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Responsibility and Social Solidarity as Values of Organizational Culture in Venezuelan Schools

 

Authors: Eva Pasek De Pinto

Universidad Nacional Experimental Simón Rodríguez, UNESR

mlinaricova@hotmail.com

Trujillo, Venezuela

 

Rina Desireé Colina Matos

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

desicolina1203@gmail.com

Trujillo, Venezuela

 

Abstract

The controversial and even hostile climate of coexistence of many schools formed a culture where prevailing values contrary to the stated vision and mission. Therefore, the objective of the study was to describe the responsibility and social solidarity as values of organizational culture in Venezuelan schools. Methodologically, it was a descriptive research with field design. The population was 200 subjects and sample of 74 members of staff managerial, teaching, administrative and environmental support of three schools. To gather information about the variables responsibility and social solidarity a valid and reliable questionnaire was applied (79.7%, alpha of Cronbach). As result it was found empirical evidence that 69% of the staff is responsible and 40% is solidarity. In conclusion, the practice of organizational values is not ideal or generalized because only some of its aspects are practiced in addition that not all the staff practice them. Low solidarity makes it difficult the coexistence, for the success and excellence of institutions.

 

Keywords: culture of work; responsibility; social solidarity.

 

 

 

Responsabilidad y Solidaridad Social como Valores de la Cultura Organizacional en las Escuelas Venezolanas

 

Resumen

El clima de convivencia conflictivo y hasta hostil de muchas escuelas conforma una cultura donde prevalecen valores contrarios a los declarados en la visión y misión. Por eso, el objetivo del estudio fue describir la responsabilidad y la solidaridad social como valores de la cultura organizacional en las escuelas venezolanas. Metodológicamente fue una investigación descriptiva con diseño de campo. La población fue de 200 sujetos y la muestra de 74 miembros del personal directivo, docente, administrativo y de apoyo ambiental de tres escuelas. Para recabar la información sobre las variables responsabilidad y solidaridad social se aplicó un cuestionario válido y confiable (79,7%, alfa de Cronbach). Como resultado se encontró evidencia empírica de que el 69% del personal es responsable y el 40% es solidario. En conclusión, la práctica de los valores organizacionales no es ideal ni generalizada pues se practican solo algunos de sus aspectos, aunado a que no los practica todo el personal. La escasa solidaridad dificulta una convivencia sana, el éxito y la excelencia de las instituciones.

 

Palabras clave: cultura de trabajo; responsabilidad; solidaridad social.

 

 

 

1.    Introduction

The success of an organization depends on its ability to know how to use the values ​​of the global society as support for the standards it wishes to implement. With this behavior, she obtains a high degree of adhesion of the personnel to the philosophy that she proposes, expressed in her vision, mission and values. In this sense, the organizational culture is constituted by a complex set of working conditions that encompass values, traditions, policies, assumptions, behaviors and beliefs that are largely shared by a human group, manifested primarily in the language and behaviors of what is done and thought of in an institution, company or organization and giving its members a sense of belonging and identity (Rodríguez, 2009). On the other hand, López (2005): considers that organizational values ​​are shared values, consist of being the foundation of the organization and generate benefits for the people and companies that apply them.

 

Organizational values ​​involve the set of beliefs that an organization has about its daily activities; they are the strong support of the organizational culture, inspire and give framework to the mission, vision and objectives of the institution; they must be internalized in such a way that they manifest and are tangible in the daily activity of each member of an organization. Consequently, they guide human activity in all its manifestations and for that reason it is expected that all the members of the organization unite their personal values ​​with the organizational ones, forming a harmonious and successful climate.

 

However, society as a whole has been going through, according to Briceño (2016a): a crisis of values ​​that, in some way, is caused by the acquisition of some antivalores and affects different areas, including education and its institutions. In relation to this, Spluga (2015): speaks of the existence in Venezuela of a crisis of values ​​in school spaces, in the actors of the educational process, in addition, of the absence of strategic alliances based on organizational values ​​that allow achieving objectives common.

 

In this order of ideas, the researchers could observe that in the institutions object of this study, the workers agree in recognizing that the director exerts an excessive control over them through the iron surveillance, which generates pressure in the personnel, avoiding the harmonious work and promoting conflicts. A respectful dialogical encounter between the managerial staff and the employees is not favored, consequently, the communication is little assertive, inopportune and does not reach all the personnel. The teachers, as well as the rest of the staff, state that on rare occasions they are shown assessment as fundamental members of the institution and, especially, their participation in the educational process of the student body.

 

The difficult situation seems to be caused by the little practice of the organizational values ​​established in the Constitution of the Bolivarian Republic of Venezuela (CRBV, 1999a) and embodied in the vision and mission of Bolivarian educational institutions, as well as an insufficient identification with the values institutional Around this idea, Nieves (2016), in a study in the area of ​​health, found that there is a scarce relationship and identification with the values ​​and corporate principles among health workers in our country, a study that already comes to mind that, in both cases, they are Venezuelan public institutions.

 

Based on the previous exposition and the fact that in many school organizations there are manifestations of conflicts that alter peaceful and harmonious coexistence, giving way to situations of violence (Coronado, 2016): this study aims to determine the organizational values ​​that the staff of the Bolivarian Schools Padre Blanco, Barrio Nuevo, Monseñor Lucas Guillermo Castillo of the Municipality of Valera, Edo. Trujillo

 

To answer the objective, a descriptive field research was designed applying a valid and reliable questionnaire to a sample of managers, teachers, administrative and environmental support personnel. The results are offered in this communication organized into five sections: introduction, theoretical bases, methodology, results and conclusions.

 

2. Theoretical Bases

2.1. The Organizational Culture and its Values

Experts in the field of organizational culture agree on conceiving organizational values ​​as beliefs and principles that are related to the activities of an organization, with the main goal of achieving the welfare of all its members. That is why they are built on the vision and mission of the organization and through which the sense of belonging is sought in the members.

 

Organizational values ​​are born from the contributions of each person in the framework of relationships in a work space, because they, according to Jiménez (2010a: 13): "are part of our identity as people", therefore, they correspond to intrinsic aspects of each individual, such as responsibility, honesty, beliefs, behaviors associated with morality; These aspects are transformed into norms that facilitate adaptation to the environment. Therefore, organizational values ​​underlie the philosophy of the organization and managers have as their task to clarify the value system that permeates it, explicitly stating those that should shape the behavior of all staff (Andrade, 2005).

 

The value system of an organizational culture makes sense when they are compatible with the mission, objectives, policies and organizational strategies to contribute to organizational success and excellence. In that sense, they constitute its pillars, facilitating and guaranteeing both the integration and the growth of the individuals that constitute it. In this regard, Jiménez (2010b), stresses that:

…It is very beneficial to invest time and effort in encouraging any organization to have a culture based on shared values that are put into practice every day through the daily behavior of all its members (or the majority). Values play an important role in the efficiency and effectiveness of organizations (p.18).

         

Then, it can be said that these are the key element in the organizational culture and are constructed collectively based on the beliefs, behaviors, attitudes, personal values ​​of each of the members of the organization. But, it is clear that some stand out from others in the world of organizations, some are more promoted by leaders and managers in favor of the objectives of the organization.

 

Authors such as Jiménez (2010c), Terry (2010), Robbins and Coulter (2006), García and Dolan (2003): consider that every culturally structured company must have shared values ​​or principles; associated with his vision: Where the organization is going; and the values ​​associated with its mission: Reason for being, the why. Among others, mention should be made of moral values ​​such as honesty, responsibility, loyalty, respect and solidarity; values ​​of competence such as culture, aesthetics, initiative, teamwork, leadership, impact and influence, development of others, mutual growth, quality and communication.

 

2.2. Bolivarian Schools of Venezuela

The Bolivarian Primary Schools began in 1999, with an experimental nature until 2007, when the MPPE institutionalized the subsystem of Bolivarian Schools and established its mission and vision:

 

- Mission: Coordinate, plan, guide, review and evaluate the execution of the plans, programs and projects of the primary education level from the planning of the integral community educational project and the learning projects, in order to provide technical-pedagogical guidance to the staff directive and teaching and contribute to the institutional-community management, to guarantee the integral formation of boys and girls.

 

- Vision: Create spaces to address pedagogical practice within the curricular process, its viability and its subsequent application in educational institutions at the primary education level, for the conscious compliance with public educational policies based on the Constitution of the Bolivarian Republic of Venezuela (CRBV, 1999b), among others that can cover the tasks of research, orientation, innovation, production, systematization, delivery and commitment towards the achievement of a comprehensive education of children and adolescents according to the demand of today's society.

 

2.3. Organizational Values of Bolivarian Schools

According to MPPE (2007a): the values that underlie schools are embodied in the Constitution of the Bolivarian Republic of Venezuela. Among the most outstanding to fulfill its mission and vision are:

 

2.3.1. Responsibility. Responsibility is a value that implies the obligation to render accounts, dignifies a person or entity. For which Trujillo (2004a): defines it as the obligation to assume the consequences of the acts that each person performs. In that sense, responsibility is a moral value that drives the individual to respond to their duties and rights. The value of responsibility is understood, then, as the tendency of the personality to act in coherence with the sense of duty towards oneself and society, as an internal need that is a source of positive experiences and is carried out independently of the external obligation, to from the understanding of your need. It implies the commitment with the quality of the tasks, to overcome the obstacles to take them to their final consequences.

 

2.3.2. Social solidarity. Social solidarity involves humanitarian assistance to the other and leads towards a culture of peace. For Romero (2014a: 56): solidarity "does not end in the self, solidarity is otherness in its purest state, it is always towards another". Social solidarity, well understood, begins where the ego ends and the you begin; it is a horizontal relationship between people who constitute a group, an association or a community, in which the participants are in equal conditions. Sobrino (2014), explains that you have to be open to the other both to give and to receive. In other words, it is sharing with other feelings, opinions, difficulties, pains and acting accordingly. For Amaya (2015a): solidarity is a value contrary to individualism, is reflected in the service and seeks the common good and considers that its purpose is to try to solve the spiritual or material beliefs of others.

 

3. Methodology

Next, the methodological aspects that gave the necessary rigor to the investigation are described.

 

3.1. Type and design of the investigation

Taking into account that the objective of this research is to determine the organizational values practiced by the personnel of the Bolivarian Primary Schools: Father Blanco, Barrio Nuevo, Monsignor Lucas Guillermo Castillo of the Valera Municipality, of the Trujillo State, this is a descriptive level investigation with field design, since the data was collected directly in the reality of the selected Bolivarian Schools (Hernández, Fernández and Baptista, 2010a).

 

3.2. Population and Sample

The population is the set of all the individuals that fulfill certain properties and from whom we wish to obtain certain data. The population of 200 people was made up of all the staff of the Bolivarian Schools Padre Blanco (PB: 3 directors, 33 teachers, 4 administrative and 20 environmental support workers), Barrio Nuevo (BN: 3 executives, 42 teachers, 6 administrative and 25 environmental support), and Monsignor Lucas Guillermo Castillo (MLC: 3 directors, 36 teachers, 3 administrative and 22 environmental support) of the Municipality of Valera, Trujillo state.

 

The sample was calculated applying the formula for finite populations with a confidence level of 95.5%, resulting in 73,496, a value that approached 74. This sample, as a representative subset of the population studied, was divided proportionally among the three institutions in such a way that in each school a group of staff was selected at random, as follows: from the PB school 28 people (38% of the sample) considering 1 directive, 2 administrative, 14 teachers and 11 workers); from the BN school 22 people (30% of the sample) taking 1 directive, 2 administrative, 11 teachers and 8 workers); and, from the MLC school 24 people (32% of the sample) that included 1 manager, 2 administrative, 12 teachers and 9 workers. Thus, all personnel from all schools were represented in the randomly selected sample.

 

3.3. Techniques and Instruments of Data Collection

To obtain the necessary information, the survey was applied as a technique and the questionnaire as an instrument. The survey is, according to Arias (2004): a technique to obtain information from a group or sample of subjects about themselves or in relation to a particular topic and to obtain direct information from large and small groups.

 

The instrument, which corresponds to operationalize the survey, was the questionnaire, which according to Hernández et al (2010b, p.217): "consists of a set of questions regarding one or more variables to be measured". The questionnaire was elaborated based on the dimensions and indicators that were derived from the theoretical framework. It should be noted that the organizational values ​​and five values ​​were originally worked on as dimensions: honesty, respect, responsibility, social solidarity and teamwork, so the final general questionnaire consists of 31 items organized in sequence.

 

As a consequence, at this point it is important to point out three aspects: first, that in this research report only the 12 items that relate to the organizational values ​​of responsibility and social solidarity are shown. The second, that, although all the indicators have a positive meaning (they represent a "must be") given their relationship with theories and the theoretical framework, in the instrument almost half of the statements were developed with a negative orientation or contrary to the "should be" of the indicator in question; this in order to exercise a function of distractor or control. This orientation was represented in the tables by the positive or negative sign that precedes the number of items. Likewise, the propositions of the questionnaire were presented in disorder with respect to the dimensions to avoid that a negative is following a positive one of the same values ​​understood as dimensions in the study.

 

The third aspect to consider, are the indicators of each value. Thus, the value of responsibility was measured by means of: complying with activities, committing to institutional goals, collaborating in the preservation of the institutional environment, seeking an effective solution to the problems that arise, anticipating the effects of one's behavior and fulfilling commitments to the institution. For its part, the value of social solidarity was assessed through indicators: Sensitivity to community problems, participate in campaigns of social interest, offer selfless help to the partner, accept that the interests of others are as important as their own , work for the social welfare of others without discriminating and getting involved in the problems of the community.

 

3.4. Validity and reliability of the Instrument

          According to Hernández et al (2010c, p.243): the validity of the information gathering instrument "refers to the degree to which an instrument reflects a specific domain of content of what is measured". Validation was applied to content validity through expert judgment. In this sense, 7 content and methodology experts were asked to review and evaluate each item with respect to relevance with the indicators, variables and objectives of the research, clarity in the writing and sufficiency of the items. The 2 experts in methodology have, in addition to a career as researchers, the title of Specialists in Methodology. The 5 content experts are outstanding researchers in the themes related to values, coexistence or both variables.

 

The reliability of an instrument refers to the degree to which its repeated application to the same subject or object produces similar results. To calculate the reliability of the questionnaire used, a pilot test was applied to 15 subjects with the same characteristics of the population but who were not part of the sample. The original instrument contained 34 items (6 or 7 for each of the 5 values ​​mentioned above); When applying the pilot test and processing the data through the SPSS program in its version 15.0, using Cronbach's alpha method, the reliability was 75.4%. The same program indicated that by eliminating the items number 7 and 27 (of the respect value) and the 30 (of the teamwork value) the reliability would amount to 79.7. Consequently, by eliminating the three items indicated, the final questionnaire was made up of 31 items and a reliability of 79.7%, which is why it was considered reliable.

 

4. Results

In order to arrive at these results, the journey started with a concern about the difficult coexistence that characterizes many educational institutions in the country. But, conflicts between personnel imply a multiplicity of factors, including personal and institutional ones. This reflection led to systematic observation of the actions of the staff and led to the conclusion that the behavior showed little practice of the organizational values ​​embodied in the vision, mission and values ​​of the Bolivarian schools observed. Based on this specific idea, a general objective was established, bibliography was searched and selected, it was analyzed to form a theoretical framework that supported the problem, the specific objectives were elaborated and the schools that were the object of the study were chosen. study. With the orientation of the formulated objectives, the variables were dimensioned and the indicators were constructed to evaluate the practice of organizational values: responsibility and social solidarity.

 

Based on the indicators, a first version of the instrument was built to collect the necessary information, submitted to validation by experts, a pilot test was applied to know its operation, reliability was calculated, the questionnaire was corrected, eliminating the items Suggested This definitive, valid and reliable instrument (79.7%) was applied to a sample of 74 staff members working in three Bolivarian schools in the Municipality of Valera, Trujillo State (Venezuela).

       

The data collected were tabulated and analyzed using the percentage description of the practice of organizational values. The analysis is made according to the two organizational values ​​and is presented through the following process: each value is defined, the content of the table is described, then the statements are analyzed and interpreted with a positive sense, then those with a negative meaning and, Finally, a synthesis is elaborated that facilitates understanding the practice that is carried out of each value.

 

4.1. Value Responsibility

As an obligation to render accounts, Trujillo (2004b): defines responsibility as the duty to assume the consequences of the acts that each person performs.

 

Table 1. Value Practice Responsibility.

Source: The Authors (2017).

 

Table 1, shows that 65% of the surveyed personnel fully comply with the activities that correspond to them according to their position; 81% collaborate with the conservation of the institutional environment; 35% indicated that before acting they anticipate the effects of their behavior or decision and 89% fulfill their commitment to the institution by doing the work that corresponds to it. When adding the 97% that thinks that the commitment with the institutional goals is of all and the 47 /% that is involved in the search of solutions to the problems that arise in the institution stands out that the majority (69% in average) apparently fulfills its duties, which means that they are responsible in their work and corresponds to what Trujillo (2004c) and Briceño (2016b) affirm: by pointing out that said value is oriented towards the adequate and reliable fulfillment of the organizational commitments acquired, as well as the effective solution of the problems that may arise within the organization.

 

However, there is a 59% (on average) that explicitly avoids getting involved in the search for solutions to institutional problems and does not foresee the consequences of their actions. It is inferred, then, that they are not responsible, although they comply with the activities that correspond to them, contradicting what is prescribed in the Organic Law of Education (2009), the MPPE (2007b) and the CRBV (1999c): as well as the aforementioned authors.

 

In short, the high percentage of members who apparently are not engaged and the fact that they do not practice responsibility in all its aspects, implies a lack of commitment to the institution that can negatively affect the achievement of organizational goals, the success of their objectives, as well as create friction in the interpersonal relationships of its members.

 

4.2. Solidarity Value

Involves humanitarian aid, therefore for Amaya (2015b), solidarity is contrary to individualism, is reflected in the service and seeks the common good.

 

Table 2. Practice of Social Solidarity Value.

Source: The Authors (2017).

 

Table 2, shows that 36% of respondents express their sensitivity to community problems, 31% actively participate in campaigns of social interest within the school and 53% expressed working for the welfare of others without discrimination. When analyzing these results, it is highlighted that 40% (on average) of the respondents say they are supportive, a practice that corresponds to what Amaya (2015c), Romero (2014b), among others, indicates in the sense of serving and searching the common good of the other, without any discrimination and without individualism.

 

On the contrary, when calculating the difference (those who did not mark the alternative), 64% are not sensitive to the problems of the community, 69% do not participate actively in campaigns of social interest and 47% do not work for the welfare of others without discrimination. To this is added that 82% offer their help depending on the partner who needs it, 46% assume that the interests of others are after theirs and 57% stated that they avoid getting involved in the problems of their community. Together, they represent a large average of 61% who agreed to be less supportive.

 

Such results show a marked individualism among the personnel, some discrimination in serving the other, because the conditions of equality are not accepted nor is the common good sought. Thus, it is evident that it contradicts the approaches of Amaya (2015d) and Romero (2014c), among others, with respect to what solidarity value means. In addition, the fact that few are involved in solving the problems of the community, corroborates the results related to the lack of commitment because participation is not assumed as a duty.

 

5. Conclusions

Organizational values ​​must be coherent with the mission, objectives, policies and strategies of the institution to contribute to its success and excellence. For them to become pillars in the integration and growth of their members, they must be shared and put into practice every day as the daily behavior of their members, since, interwoven with personal ones, they are guides of human activity in all their manifestations since they constitute the organizational culture.

 

Due to this, the objective of the research consisted in describing the responsibility and solidarity as values ​​of the organizational culture in three Venezuelan schools of the Valera Municipality, Trujillo State, in order to obtain the information a questionnaire was applied to a sample of personnel directive, teaching, administrative and environmental support, from whose analysis the characterization of their practice was obtained. Consequently, the evidence shows that the different aspects of each organizational value are practiced to a different extent. Thus, the practice of responsibility involves little more than two thirds of the staff, a practice that, in most cases, is limited to compliance with the functions derived from the position held without correspondence or connection with the sense of commitment due to excessive control of the manager, so he is not creating a culture of commitment that moves them to fulfill their duty for duty itself.

 

The scarce practice of solidarity that shows, then, only two fifths of the staff claimed to be supportive. On the contrary, the majority offers help in a discriminated and selective way, together with the expressed individualism and the little sensitivity to the problems of the community. It is evident, then, that participation and collaboration are infrequent behaviors and little or nothing contribute to the achievement of institutional objectives. This situation affects not only the organizational climate of these institutions, but also the successful achievement of institutional goals. However, these results were to be expected, since it was evident that the practice of value responsibility and solidarity is limited, so that it also negatively affects teamwork.

 

In conclusion, it is possible to affirm that the practice of the organizational values ​​carried out by the staff of the Bolivarian Schools object of this study is not optimal, because, in general average, only reaches more than half of those who live in them, being still less solidarity. What in turn hinders teamwork, success and excellence of institutions.

 

6. References

Amaya, L. (2015a,b,c,d). Desarrollo Organizacional. Enfoque Integral. 1ra Edición.  México: Limusa Noriega Editores.

 

Andrade, M. (2005). La dirección escolar ante los retos del siglo XXI. Barcelona, España: Segunda Edición. Editorial: Síntesis.

 

Arias, F. (2004). El Proyecto de Investigación. 4ta Edición. Caracas, Venezuela: Editorial Episteme.

 

Briceño, M. (2016a,b). Valores Organizacionales y Gerenciales en Empresas. Tesis Doctoral. Zulia, Venezuela: Universidad Rafael Belloso Chacín.

 

Constitución de la República Bolivariana de Venezuela, CRBV (1999a,b,c). Gaceta Oficial N° 36.860. Jueves, 30 de diciembre. Caracas, Venezuela: Asamblea Nacional Constituyente. Recuperado de: http://www.inpsasel.gob.ve/moo_doc/ConstitucionRBV1999-ES.pdf

 

Coronado, B. (2016). La Pedagogía de la Violencia. Tesis Doctoral. Trujillo, Venezuela: Universidad de los Andes. Núcleo Universitario “Rafael Rangel”.

 

García, S., & Dolan, S. (2003). La Dirección por Valores. El cambio más allá de la Dirección por Valores. Barcelona, España: McGraw-Hill / Interamericana.

 

Hernández, R., Fernández, C., & Baptista, P. (2010a,b,c). Metodología de la Investigación. Quinta Edición. México: McGraw-Hill.

 

Jiménez, J. (2010a,b,c). El Valor de los Valores en las Organizaciones. Caracas, Venezuela: Cograf Comunicaciones. 3ra Edición. págs: 13-18.

 

Ley Orgánica de Educación (2009). Gaceta Oficial de la República Bolivariana de Venezuela. N° 5.929. Miércoles 5 de agosto. Caracas, Venezuela: La Asamblea Nacional de la República Bolivariana de Venezuela.

 

López, M. (2005). La convivencia escolar y la construcción de la ciudadanía. Balance retrospectivo y desafío del futuro. Bordon. Revista de Pedagogía, 66(2), 93-106.

 

Ministerio del Poder Popular Para la Educación de la República Bolivariana de Venezuela, MPPE (2007a,b). Currículo Nacional Bolivariano. Diseño Curricular del Sistema Educativo Bolivariano. Caracas, Venezuela: Ministerio del Poder Popular Para la Educación. Recuperado de: http://www.oei.es/historico/quipu/venezuela/dl_908_69.pdf

 

Nieves, R. (2016). Perspectiva existencial del Clima y Cultura Organizacional del Hospital “Dr. Tulio Carnevali Salvatierra” del Instituto Venezolano de los Seguros Sociales. Tesis Doctoral. España: Universidad Autónoma de Madrid.

 

Robbins, S., & Coulter, M. (2006). Comportamiento Organizacional. México: Editorial Pearson.

 

Rodríguez, R. (2009). La cultura organizacional. Un potencial activo estratégico desde la perspectiva de la administración. INVENIO 12(22), 67-92. Recuperado de:

https://dialnet.unirioja.es/descarga/articulo/3394655.pdf

 

Romero, L. (2014a,b,c). Desarrollo Organizacional. México: Editorial Trillas, págs. 56.

 

Sobrino, M. (2014). Valores, Familia y Sociedad. Caracas: Editorial Liber.

 

Spluga, M. (2015). Valores Éticos en los Docentes y Alianzas Estratégicas para la escuela pertinente. Tesis Doctoral. Venezuela: Universidad del Zulia.

 

Terry, D. (2010). Comportamiento Organizacional. Estados Unidos: McGraw-Hill.

 

Trujillo, Y. (2004a,b,c). Los Valores y cualidades de un orden especial. Tesis Doctoral. Mérida, Venezuela: Universidad de los Andes.

 

 

Eva Pasek De Pinto

e-mail: mlinaricova@hotmail.com

 

Born in Caracas, Venezuela. Bachelor of Education in Biological Sciences (UCAB), Master in Planning and Administration of Higher Education URU), Master of Technology and Educational Design (UNESR), Specialist in Research Methodology (URU), PhD in Educational Sciences (UBA); Postdoctoral Studies in Educational Sciences (UNESR). Retired professor at the Universidad Nacional Experimental Simón Rodríguez. Responsible for projects on knowledge construction and natural sciences; environment and evaluation. Active member of the Research Line "Investigators in Social Action" (IAS). She has published a book as author-editor and numerous articles in national and international journals. Research professor of the Program to Stimulate Innovation and Research in Level C.

 

 

Rina Desireé Colina Matos

e-mail: desicolina1203@gmail.com

 

Born in Venezuela. Degree in Education, mention: Spanish and Literature (Universidad de Los Andes, University Nucleus "Rafael Rangel", Trujillo-Venezuela). Distinction Cum Laude. Master in Education Management. (Universidad de Los Andes, University Nucleus "Rafael Rangel." Trujillo-Venezuela). Doctorate in Education, (Universidad Experimental “Rafael María Baralt”, Maracaibo-Venezuela). Professor of the Ministry of Popular Power for Education - Venezuela. Her professional career includes being a Classroom Teacher, Pedagogical Coordinator; Student Welfare Coordinator, Administrative Deputy Director, Director of the Educational Unit: "Barrio Nuevo" Valera, where she currently serves as Institutional Coordinator. In the university area, she was a Contracted Professor at the Instituto Tecnológico “María Briceño Iragorry”; at the Universidad de las Fuerzas Armadas (UNEFA) Núcleo Trujillo; Visiting Professor in the Department of Pedagogical Sciences of the Universidad de Los Andes, Núcleo "Rafael Rangel", Trujillo, Edo. Trujillo It has as areas of work and research: Language and Literature and Educational Management.

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.5.100-120