Pedagogical Intervention in The Nursing Program for The Comprehensive Recognition of The Academic Performance of Students
Journal Title: Biomedical Journal of Scientific & Technical Research (BJSTR) - Year 2018, Vol 9, Issue 2
Abstract
Education is an intentional process of a social nature whose aims have varied from one era to another, from one culture to another, from one social class to another, and are largely determined by social, political, economic, philosophical systems, ethical and religious that have given rise to it. However, their common objectives are: socialization, the search for social adaptation of man to the group, its culture, its institutions; and the individualization, the promotion of the subject for its realization, according to its own aspirations. Therefore, its problematic is placed in the search of the balance between these two aspects complementary to each other, rather than contradictory; taking into account the individual and social character of man. Consequently, training must be conceived from the pedagogy with integrity to the challenges of teaching, research and social action that characterize the educational process of the higher level [1]. Faced with this premise the Educational Project of the Catholic University of Manizales is raised in permanent construction, defined by the same educational community and is oriented towards the development and humanization of knowledge, culture around the construction of new citizenship, drawing as a mission axis: The nursing program is no stranger to this feeling, so it is concerned with providing an integral education, which results in citizens committed to society and with the object of studying the discipline that is care, responding as ethical and political subjects, that seek the welfare of individuals, families and communities. The journey through the history of the nursing program has allowed the integration around the disciplinary training from the pedagogical scope, executing the teaching-learning processes, with a view of integral accompaniment, to the rescue of the protagonist role of the students, both in the appropriation and construction of knowledge [2]. In this dynamic the teaching is planned with a critical discourse, and a language of possibilities, a transforming teaching from the recognition of the other and not as a destroyer of human possibilities, in such a way that a different and promising future is projected in the students , to make them adopt an active role within the training spaces, as critics of the current problems, of the knowledge that is offered to them, and that they manage to get involved with the world with a critical stance. So, the educational processes are established with a pedagogical horizon around knowledge and practices, not as a simple teaching but as a complex event that brings together: thought, culture, language, art, values, texts, the methods, and that in no way reduces to the transmission of information, Tamayo [3].
Authors and Affiliations
Paula Andrea Duque
Keywords
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- EP ID EP591737
- DOI 10.26717/BJSTR.2018.09.001770
- Views 169
- Downloads 0
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