As can be seen, this category reflects its indissoluble relationship with science.
Today we are witnessing a modern technology that permanently changes the world we live in, from social production to human sensitivity.
What is typical about this technology is that it incorporates scientific results in a systematic and increasing way.
Reflecting on technology means that this category is analyzed in its complex relationship with society, a relationship that is based on the understanding of man's influences on nature, taking into account rationalities, values and interests, which are found subject to certain social determinism, but at the same time it directly influences social organization, the distribution of power and has a great impact on lifestyles and interpersonal relationships, since it encompasses knowledge, skills and ideology. (López, Bombino, 2004, p 164)
In other words, technology must also be seen as a social process, a practice that integrates psychological, social, economic, political and cultural factors, always influenced by values and interests of its social system.
When entering the path of knowledge in CTS, it is important to understand it as a field of work where we try to understand the scientific-technological phenomenon in its social context, with special attention to its social conditioning factors (as well as its social and environmental consequences).
A look at contemporary science allows us to realize the approach that it takes every day to practical objectives that influence technological development and with it innovation. On the other hand, every day the technological support that a good part of scientific research receives is more notable.
All of this suggests that the classical limits attributed to science and technology are becoming blurred and even more dissolving. We are facing a complex science - technology. “…. The new science is essentially technological (Hoilois, referred to by Núñez Jover, 1999, p21).
Therefore the term "technoscience" is the language resource used to highlight the intimate relationship between science and technology. However, when deepening the knowledge of STS, we understand that the term technoscience does not cancel the identities of science and technology, it highlights that increasingly technical needs influence the development of scientific knowledge, and conversely, selection of theories, Research programs condition forms of instrumental action that involve technologies (Núñez Jover, 1999, p 93).
In short, science and technology are social processes in several important senses. To revalue the social not as a "stage", but as a decisive element, is to start moving in the right direction. The social helps to understand “science in context”, which here points to the framework of economic, political and cultural circumstances that give meaning and orientation to a specific scientific practice (Núñez Jover 2004, pp 120).
Training and development of life projects. A look at the light of the contemporary debate in science after referring to some concepts that we consider to be of mandatory consultation, in order to enter the complex world of CTS, we consider it necessary to make some reflections on the behavior of the training and development process of Life Projects within the framework of contemporary science debate.
According to Núñez Jover (2001), science should not be seen as an isolated entity but rather as an activity that develops in the context of society and interacts with its most diverse components. From this perspective, science - politics, science - ideology, science - production, in general, science - society are promoted to the fore.
Turning to our research topic, the foundations that evidence the science - society links are unquestionable, so it is necessary to delve into their analysis.
It is known to all that in our country the development of life projects has been favored by the characteristics of our social system that enables the harmonious and multifaceted formation of our young generation. With regard to professional projects, the particularities of our educational system and the programs and actions that it has implemented allow young people to set goals that are consistent with the educational possibilities offered by our country by making the development of man the center of the social program. of our revolution.
Therefore, the formation of the new man with solid, coherent life projects and based on human values, constitutes the center of attention and concern of society in a general sense, which corroborates the idea that science is a collective enterprise and not an activity of isolated individuals who are eagerly seeking the truth with no other than cognitive interests. (Núñez Jover, 1999).
Today, more than ever, it is useless to understand science that is detached from feelings and values, from morals, from education, and from ideology. Assuming the scientific fact also implies understanding it from an evaluative perspective. In this sense, the study of life projects in youth is an important and topical issue, mainly from a psychological and social point of view. There are various investigations that have provided theoretical and practical contributions that enrich the formation process of our young generation, at the time when our country receives the impact of world globalization.
Although for the young people of the 70s and 80s, entering Higher Education was a symbol of success and personal fulfillment, for the young people of the 90s other future goals arise and not all of them are related to university studies. The suitability of the future projects of these young people is marked by heterogeneity.
The new generation of Cubans, the youth of the 90s, enter social life in the midst of a crisis that has been going through the country since the beginning of the decade. The economic restrictions of the moment and their social and political implications affected the entire population, but mainly young people who are the main recipients of these impacts.
Characteristic of this stage was the increase in youth passivity towards the performance of social and economic tasks, of which young people throughout history have been protagonists and a very high migratory exodus occurred, almost comparable to that of the 1960s, generating indicators of social imbalance such as the increase in alcoholism, violence and the appearance and development of prostitution.
At this stage, it was difficult to reach all youth through consciously organized educational influence, due to the increase in the number of disengaged groups from educational and work activities, in the context in which the main institutions and training channels operate in school spaces. and work and community action is much less effective.
This situation in which our country is immersed raises two fundamental objectives for science: multiplying scientific knowledge and determining the ways of its insertion into social practice (cognitive and practical functions).
The first supposes the permanent increase of knowledge. Taking into account the problem that concerns us, it is necessary to analyze the impact that all these changes have had on the subjectivity of our young people and especially on the formation of their life projects.
To provide an answer to this problem, a whole series of investigations are being developed with the purpose of characterizing the future projects of young people, belonging to different social sectors: self-employed workers, university students, young people not socially linked and religious young people, etc.
It is important to note that from the year 2000, various experiences began to be implemented, such as: the creation of emerging training plans (social workers, primary teachers, nurses), etc., leaving a new path open that leads to a considerable increase in enrollment in numerous university degrees, constituting a challenge for Higher Education whose mission is to train highly qualified professionals who are personally committed to the values of our society.
As can be seen, the need for full responsibility of researchers, for ethical control, for the distinction between what can and what should be done in scientific practice is evident. In our country there is a clear conception that scientific work is carried out to satisfy the urgencies of social development.
The scientist and other professionals who are employed in this sphere of human activity express their responsibility, first on a personal level, secondly before the scientific community of which they form part and lastly before the society in which they carry out their professional activity, where he assumes values of a cognitive and evaluative order in the research process and as a general citizen (López, Bombino, 2004, p 110)
When addressing the process of production, dissemination and application of knowledge of the scientist's work around the problem at hand, the link established with the social context is evident and it is inexplicable regardless of economic and other interests. that characterize said context.
Analyzing our research project from the economic point of view, it is a problem to be solved, the foundation of the pedagogical direction of the life project of the university student, which is developed in the Municipal Headquarters and the Headquarters in an assystemic, atomized and in many empirical cases, and affects the training of the professional.
It is unquestionable the innumerable resources that our country allocates to the training of future university graduates, which is currently increasing with the Universalization of Higher Education, which has made possible the creation of an entire infrastructure based on the training of future professionals, all this within the framework of the current conditions of world globalization and the intensification of the measures imposed by the United States government on our country.
As expressed by Castro, Díaz Balart (2002), the new paradigms of the current knowledge society, and with a non-traditional and wasteful, but sustainable approach to the use of resources, show that Cuba can aspire to rational development in the coming decades, rationally using his main resource: man.
Based on this, our research project aims to implement a methodology that makes it possible to pedagogically direct the life project of the university student, rationally using one of the most important resources available to the training process, the tutor or teacher guide.
The aforementioned reflects that: “… The perspective of the University, we must begin by understanding it with a training function and as an element of generation of values, since the life cycle of the knowledge acquired by the student in relationship with your professional life. Man is prepared for the future and not only for the present… ”(Castro Díaz Balart, Fidel (2001), p 327).
This also means preparing the student to acquire the necessary skills that allow him to give creative solutions to the problems of the profession, to challenge changes through his ability to learn permanently, to be flexible to carry out a wide range of occupations, to face mobility professional and adapt quickly to new working conditions, regardless of the occupational level in which they work. (Abreu, 1996, p 235).
It is also important to argue the social significance that it may have for Higher Education centers, to have a methodology that provides teacher guides or tutors with what and how to pedagogically conduct the construction of the student's life project, so that the institution education is in a position to provide a response to the emerging changes that in the social and professional order, allow man to function efficiently in new scenarios, which allows to underline the thesis: “… that to discuss science and technology, to judge their Possibilities and limits must be installed in a social perspective ……. ” (Nunez Jover 1999, p 109).
It is necessary to emphasize that an important factor for the proper functioning of society and that constitutes the foundation for the development of our social project, is the individualized and personalized assumption of each young university student in formation of the principles that we uphold as a nation. We cannot forget that the primary values of our social project will only be elements that distinguish us if they become part of the subjectivity of each Cuban and in this sense the objectives of our research have been determined.
This reflects once again the growing role of science in society, which has brought to the fore the issue of the social responsibility of scientists, those who have a moral obligation to become aware of their role in society, in our country. In this case, efforts should be aimed at ensuring that young graduates combine high professionalism with social commitment in their performance as specialists, aimed at solving the problems and tasks that the construction of socialism in Cuba presents us with.
Therefore by virtue of its connection with practical work, all scientific knowledge has a direct relationship with the destiny of men (López Bombino, 2004): in this way it is explained that the attitude towards science constitutes at the same time an attitude in front of man and therefore has a moral aspect. Hence, our scientific activity must be guided by the recognition of the individual as a supreme value, since it is precisely the human being, his life, his well-being and health, culture and freedom, who gives real meaning to science.
These purposes reflect that all contemporary scientific work must be loaded with ethical repercussions and the scientist must be aware of how his work can contribute to the development of society.
Identification of the behavior of some relationships typical of science in our research project
Subject - Subject Relationships
The research process like any process of science at the service of social development, by essentially relying on acts of choice and priority, requires constant interaction with a large number of subjects, organizations, groups, institutions, etc. Some of them recognize the objective possibility that interdisciplinarity can lead to new fields of knowledge and are cooperative and interested, while others see in these relationships only barriers and loss of time, thus coexisting intellectual inertia with knowledge. (Childhood Jover (1999).
When examining the subject-subject relationship, it is necessary not to conceive of the latter as an isolated individual, but as an active entity that assimilates and appropriates the socially elaborated and consolidated scientific culture and that in the process of interaction establishes said social relations, those that have favored the investigation process in some cases, and limited it in others.
Although, taking into account the nature of the scientific process, it can be considered subject to society as a whole, we consider it necessary to address subject-subject relationships using the so-called stratified approach. For this reason, we will refer to the particularities that must characterize the student-tutor relationship, present in our research.
The subject - subject relationship plays an essential role in any investigative process. With regard to the problem that concerns us, the success in the pedagogical direction of the life project of the university student depends to a large extent on the nexus that is established between the tutor (facilitator, driver of the process and the student (active subject in the construction of your life project), a relationship that implies:
- Professional pedagogical ethics Knowledge of the professional model Adequate communication with the student, which implies accepting him as he is, avoiding subjective evaluations and respecting personal spaces
Starting from the tutor-student relationship, the cornerstone on which our research focuses, we will address the behavior of the interrelationships between tutors and students present in our work.
Relationship between tutors
The climate and interaction that is achieved between these figures of the teaching process, will positively affect the achievement of the objectives proposed in our research. The exchange between academic and pedagogical tutors will allow obtaining a knowledge of the particularities of each student (needs, potentialities, limitations, future objectives), which may be present in any sphere of realization of the young person: the profession, the family, the self-realization In this way, common elements can be identified that allow us to find an articulating axis of interests, reasons that facilitate the construction of goals and corresponding strategies, and are presented in a solid, realistic and coherent way with the professional model that we aspire to achieve.
We consider that achieving an adequate relationship between tutors, using the potential offered by the teaching-methodological, scientific methodological work, will positively result in the results we aspire to achieve with the pedagogical foundation of the university student's life project.
Relationship between students
We have conceived the research, starting from considering the student as an active subject in the construction of his life project. To achieve this important relationship, the use of group spaces for reflection and debate around the personal and social relevance of the proposed objectives, assessment and self-assessment of the tasks outlined in a cooperative process, a relationship that encourages, exchange is significant., confrontation and decision making.
To the extent that we achieve an adequate relationship between students, we will contribute to developing their ability to:
- Identify, pose and solve problems Develop the ability to analyze and defend one's own criteria Achieve personal, critical and constructive participation in the activities they develop Achieve adequate communication and interpersonal relationship with others.
The establishment of relationships between subjects discussed above is based on the student-tutor relationship on which the design of the methodology that we propose for the pedagogical direction of the university student's life project is centered, and must be based on:
- The unity between the instructive, the educational and the developer in the personality education process. The principle of unity between activity, communication and personality. Principle of the collective and individual character of education and respect for the personality of the student. (Addine, Fernandez, F, 2002, pp 80).
Organizational relationships
The organizational relationships on the one hand are determined by the demands of knowledge production and on the other by the particularities of the social environment.
Using our research, we can highlight that the foundation of the pedagogical dimension of the university student's life project and the development of a methodology for its implementation at the University of Pinar del Río needs to take into account the organizational relationships as an expression of the subject relationships - subject in the investigation
The fact that our investigation is in process requires that sufficient attention be paid to them. In this sense, the work carried out with the Center for Science Studies in Higher Education has played an essential role in the preparation of research subprojects, as well as in the design of planned tasks. In the same way, in the process of applying diagnoses in the Municipal Headquarters and Headquarters, as well as the instrumentation of the methodology, the contacts established with the Office of the Vice President for Universalization and the Office of Professional Training play an important role.
In this regard, we must emphasize that the researchers inserted in the project have given us support in the development of various activities with the directors of the municipal headquarters and teachers of the same, so that we can publicize the objectives of the research and begin to diagnose the problem at hand.
Information relationships
These are intended to ensure the information flows necessary for scientific work, they assume the interrelation between social knowledge and its product, which should be targeted by "the whole of society."
However, sometimes this consumption is hampered because the participation of researchers in such relationships is influenced by factors inherent to the social context in which their scientific work takes place, among which are: (social priorities, monopoly or information hoarding by various groups, classes, countries), factors that we consider can slow down the development of research.
Starting from our project, we can highlight that it combines edges corresponding to various specialties: Psychology, specifically Educational Psychology and Pedagogy, without forgetting Sociology that constitutes a valuable foundation in the case of our project.
Psychology, together with other sciences, especially Pedagogy, face the tasks of looking for the essential mechanisms in the formation and development of society, including also the creation of methods that guarantee the education of each individual so that they are an active participant in the construction of society.
For its part, teaching as well as education can only be effective when they are based on the knowledge of the laws of man's psychic development, as well as on the formation and evolution of his personality.
In accordance with the foregoing, in order to meet the objectives proposed in the research, it is necessary to consult the bibliographic funds that are stored in the Faculty of Psychology of the University of Havana and the Center for Higher Education Studies, the which has allowed us to delve into the theoretical references, related to the formation and development of life projects, addressed by pre-Marxist and Marxist Psychology, as well as the contributions provided by the Cuban school of Psychology, in the same way, delve into the theoretical approaches on the age and characteristics of youth as a stage of personal development.
Likewise, it is valuable to consult materials, which from the pedagogical point of view guide the investigation in this case, we can highlight the work carried out by the Center for Studies of Higher Education Sciences of the University of Pinar del Río, the doctoral theses and other materials found in the ISP “Enrique José Varona, among others, regardless that we are referring to an investigation in process, the meetings with researchers who have dedicated themselves to investigating the subject of the projects have been valuable for it. of life and in this sense they have carried out valuable research whose results constitute valuable foundations for our research.
Conclusions
I- Our country is a fertile ground for STS studies in which substantial progress has been made starting from the clear boundaries between science and technology and recognizing its complex integration expressed through technoscience.
II- Scientific activity requires to be interpreted in its close articulation with the various social contexts in which it is inserted, for this reason it is very useful for social development, to base the pedagogical direction of the Life Project of the university student in correspondence with the Cuban Social Project and the Professional model.
- From an economic perspective, it is necessary to base the pedagogical direction of the Life Project of the university student from the rational use of one of the most important resources that we have in the training process: (the teacher guide or tutor). Higher Education centers, have a methodology that allows the teacher guide or tutor to lead correctly the development of the Life Project of the university student, constitutes an element of great social importance that affects the training of professionals with a high personal and social commitment. The proposed methodology favors social insertion,by conducting the formation of future university graduates with solid and coherent life projects with the Cuban social project and in correspondence with the professional model.
III- The management of the life project of the young person, places in the foreground the social responsibility of the scientist, those who have a moral obligation to become aware of their role in society and will be largely determined by the professionalism that is achieved as a result of your cognitive endeavors and professional values.
IV- Scientific work in order to establish the pedagogical dimension of the university student's life project is fraught with ethical repercussions and the scientist must be aware of how his work can contribute to the development of society.
V- Contemporary scientific work corroborates once again that science is a collective endeavor that is enriched through discussion between professionals who, although they belong to various branches of knowledge, must share paradigms, in our case the dialectical materialist conception.
VI- In our research, the subject-subject relationships are clear, starting from its conception as an active entity that assimilates and appropriates the socially elaborated and consolidated scientific culture, appreciating the relationships: (tutor - student, tutor - tutor, and student - student.
- The relationships between tutors favor a deeper knowledge of the student from the identification of needs, potentialities, limitations, and on this basis design the work of personalized psychopedagogical orientation. Relationships between students conceived, attending to the objectives proposed in our research, allows a greater role for the young, making it necessary to use group spaces for reflection and debate. Student-tutor relationships constitute the cornerstone on which our research is designed, taking into account the roles that each one plays of these figures in the achievement of the proposed objective: to base the pedagogical dimension of the life project of the university student.The information relationships ensure the information flows necessary for scientific work, in our case, it is of unquestionable value to consult pedagogical and psychological materials.
Bibliography
- Abbagnano (1986). Philosophical Dictionary. Editorial Pueblo y Educación.Alfonso, Y. and Rodríguez, M. (2002) Characterization of professional and family projects in Psychology students of the Course by Meeting. Diploma Thesis. Faculty of Psychology. University of Havana, Cuba. Allport, GW (1971) Personality, its Configuration and Development. Revolutionary Publisher, Cuban Book Institute. La Habana, Cuba.Alonso, M. and Saldrigas, H. (2002) To investigate in Social Communication. Editorial Félix Varela. Havana, Cuba.Arés, P. (1990) My family is like that. Editorial Social Sciences. Havana, Cuba.Arés, P. (1996) Home sweet home. Myth or Reality? Editorial Social Sciences. La Habana, Cuba.Arés, P. (2000) Opening the doors to the 2000 family. Political Editor. Havana, Cuba.Arés, P. (2001) Current family.Realities and Challenges. Editorial Social Sciences. Havana, Cuba.Arés, P. (2002) Family Psychology. An approximation to her study. Editorial Félix Varela. Havana, Cuba.Álvarez, M and others. (1994) The Cuban family: Changes, current affairs and challenges. Center for Psychological and Sociological Research (CIPS). Havana, Cuba.Álvarez, M. And collaborators (1993) About the current Cuban family. Editorial Academia. Havana, Cuba.Álvarez, M. (1997) Gender and Family in Cuba. Center for Psychological and Sociological Research (CIPS). Havana, Cuba.Álvarez de Zaya, C. (1992) The School in Life. Education and Development Collection. Editorial Pueblo y Educación. Havana, Cuba.Álvarez de Zaya, C. (1995) The school towards excellence. CDCS. University of Pinar del Río, Cuba Baxter, E. (2002) The formation of values: a pedagogical task.Editorial Félix Varela. Havana, Cuba Baxter, E. (1994) The school and the problem of the formation of man. Central Institute of Pedagogical Sciences (ICCP). Havana, Cuba. Bozhovich LI (1992) Personality and its formation in childhood. Editorial Pueblo y Educación. Havana, Cuba Castro Díaz Balart, Fidel. (2001). Science, innovation and the future. Cuban Book Institute. Havana.Castro Díaz Balart, Fidel. (2002). Dawn of the Third Millennium. Science, Society and Technology. Editorial debate. Ciudad de la Habana. Castro Díaz-Balart F. (2003) Science, technology and society. Towards sustainable development in the Age of Globalization. Scientific-technical Editorial, La HabanaCachón, N. (2002) Historical Morality, Values and Youth. Felix Varela Center. Havana, Cuba, Collective of Authors (2003).Lessons in Leninist Marxist Philosophy, Volume II. Editorial Félix Varela, Havana. Authors' Collective. (1999) GEST. Technology and Society. Editorial "Félix Varela". Havana. 1999.Collazo, B. and Puentes, M. (1992) Orientation in pedagogical activity. Editorial Pueblo y Educación. Havana, Cuba.D´Angelo, O. (1996) Integrative Model of the Life Project ”. PROVIDA. La Habana, Cuba.D´ Angelo, O. (2001) Personal development and its ethical dimension. Renewal education foundations and programs. PRICREA project. PROVIDA. La Habana, Cuba.D´ Angelo, O. (2001) Society and Education for human development. Aquarium Publications. Havana. Cuba.Díaz, T. (1997) Pedagogical Foundations of Higher Education. CCPES, University of Pinar del Río, Cuba.Díaz, T.(2002) Some methodological recommendations for the implementation of the pedagogical model of continuity of studies. CCPES, University of Pinar del Río, Cuba.Domínguez, L. (1992) Characterization of the levels of development of professional motivation in young students. Doctoral Thesis in Psychological Sciences. Havana, Cuba.Domínguez, L. (2000) Life and health project. Material on magnetic support. Havana, Cuba.Domínguez, L. (2003) Identity, Values and Life Projects. In Thinking about Personality. Compiler: Lourdes Fernández. Editorial Félix Varela. Havana, Cuba.Domínguez, L. (1995) Educational and Professional Orientation. Material prepared for the Master's in Educational Psychology. Faculty of Psychology. University of Havana, Cuba.Domínguez, L. (2003) Introductory Conferences by Topics.In Selection of Readings of Developmental Psychology: Adolescence and Youth. Compiler: Laura Domínguez. Editorial Félix Varela. Havana, Cuba.Domínguez, L. and Ibarra, L. (2003) Youth and Life Project. In Selection of Readings of Developmental Psychology: Adolescence and Youth. Compiler: Laura Domínguez. Editorial Félix Varela. Havana, Cuba.Domínguez, L; Fernández, L and Ibarra, L (2003) Psychological characterization of students studying Psychology in the pedagogical model of universalization, Research Report, University of Havana Domínguez, MI and Díaz MR (1997) Social reproduction and access to education in Cuba. Situation in the 90s. Center for Psychological and Sociological Research (CIPS). La Habana, Cuba.González, F. (1983) Professional motivation in adolescents and young people.Editorial Social Sciences. La Habana, Cuba.González, F. (1989 a) Moral motivation in adolescents and young people. Technical Scientific Editorial. Havana, Cuba.González, F. (1989 b) Psychology. Principle and Categories. Editorial Social Sciences. Havana, Cuba.González, F. (1995 a) Psychology of Personality. Editorial Pueblo y Educación. Havana, Cuba.González, F. (1995 b) Communication. Personality and Development. Editorial Pueblo y Educación. La Habana, Cuba.González, F. (1997) “Qualitative epistemology and subjectivity. Editorial Pueblo y Educación. Havana, Cuba.González, F. and Mitjans, A. (1989) The personality. Your education and development. Editorial Social Sciences. Havana, Cuba.González., D. (1989) Theory of motivation and professional practice. Editorial Pueblo y Educación. Havana, Cuba.Guadarrama, P (1999). Philosophy and Society.Political Editor. Havana.Ibarra, L. (1999) “Family Orientation. A permanent debate ”. Editorial Félix Varela. La Habana, cubaKon, I S. (1990) Psychology of the youthful age. Editorial Pueblo y Educación. Havana, Cuba.Martínez, G. (2003) Family Health. Technical Scientific Editorial. Havana, Cuba.Moreno,.A. and collaborators (1998) Cuba: Special Period. Perspectives. Editorial Political Sciences. Havana, Cuba Núñez Jover, J (1981). Theory and methodology of Knowledge. Editorial Social Sciences. Havana.Núñez Jover, J (1999). Science and Technology as social processes. Havana Núñez Jover, J (2004). Ethics, Science and Responsibility, Editorial Félix Varela, City of Havana. Ethics, Science and Technology (2004). On the Social Function of Technoscience, Editorial Félix Varela, City of Havana.Petrovski, AV(1981) Evolutionary and pedagogical psychology ”. Editorial Pueblo y Educación La Habana, Cuba.Pérez, F. (2001) Literacy in Cuba. Historical readings to think about the present. Editorial Social Sciences. Havana, Cuba Sosa, M. (1994); Reproductive rights, sexual and reproductive health and family planning; Sexology and Society Magazine, pp 10 - 13. City of Havana, Cuba. López Bombino, Luis R (2004). The ethical knowledge from yesterday to today. Editorial Félix Varela, City of Havana López Bombino, Luis R (2004). Towards an ethics of science: problems and questions. Editorial Félix Varela, City of Havana.González, E. (1995); The Cuban Fertility; Sexology and Society Magazine; pp. 26 –27. Havana, Cuba. Moreno, L and escobar, M. (1996); Educational function of the family; Sexology and Society Magazine; pp. 27 - 30. Havana, Cuba.Alonso,M. (2000); Viable Dreams; Bohemia Magazine. La Habana, Cuba Rodríguez, G. and collective of authors (2003) Methodology of qualitative research. Printed in PROGRAF. Santiago de Cuba, Cuba.Rojas, R. (1985) Guide for conducting social research ”. Editorial UNAM, México.Sánchez, I. (1999) Characterization of the higher-level trained and the scientific reserve of the Social and Economic Sciences of the University of Havana. Diploma work. Faculty of Psychology. University of Havana, Cuba Sampieri, R. and collaborators (1991) Research Methodology. Editora Mc.Graw - HILL, Mexico.(1985) Guide for conducting social research ”. Editorial UNAM, México.Sánchez, I. (1999) Characterization of the higher level trained and the scientific reserve of the Social and Economic Sciences of the University of Havana. Diploma work. Faculty of Psychology. University of Havana, Cuba Sampieri, R. and collaborators (1991) Research Methodology. Editora Mc.Graw - HILL, Mexico.(1985) Guide for conducting social research ”. Editorial UNAM, México.Sánchez, I. (1999) Characterization of the higher level trained and the scientific reserve of the Social and Economic Sciences of the University of Havana. Diploma work. Faculty of Psychology. University of Havana, Cuba Sampieri, R. and collaborators (1991) Research Methodology. Editora Mc.Graw - HILL, Mexico.
