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Citizen Participation as a way to approach the
Transforming action of the Primary School
Author: Sonia María Peña Guzmán
Universidad
Latinoamericana y Del Caribe, ULAC
Caracas, Venezuela
Abstract
The transformation of the Primary School requires spaces where a
constructivist, participative and popular education is offered, in which the
critical, reflective and participative thinking of the students originates, in
which the teacher fulfills the role of facilitator and promoter of the
participation, as well as the participation of students, parents, and
representatives. That is why the Citizen Participation allows the strengthening
of the capacities of individuals, groups and organizations. However, at the
Dolores González State Basic School, low levels of participation of parents,
mothers and representatives in the teaching process and other pedagogical
activities were evidenced. The general objective was based on generating a
theory centered on citizen participation as a way to approach the
transformative action of the School-Community integration. The epistemological
approach of the study was located in the phenomenology and as a method the
phenomenological was used, the techniques used were the in-depth interview and
the observation. The key informants included four teachers and four parents and
representatives. As fundamental findings it is appreciated that citizen
participation from the school-community relationship is scarce, limited only to
the administrative actions of the school, namely attendance at meetings,
withdrawal of information slips. As recommendations are suggested, the
involvement of the family to benefit the coexistence and a favorable
socio-affective climate for the free integral development of the students.
Keywords: nationality; community action; school.
|
Date Received: 26-09-2017 |
Date Acceptance: 29-11-2017 |
La
Participación Ciudadana como vía para abordar la acción Transformadora de la
Escuela Primaria
Resumen
La transformación de la Escuela Primaria requiere
de espacios donde se brinde una educación constructivista, participativa y
popular, en la que se origine el pensamiento crítico, reflexivo y participativo
de los estudiantes, en el que el docente cumpla el rol de facilitador y
promotor de la participación, así como de la participación de los estudiantes,
padres, madres y representantes. Es por ello, que la Participación Ciudadana
permite el fortalecimiento de las capacidades de las personas, grupos y organizaciones. Sin embargo, en la Escuela Básica Estadal Dolores González, se
evidenció bajos niveles de participación de padres, madres y representantes en
el proceso de enseñanza y demás actividades pedagógicas. El objetivo general se basó en generar una teoría centrada en la
participación ciudadana como vía para abordar la acción transformadora de la
integración Escuela-Comunidad. El
enfoque epistemológico del estudio se ubicó en la fenomenología y como método
se utilizó el fenomenológico,
las
técnicas usadas fueron la entrevista a profundidad y la observación. Los
informantes claves comprendieron cuatro docentes y cuatro padres y
representantes. Como hallazgos
fundamentales se aprecia que la participación ciudadana desde la relación
escuela-comunidad es escasa, limitándose únicamente a las acciones
administrativas del plantel, a saber, asistencia a reuniones, retiro de boletas
informativas. Como recomendaciones se sugiere, la implicación de la familia
para beneficiar la convivencia y un clima socioafectivo favorable para el libre
desarrollo integral de los estudiantes.
Palabras clave: nacionalidad; acción comunitaria; escuela.
|
Fecha de Recepción: 26-09-2017 |
Fecha de Aceptación: 29-11-2017 |
1.
Introduction
Participation is today a topic of great interest for social
organizations, public institutions, educational centers and universities.
Therefore, it is thus constituted in a common space of interest among several
social agents. At present, social and civic participation in the different
processes of Venezuelan life is valid in the socio-political context, for which
the State frames the principles of participatory and protagonist democracy.
Mosonyi (2007: 272) states: "Now, if the key to progress lies in collective
autonomous participation, it is necessary that from now on, and immediately,
communities and voluntary associations begin their process of self-management,
using all available means".
Likewise, Rey and Santamaría (2010): state that Collaborate means
working with other people in the same task. To participate is to have a part in
something. From this perspective, to collaborate is to get involved in the
task, it is to have a common project and to take care of it, it is a duty
rather than a right and it is related to the mission of the center.
Participation is, above all, a constitutional right, and is fundamentally
related to organization, structure and control.
Now, the schools are making efforts to generate a process of educational
quality, assume as part of their daily practice the aspects that they consider
positive for the achievement of the transformation of the school, taking for it
the participation of all the entities that make up the educational process,
call managerial staff, teachers, students, parents, representatives, then
called as participant citizenship of the educational object. It is necessary to
emphasize that, with respect to citizenship, (Borja, 2002-2003: 176): refers to
the "group of individuals of a State, with access to the accumulation of
rights and political duties that each one of them has".
Regarding the transformative action, it is the school's responsibility
not only to educate the child, but to extend its action to all the entities
that comprise it: parents, mothers, representatives and the community in
general; looking for ways to make more effective the incorporation of all of
them so that they are linked to society in a dynamic, responsible and creative
way.
The relationship between the State, the school and the teachers
constitutes the essence of the doctrine of the Teaching State, and this in turn
is the philosophical, political and social support of the curriculum. Primary
Education is the second level of the Venezuelan educational system, its purpose
is to contribute to the integral formation of children and adolescents, through
the development of their creative potential and the full exercise of their
personality. Bolivarian National Curriculum: Diseño curricular del sistema
educativo bolivariano (2007).
Continuing with the Curricular Design, it is to affirm, that the vision
of the school is to achieve the integral formation of each human being in a set
of values such as, the full knowledge of the roots and the historical
heritage as a people. Training in, for and for democracy through participation,
conscious and supportive through the processes of social transformation and
management of public affairs, respectful of the laws and of cultural and ethnic
plurality. Training in, for and for work, co-responsible in its training
process, as well as the development of its investigative and innovative
capacity in scientific, humanistic, technical, technological and artistic
know-how, at the service of society, through a flexible curriculum and
contextualized.
That is why, it is up to all educational actors to
deepen the curricular changes that are wanted, to make it practical, coherent,
in correspondence with the needs of the country and appropriate to reality. Be
part of a thorough evaluation of the school situation to create the school
based on the protagonist participation and joint responsibility of all. As part
of the actions aimed at strengthening school work through the evaluation
process, with the firm purpose of improving educational achievement and
transforming the curriculum, self-evaluation is considered as a point of
reference to guide reflection and diagnose the school situation.
According to the previous arguments that have been
made, in Venezuelan society there is a need for citizen participation and its transformation,
as in any other changing and complex society, so that schools are making an
effort to generate a process of changes.
In the case of the Bolivarian State of Miranda and the
schools attached to the Regional Executive are those that benefit most from
this process of educational transformation that seeks quality and excellence,
as it feeds on the general guidelines issued by the Ministry of Popular Power
for Education in the way of a Bolivarian curricular design but also of the
policy that guides the General Directorate of Education of the Regional
Executive in which the participation of parents, mothers and representatives is
the basis for their development.
All this conjunction of guidelines of both educational
entities, make state schools develop various activities in favor of educational
transformation, this is evident in regional programs: Comprehensive Reading and
Social Literacy Program (Batteries), Cheer up with Mathematics (ANIMATE), Peace
Promoters, My School Feeding Program, (MIPAE), School of School Directors,
Schools for Parents and National Programs. Manos a la Siembra, Canaima Program,
Bolivarian Societies, School Councils, Bicentennial Collection. All of them
inserted in the PEIC (integral community educational project) and in turn in
the classroom pedagogical projects (PPA).
In the educational institution of Primary Education
"Dolores González" attached to the Educational Region Independence of
the Regional Executive of the Bolivarian State of Miranda, through informal
conversations and direct observation in fieldwork, it is evident in this low
levels of participation of parents, mothers and representatives in the teaching
process and other pedagogical activities carried out within the school through
the aforementioned programs, that is, there is little evidence of this
commitment through responsibilities assumed with the teacher and the student
when sharing teaching-learning activities and evaluation.
It is to assert that parents, mothers and representatives,
do not contribute ideas related to aspects that are taken into account in the
evaluation of the school and in teacher planning, such as attending workshops
for parents, receiving information for the elaboration of assignments in home,
work together with children in the classroom, collaborate with the execution of
practical work with the school, among others referred to the aforementioned.
In this same order and direction, in the planning, execution
and evaluation of the classroom pedagogical project, there is no evidence of
this commitment of responsibilities assumed with the teacher and the student
when sharing support activities on behalf of the representative, related to the
aforementioned.
Coupled with this, the absence of the community in
cultural activities, acts, maintenance of common areas, repair of environments,
resources, furniture, among others that benefit its represented.
In the same way, through the direct observation of the
researcher during daily activities it is observed: apathy, demotivation,
generalized disinterest on the part of teachers, workers and administrative
personnel to perform their performances and face everyday problems.
It is observed in them the lack of love for work, the
lack of sense of belonging and strategies to encourage citizen participation of
the representative and the community in general, basing their work only on
teaching within the classrooms with their students, without wanting to
participate in nothing else.
For all these reasons, it is evident that the school
does not approach and take possession of its community and there is no
permanent training center for cultural change, despite the great efforts being
made by the government entities described above.
It must be said that there is not a teacher committed
to his performance, who serves as a model of efficient worker, who plans
activities that contain work routines that bring the community closer and
enrich themselves, at the same time they do not provide the inputs to conceive
the profile of the citizen that is desired, since there is a teacher focused
only on instruction and not on creation, the rediscovery and application of
knowledge that allows the solution of problems.
Based on the above, the study that was developed was
aimed at: Generating a theory focused on citizen participation as a way to
address the transformative action of the school, with the articulation of the
elements that contribute to educational quality, specifically in the
educational institutions of Primary Education attached to the Educational
Region Independence of the Regional Executive of the Bolivarian State of
Miranda.
From the previous context, the following questions
arise:
What is the meaning of what teachers attribute to
citizen participation for the achievement of transformative action?
What elements intervene in citizen participation in
the context of the Primary School from the perspective of parents and
representatives?
What is the process of the transforming action that
takes place in the school-community integration?
What are the emerging categories of citizen
participation to address the transformative action of school-community
integration?.
What are the elements that make up a theory focused on
citizen participation to address the transformative action of school -
community integration in the institutions attached to the Educational Region
Independence of the Regional Executive of the Bolivarian State of Miranda?
2. Referential Framework
2.1. Citizen participation
Citizen participation is a process through
which the inhabitants of a nation have the right to intervene individually or
collectively, in the various common actions for making decisions about public
affairs that affect the political, economic and social.
Likewise, citizen participation is the
process that integrates the citizen in decision-making, control, control and
execution of actions in public and private affairs, to enable him or her to
fully develop as a human being and that of the community in which unwrap.
In this sense Pérez and Salazar (2009),
points out that:
Citizen
Participation is the essential participation of all men and women who want to
be involved in the problems that affect them, providing points of view,
concerns and solutions. Citizen Participation is the act of, being a citizen,
intervening in the public and private life of the country (p.101).
According to the aforementioned, it is
understood that citizen participation; Being subject to the process of
transformation that is achieved through strategic responses that drive to
compensate the needs and demands of the nation, valuing the integrity of the
community as a manager in community action in order to provide more productive
training.
However, the explicit objectives of
citizen participation in Public Administration can be organized from three
areas: economic, political and administrative. This is how they are detailed
below: (Fermín, 2003).
In the economic area: The main objective
is the possibility that citizens and organized society can direct public
spending, control the quality of investment and efficiency of use.
In the political area: The main objective
is the democratization of the political system, that is, the expansion of
political subjects to citizens, communities and social organizations of
different types. It is necessary to point out that the democratization of the
political system begins from the bottom up with the implementation at the
national level of the Local Councils of Public Planning (CLPP) and the State
Councils for Planning and Coordination of Public Policies (CEPCPP). These will
be the first instances of participation and decision in the public affairs of
the State in the municipal territorial dimension.
In the administrative area: Transparency
and mass dissemination of decision-making processes. The moralization of public
administration through social control and the permanent observation of
citizens.
Based on the above, it is argued that
citizen participation in economic, administrative and political affairs is part
of the creation of a new culture of direct commitment of citizens, communities
and society organized with the State, public managers and the social policies
of collective interest, where a solution to the problems confronted by the
community is offered.
In this context, all actors must be
involved in the transformative action not only of the communities to which they
belong but in each of the institutions immersed in these communities, such is
the school that forms a fundamental element for participation.
2.2. Transformative Action of the
Primary School
The educational transformation with criteria of
quality and social relevance, demands to generate that all its actors are
really benefited and can be effectively incorporated into the socio-productive
sector, because it is based on social relevance, linked to the strategic line
of the Simón Bolívar National Project, Socialist Plan - PPS (2007-2013), where
it is necessary to create precedents for a new socio-productive-political and
ideological model, inclusive and guarantor of the formation of the new citizen.
Likewise, a social transformation must take place,
where the transformation of the educational model is fundamental, therefore,
the synergy of educational institutions is crucial to achieve an academic offer
with social relevance, quality, equity, inclusion, to train citizens with
ethics, professionalism and humanistic criteria.
Thus, the educational institutions of the country need
to focus their approach to citizen participation and contribute based on the
realization of social projects that benefit the school and the surrounding
context, addressed from the community-school relationship from participation,
as possibility of building or developing both tacit and explicit knowledge from
the knowledge dialogue.
Everything expressed above, as an emancipating
element, giving result to the knowledge that is enriched with the incorporation
of the diversity of visions and worldview of each and every one of those
involved in that process, teachers, students, community, thus achieving
consolidate the macro structure that is required in order to consolidate the
progress of knowledge, knowledge and learning in the educational
establishments.
Consequently, by having education a relevant role as a
dynamic agent and strengthening of the transformative processes in society, the
formal education system plays an essential role in the management of citizen
participation particularly in the construction of knowledge and skills
development, attitudes and values that integrate the social with their
interactions, including solidarity, social justice, cooperation, equity,
teamwork, tolerance, respect for life and diversity, acting, among others .
Obviously, current education requires a
constructivist, participatory and popular education at the service of the needs
of society where critical, reflective and participatory thinking of students is
promoted in order to produce a multidirectional education, where the teacher
fulfills the role as facilitator and promoter of participation, as well as the
integration of all students with the social reality that lives in the school
and the community where they live.
Now, under such premises it is not possible to
understand the construction of transforming knowledge in another perspective
that is not that of active subjects in the investigation of their reality.
Therefore, in dialogical education students tend to reflect on their own
situation and are an active part of the entire educational process.
It can be argued that, in the transformation of the
primary school, the student needs to be the main actor of their own
development, acting autonomously in their learning and in the self-realization
of their being in the future.
In this way the teacher must maintain this vision and
act in such a way that this school can have the appropriate basis to achieve
this goal, this teacher with a vision of the future should intertwine citizen
participation by introducing new strategies including inclusion in their
practice of parents in this development.
In addition, it can be added that education is
advancing in a policy synthesized in Quality Education for all, which implies strengthening
the educational attention to the student, increasing the coverage and
expectation of school life on the one hand, on the other, entering into a
process of curricular transformation that implies moving towards an
emancipatory and dignifying education within the framework of constitutional
principles.
3.
Methodological Context
3.1. Epistemological
Approach applied to Research
From the epistemological approach, the
study is based on phenomenology, because it is based on the premise that each
human group establishes a functioning and relationship dynamics in a particular
way, as well as how it relates to other human groups. As the first exponent,
the philosophical school of Husserl, for whom the task of phenomenological
philosophy is to constitute philosophy as a rigorous science. In addition, it
emphasizes the individual and the subjective experience.
On the other hand, Rusque (2003a), points
out that phenomenology:
It is an
original method, where the interest in research is in the field of conceptual
elaboration. The dynamic goes from the concrete reality to the construction of
it, allowing intelligibility to make it possible to make explicit its logical
form through concepts (p.22).
In this context, the study analyzed the
formulation of theoretical elements of citizen participation from a vision of
the innovative dynamics in the transformation of the primary school
contextualized in the teachers, parents, mothers and representatives of the
Primary Education Schools attached to the Region. Educational Independence of
the Regional Executive of the Bolivarian State of Miranda.
Likewise, considering
that from the perspective of phenomenology it was possible to discover and
describe the essential essences and relationships existing in reality, specifically
in educational institutions, where the different educational, social, and
coexistence relationships could be established, of participation and academic
action.
3.2. Methodological Posture
The
methodology of the study was framed in the qualitative paradigm, since it
allowed to define the reality as it is lived and perceived in Dolores González
State School, highlighting the ideas, experiences, feelings and motivations of
teachers, parents, and representatives of said educational institution.
This research
involved theoretical revision and field work through actions in educational and
social practice, to cover the phenomenon under study, analyzed what happens in
space and time, in order to find the usual applications and habitual of the
actors.
However,
for the execution of the fieldwork, the first contacts with the key informants
were established, which according to Martínez (2006a): suggests that, in the
educational field, the possible groups to study would be: the directors,
teachers, parents, representatives and the students of the institutions. Each
of these groups, depending on the topic to be clarified, would illustrate a
facet of the same reality.
In this
regard, it was possible to select the persons interviewed, choosing as
informants or information sources four (4) teachers and four (4) parents,
mothers and representatives of the Dolores González State School, Independence
Municipality of the Bolivarian State of Miranda, attached to the Educational
Region Independence of the Regional Executive of the Bolivarian State of
Miranda.
Subsequently,
for the field work, a chronogram of the activities to be carried out to carry
out said work was prepared, then the techniques for the collection of the
information were selected, using the in-depth interview and the participant
observation; Afterwards, the informants were contacted to establish the date
for the application of the interview; Then, through the organization of the
information, the collected information was processed, checked, organized and
cleaned.
3.3. Validity and Reliability of Research
All research with a qualitative
paradigm requires criteria of validity and reliability, since they lead to the
truth. To establish reliability, the criterion of Rusque (2003b) was adopted:
in which he proposes that the researcher must respect certain rules that allow
to increase internal reliability, which are:
- Condensed
textual accounts: they are verbal productions of the subjects, word by word.
- The
researcher's diary where the reflections, ideas, doubts and confessions of work
in the field are recorded. This aspect is referred to the field notes taken by
the researcher and which are summarized in the semantic networks made to
establish the conceptual synthesis.
-
Consignment of analysis and provisional interpretation.
4. Information Analysis Techniques
The procedure for the analysis of the
information was made taking into account the phases indicated by Rusque
(2010c), which are:
1.- Representation: Through the
presentation of explanatory graphs, which will allow explaining the described
data.
2.- Condensation of the Data, through the
interpretation of the same. It requires a systematic and critical reflection of
the entire research process.
The analysis was based on triangulation,
exposed by Martínez (2006b): "what allowed to contrast the data obtained
with the opinion of the researchers", that is, a comparison of information
was made from three different aspects. According to the Universidad Pedagógica
Experimental Libertador (2002), triangulation: "... is one of the most
characteristic data analysis techniques of qualitative methodology. The basic
principle is to collect and analyze data from different angles to contrast them
with each other" (p.120).
For this study a methodological triangulation
was carried out, where coincidences and divergences were established between
the information obtained from the teachers, parents, and representatives.
For this reason, the analysis of the reality
was a continuous process, interpreting it in the development of the study, in
such a way, that all the information collected, allowed to see the coherence,
coincidence, inconsistencies between what the interviewees said.
Finally, it was theorized through the
analysis and interpretation of the investigated context. Martínez (2006c):
states that in order to achieve this process, a recipe or a series of
established steps are not followed; because the theory is a symbolic, verbal or
iconic construction, it is an ideal model which offers an intelligible,
systematic and coherent conceptual structure for ordering the phenomena, and a
theory is reached through a creative investigation (p.87).
5. Generation of Theory
5.1. Purposes
Contribute to the transformative action of education based on the
school-community integration process.
Identify the elements necessary for the achievement of the
transformative action in education.
Describe the elements necessary for the achievement of the
transformative action in education.
Structure a representative scheme that visualizes the elements
transforming action of education from the school-community integration process.
5.2. Elements for the Transformative Action
based on Citizen Participation between the School and the Community
The generation of a theory centered on
Citizen Participation for the Transformation of the school was based on a
series of emerging categories, which are described below:
1.- Citizen
Participation: People immersed in this participation, require maintaining
respect for the rule of law, access to institutional components, information
and the confidence of citizens in democratic institutions.
2.- School-Community
Integration: This integration requires alliances between the educational
institution and the community, to carry out joint work in the planning,
organization, execution and control of programs or projects to be developed in
the school or in the community. .
3.- Transformative
Action: A school, which establishes synergy and relationship with the local
community, with other educational institutions, with the Community Council of
the sector, with governmental entities established in the community, such as
City Hall, popular organizations such as the Local Committees of Supply and
Production (CLAP), the Autonomous Institute National Council for the Rights of
Children and Adolescents (IDENA),
among others.
4.- School
Context: Conceived as the scope of the school and the surrounding
environment, observing among these factors the location of the community, the
economic level of the inhabitants, the services they have in the sector, green
or recreational areas; Focusing these on how they affect the academic,
emotional and physical performance of students within the school.
6. Findings
Depending on
the specific objectives and the questions raised, it can be mentioned that
citizen participation is the relationship that exists between parents and
representatives and the staff of the campus, taking significant actions that
help improve both the school and the community in general.
- Teachers give
an apparent meaning to the actions of parents and representatives on the campus
from an educational service, leaving the responsibility to teachers and
managers of all educational management, in this sense, citizen participation
from the school-community relationship it is scarce, limited only to the
administrative actions of the school, namely, attendance at meetings,
withdrawal of information slips, complaints due to problems among peers, among
others, which makes evident the little importance given to the transforming
action of the school.
- Citizen
participation has elements such as: commitment, responsibility, shared vision
of the future, equal rights, collaboration, planning together, teachers,
parents and community councils, since the school is not isolated from the
community, but rather, is part of it.
- The
participation strategies that at some point were used have ceased to exist,
since the Campus Management is the one that "solves everything" and
does not allow the others to participate.
- However, from
a community perspective, the parents and representatives that make up the
voices of the different Communal Councils that surround the sector, show
interest in activities outside the school institution and that directly
benefits them, such as the preparation of projects community for community
improvements, organization and participation in the feeding committee, for the
acquisition of food through CLAP.
- There is only
one service relationship, the school offers a benefit to the community and
already, but the community does not return that action, therefore, it can be
pointed out that there is no relationship for the transformative action of the
educational process and much less of the community, because if the school is
not involved as it is advanced.
- As long as
the community does not assume the commitment and responsibility of the school,
there is no transformative action, for this to happen, there must be an
articulation between the school and the community, a peaceful coexistence in
the sectors, exchange of ideas, that is taken in account to the manager, to the
teachers.
7. Conclusions
Based on the findings, the author
of this research concludes that actions must be taken to achieve the
Transformative Action of the School and the Community through the
implementation of strategies for the increase of citizen participation, since
it will allow the consolidation of work teams, collaboration of parents,
mothers and representatives in school work, satisfaction of the expectations of
the educational institution and the community, commitment to the goal that
propitiates the transformative action of the school and the community.
It is fundamental, the
involvement of the family to benefit the coexistence and a favorable
socio-affective climate for the free integral development of the students, who
are also actors for the transformation required by the school and the community.
In this sense, for the
transforming action to be in the articulation, it is necessary that each
educational actor assume a commitment, a responsibility with themselves, since
it is an important requirement in the human potential, for this transformation.
For the above, it is necessary
that parents and representatives participate in the activities carried out at
school, in a spirit of motivation, interest, with the greatest disposition for
the scope of school-community integration.
8. References
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R. (2002-2003). Enciclopedia de la
política. Fondo de Cultura Económica, México, 3ª ed. corr. yaum., 2 vols.
Fermín, J. (2003). Herramientas de
Participación Ciudadana y contraloría Social. Proyecto
componente formativo del programa de fortalecimiento técnico de los consejos
locales de planificación pública. Ministerio de Planificación y Desarrollo.
Caracas: Venezuela.
Martínez, M.
(2006a,b,c). La Investigación
Cualitativa Etnográfica en Educación. Caracas, Venezuela: Texto.
Mosonyi, E. (2007). El concepto de interculturación.
Facultad de Economía y Ciencias Sociales. Universidad Central de Venezuela.
Caracas: Venezuela.
Pérez, A. & Salazar, A. (2010). Modelos de diseños
curriculares en la Educación Básica venezolana. Revista de
Teoría y Didáctica de las Ciencias Sociales. Versión impresa. ISSN: 1316-9505.
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Nacional Simón Bolívar, Primer Plan Socialista - PPS (2007-2013). Desarrollo Económico y Social de la Nación.
Caracas: Venezuela
Rey, R. & Santamaría, J. (2010). La educación en un contrato de calidad.
Barcelona: Monografías, Escuela española.
Rusque, A. (2003a,b,c).
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Investigación Cualitativa. Caracas, Venezuela: Vadell Hermanos.
Universidad Pedagógica Experimental
Libertador (2002). Manual de Trabajos de Grado de Especialización y
Maestrías y Tesis Doctorales. 4ta ed. Caracas, Venezuela: Autor.
Sonia María Peña Guzmán
e-mail: profesorasonia12@gmail.com
Born in Venezuela. Spanish teacher, graduated from the Universidad
Pedagógica Experimental Libertador “Rafael Alberto Escobar Lara”. Specialist in
Planning and Evaluation of Education, Universidad Santa María. Magister
Scientiarum in Higher Education, Universidad Nacional experimental de la Fuerza
Armada Nacional Bolivariana (UNEFA) Doctorate in Education Sciences,
Universidad Latinoamericana y del Caribe (ULAC), Caracas, Venezuela. Postgraduate professor UNEFA, Miranda, Venezuela. Coordinator of the Master's
Degree in Higher Education, UNEFA. Retired teacher in the Castellano area.
Acting Director of the Unidad Educativa Estadal “Dolores González”.
The
content of this manuscript is disseminated under a Creative Commons License
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- Original
Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.10.197-217