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Author: Melba Marina Ramírez de Sánchez
Universidad
Fermín Toro, UFT
Lara, Venezuela
Resilients:
Social Capital in the Management of Immersed Knowledge in Venezuelan Teaching
Education
Abstract
The present article was an evolutionary product of
reflections of the knowledge acquired through the theoretical corpus of the
doctoral thesis entitled: Resilience in the complexity of human behavior for
overcoming academic adversities, where key informants contribute their
realities and experiences in the public university campus and private from the
two optics: teachers and students. The purpose of this study is to promote a
theoretical approach to resilience as social capital in the management of knowledge
immersed in Venezuelan teacher training. Reason for which the problem was
raised starting from the experiences of social actors, hence the research
corresponds to the qualitative paradigm as well as the paradigmatic position
was strengthened by identifying with the interpretive approach, in such a way
that processed, triangulated and categorized the hermeneutic units, concluding
that the social capital is composed of teachers and students who share a
universe of experiences and knowledge managed, which lead to the significant
contribution of knowledge and its humanistic strengthening of the teaching
professionals as well as the organization or university institution.
Keywords: social capital;
knowledge management; human behavior.
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Date Received: 12-03-2018 |
Date Acceptance: 03-05-2018 |
Resilientes: Capital Social en la Gestión del Conocimiento
Inmerso en la Formación Docente Venezolana
Resumen
El
presente artículo fue producto evolutivo de reflexiones del conocimiento adquirido
a través del corpus teórico de la tesis doctoral titulada: Resiliencia en la
complejidad del comportamiento humano para la superación de adversidades
académicas, donde los informantes claves aportan sus realidades y experiencias
en el campus universitario público y privado a partir de las dos ópticas:
docentes y estudiantes. Dicho estudio tiene el objetivo de promover una
aproximación teórica de los resilientes como capital social en la gestión del
conocimiento inmerso en la formación docente venezolana. Razón por la cual se
planteó la problemática partiendo de las experiencias de los actores sociales,
de allí que la investigación corresponde al paradigma cualitativo así como la
postura paradigmática se fortaleció identificándose con el enfoque interpretativo, de tal manera que se procesó, trianguló y
categorizó las unidades hermenéuticas, concluyéndose que el capital social está
integrado por docentes y estudiantes que comparten un universo de experiencias
y conocimientos gestionados, los cuales conducen al aporte significativo del
conocimiento y su fortalecimiento humanístico de los profesionales de la docencia así como de la
organización o institución universitaria.
Palabras clave: capital social; gestión del conocimiento; comportamiento humano.
|
Fecha de Recepción: 12-03-2018 |
Fecha de Aceptación: 03-05-2018 |
1.
Introduction
The following article is intended to: promote a
theoretical approach to resilience as social capital in the management of knowledge
immersed in Venezuelan teacher training. Likewise, it is the product of the
reflections about the research and development of the theoretical corpus of the
doctoral thesis entitled: Resilience in the complexity of human behavior for
overcoming academic adversities, hence this new approach to the observed and
felt worldview is born for its results through triangulations and data
analysis, which continues to evolve and has the purpose of promoting a
theoretical approach of resilient social capital in the management of knowledge
immersed in Venezuelan teacher training.
The university context where the teacher is trained,
in the specialty of integral education, observes in his evolution that the
human being transits through the academy, leaving traces that mark well or
badly other beings that perhaps presented difficulties or academic difficulties
at the time. thanks to the resilient teachers and students; They managed to
strengthen the development of integrated social capital in school organizations
to use the appropriate strategies in the training of the new citizen.
In this order of ideas, it is evident that the
University as a house of studies for teaching professionals, has the greatest
responsibility in the formation of social capital through young people with
interpersonal skills helping to strengthen in the students their own meanings
that give meaning to what they do, think or say, fostering work in groups,
thanks to the joint help with the train.
On the other hand, the professional teacher is
approached as a person who has his own world of values, difficulties,
environmental and social problems and experiences such as family, school,
sentimental abandonment, etc. At some point in the life of the student of
education; The University as an organization allows it to develop the capacity
to overcome these tragedies, thanks to the value of social capital that is not
other than the teacher.
Hence, the progress of the research is part of the
article since it contains as a fundamental element the experience generated
from the results and the theoretical corpus on resilient behavior to overcome
emerging adversities during the university student performance of the doctoral
thesis. For what has been set as epistemic growth in the article whose main
objective is: to promote a theoretical approach to resilience as social capital
in knowledge management immersed in Venezuelan teacher training.
2.
Perspective
of the problem
The resilient through the ages, has evolved as organized,
to face adversities, hence there is an endless list of events that reflect the
resilient development of different protagonists and characters in the history
of the human being, so as not to be so extensive, only some background is
cited; the story as it identifies cases like Joseph the carpenter, when I face
the fears of accepting the heavenly pregnancy of his fiancée Maria. Anne Frank
in her fabulous evocations written in her diary and that moved her to other
environments, which she used and read to her group so as not to be shocked by
what she was experiencing when the Nazis were looking for the Jews. As well as,
Simón Rodríguez, teacher of the liberator, who suffered in his childhood
abandonment, persecution for his ideals; overcoming it. Concluding their
behavioral experiences with the maturity of the decisions taken opportunely in
the knowledge management adapted paradigmatically as contribution of their
resilient experiences; integrating to its social capital of the organizations
in which they made social life and developed.
The protagonists or social actors of the university
educational organizations adapt to the social forms where they live developing
their productive forces, and as Heller (1998) says, quoted by Beautiful (2013):
"No society can exist without man ..." (p.307). Hence, the daily life
of man allows Social, Cultural, Religious, Legal and State Revolutions, thanks
to the ability to learn and how to use, appropriate and generate new systems of
life, knowledge, technologies, policies, education, that are in tune with the
paradigmatic needs of the moment.
On the other hand, social man objectifies himself by
forming his world, organizing himself, gaining stability in terms of crisis,
politics, tasks, opportunities, difficulties and building his own image and
personality, achieving intellectual maturity to contribute at his own pace to
society of knowledge, earning public, family and institutional appreciation and
in other cases the loss of respect or loss of their profits, to this contribution
is added an indispensable ingredient known as factors conformed by: shared
values, norms, attitudes, culture, trust , networks and similarities to be able
to move forward.
In this regard, Fukuyama (2007), cited by Sánchez
(2009): considers that social capital are shared norms and values that
promote trust and social cooperation (pp. 235-254), these factors being
relevant in social capital in regarding the process of development and economic
growth of society. However, the participants of the teacher training process
are the social capital (teachers-students) that conform to the organization
called University, understanding that their development as a professional must
fulfill the expectations of the curricular Maya planned and approved by the educational
institutions, in where the ideal profile of the teacher is formed that will
later form the young people of primary education.
Thus; the share of responsibility and cooperation of
the trainers vis-à-vis the Universities is evident, since that educational
process that each student experiences corresponds to the style and strategies
of the teaching staff that he used to transmit knowledge through the different
programs contained in the career curriculum of integral education and the form
of absorption and appropriation of acquired learning.
From
the above, the critical reflection of the research that gave rise to this
article is presented, among them the values of the educator of today and
tomorrow stand out, his professionalism allows him to transmit resilient
experiences in the form of strengthened values, so that, The student as a
hominizing person needs to experience and satisfy his basic needs inserted in
the emotional and sentimental world.
To give an answer to his cognitive and historical
uncertainty, which induces him at the same time in the reflection and
rethinking that allows him to correct isolated or not isolated experiential
processes, with the purpose of reconfiguring his worldview of the reality as
for a change of attitude in the dialectic transformation of consciousness,
self-control and wisdom, through education, which ultimately leads to
self-realization as a person facing the society where it interacts and as a
professional in organizations where it is part of social capital in the
management of knowledge immersed in Venezuelan teacher training.
Therefore, it is necessary for the university student
to recognize their strengths and weaknesses, especially because they live in a
physical, biological, technological and cultural world, where they develop
their personality, values, ethics, and their thinking humanity, responsible for
their present and future. Knowing your past, so that you can project your
expectations, between what you have from your past, what you enjoy your present
and what you expect from your future, as a challenge to face through
organization and planning, the complexity of the uncertainties stored in his
memory, produced by the chaos of human actions or conflicts that can restore
the unity of things, full of hope and optimism towards the future.
For all the above described, this study that gave rise
to this article, presented as social actors to the protagonists of the teaching
and learning process identified as (Rainbow, Star, Moon and Sun) belonging to
Public and Private Universities of Puerto Cabello, whose role played in his
opportunity was to be a teacher and students of the career of integral
education.
The key informants mentioned affirm in their speeches
that human beings have a resilient profile, when they stand out for having a
high level of competence in different areas, as they are: leaders,
intellectuals, creators, participants, altruists, among others.
That is to say, due to their human complexity, they
develop their self-organization through resilient capacity, allowing them to
reflectively pursue the path, building opportunities, opening an environment
that favors new expectations and possibilities, supported by a feeling of
security and self-confidence, looking the affiliation that it has with the
past, observes the present facing the errors and giving solution to the
conflicts and problems to fortify its future.
It is opportune to remember that the predominant role
of the teacher is to facilitate the learning of his disciples. In this regard, Rogers
(1977): expresses that facilitating consists of freeing curiosity, allowing
people to evolve according to their own interests, developing a sense of
inquiry, opening the way to question and exploration, recognizing that
everything is in process of change (page 90).
Hence, it is agreed that teachers release curiosity
easily when they develop and apply innovative strategies in each of the
educational activities for which they are responsible.
This is why the following question that addresses the article
is proposed: How do teachers and students conceive social capital in the
management of immersed knowledge with a resilient behavior through pedagogical
praxis?
Considering the above, it was proposed to build in
this article a theoretical corpus product reflections of the research related
to the resilient as social capital in the management of knowledge immersed in
teacher training, taking into account what is expressed in the doctoral thesis
regarding the experiences and experiences expressed by the social actors (Sun,
Moon, Rainbow and Star) integrated by teachers and university students of the
Career of Integral Education.
According to what was stated during the development of
this article, it is stated that the line of research to which it subscribes is
identified as: Participation and Social Protagonism, since it addresses from
the university context the situation that has been observed in terms of the
influence of the teacher as a social actor belonging to a knowledge society
when promoting; through its educational praxis, behaviors in students that help
them overcome and overcome difficulties that emerge in the daily life of their
personal and academic university life.
3.
Theoretical
fundament
Through the doctoral
thesis that gave rise to this article, the study of resilience in the field of
social sciences was addressed, specifically in the educational area, locating
the available sources of information. Based on the background of the research
carried out, it has now been possible to scientifically configure the elements
and characteristics for the construction of the new article titled:
resilientes: social capital in knowledge management immersed in Venezuelan
teacher training.
In
this sense, what is considered by Tamayo and Tamayo (2003) is considered: they
refer to the background of research as a synthesis of previous research related
to the proposed investigation (p.146), hence, some background is cited below
connected with the theme addressed. Reason for which the investigative antecedents
like works of degree are outlined in the doctoral thesis, but already they have
the allowed time fulfilled, nevertheless, it is not thus for the scientific
articles.
In this regard,
Portilla, Dután, Abril and Ullauri (2017): point out in their article the
importance of reciprocity to join and work as a team with the purpose of
learning together (pp.14-15), being of great significance for this job.
Therefore, taking into account this statement and, adding the relationship with
the theories of Vygotsky, which are support of the doctoral thesis that gave
rise to this article. Trainers are social capital that interact in
organizations, in turn feel the need to help and recognize their weaknesses,
when they ask others to guide them in the teaching and learning process, so
they develop strategies so that the strongest can help the weakest through
teamwork.
Continuing with the
background, highlights the Mirabal (2015): who notes the following:
...
Each cognitive actor has its own subjectivity that is shaped by a particular
experience. Every moment involves different circumstances and cognitive
situations. The provision and relevance of cognitive inputs, as well as the
platforms that support it, will vary the precision and accuracy of the response
obtained. Every cognitive actor follows different directions because it does
not have the same interests, setting objectives according to the particular
capturing of the task. The constructed reality can vary significantly according
to the personal conformation of the actor and the cognitive objects that he
accesses. At present, in the leaders different rules of action coexist with
respect to the paradigms and the traditional cognitive theories handled ...
(p.57).
Finally, what is indicated by the author is related to
what is stated in the article since the development of knowledge of social
capital is generated by each of the social actors that participate and share
the knowledge within the university campus.
On the other hand, it is essential to make clear that
the doctoral thesis that gave rise to this article remains in tune with the
study, because it addresses the problem of resilience and the complexity of
human behavior, taking into account the traumatic risks at school and in the
family. educational praxis, coupled with the development of knowledge by social
capital, called facilitators and participants or university students.
For this reason, strength is given to the theoretical
sampling, because the process of collecting data to generate theories is the
basis of the foundations of scientific work, to develop the study, using
documentary, bibliographical and descriptive research in which we proceed to
collect, select, codify and apply hermeneusis to the data of the context where
the problem exists, then the cognitive thread is developed by formulating other
theories.
What is stated, is supported theoretically with
different philosophical, epistemic, educational and psychological points of
view such as Aristotle who expressed that happiness denotes the pleasure of
doing things, Sartre added the importance of emotions in the human being, Morin
with the principles of the complexity of the human condition in terms of
generating responses, educational and humanistic theories such as what Alfred
Adler expressed about psychological health, Maslow with the satisfaction of
basic needs, stimuli and motivation, Roger mentioned the importance of
motivation in terms of wanting and doing things, Maturana with his
contributions regarding the love towards the human being, Vygotsky with the
educational contribution of the very important next development to help the
weak or with difficulties through the group, as well as what has been
contributed by neuroscience in the process of capturing learning and
strengthening it with a time longer in terms of remembering what was learned.
4.
Methodology
In this article, the theoretical reflection as a
result of the epistemic evolution of the final knowledge of the theory
emanating from the doctoral thesis, considered the premises of qualitative research,
also made use of the results or dialogues of the in-depth interview as a
pedagogical tool to the key informants (IC) integrated by teachers and students
of the career of integral education, conceived as a resource used by the
researcher to stimulate enough confidence in the social actors to freely
describe their reality.
Hence, the paradigmatic position was strengthened by
identifying with the interpretive approach identified by Leal (2009): as:
"Holistic, naturalistic, humanistic and ethnographic, based on credibility
and transferability" (p.124), according to Patton, cited by Merino (1995):
the characteristics of the interpretative paradigm research are: Naturalist
research (page 130), study the situations described by the social actors, placing
them in the real world, being the case of UNEFA University and UNIPAP in the
Faculty of Integral education.
Therefore, when obtaining different realities
according to what was stated in the dialogues of each informant, a certain
similarity was evidenced in the experiences expressed by the CIs, although it
is known that the human being is unique and very complex, always has a point of
coincidence , which was observed from different angles of the public and
private university environment, that is, depending on how it is seen, the
impression it causes, how each reality is interpreted from its parts to the
whole and everything to its parts, for this, it was used the hermeneutic unit,
highlighting important meanings among the findings.
Likewise, the comprehensive approach was made and the
categories were finally submitted to divergences and convergences: description
of the teacher, being a teacher, ideal teacher, values of the educator, love
of the teacher towards the student, physical contact therapy to the student,
values of the student , relationship in relation to the communication
established between the teacher and student, frequent problems of the student
perceived by the teacher, meanings of resilience, behaviors observed by
students with problems, attitudes and behaviors assumed by the student to go
out with success of adverse situations, stimuli provided by the University as
an educational organization, identification of the sensitivity of teachers to
help students.
5. Analysis
and interpretation of results
In the analysis of the
results the convergences and divergences were applied in its two optics, that
is to say; what the teacher and the student think. So, in its results it was
possible to unify a social reality shared by teachers and students. The process
of empowerment of the social actors was very similar, the results are finally
concluded recognizing that the theoretical promotion of the resilient as social
capital in the management of knowledge immersed in the Venezuelan teacher
training, begins the first day of academic activity, where they circulate
different ways of thinking, both of students and teachers, assuming
intellectual development as a process of formation, where the student
strengthens and assumes his leadership that eventually leads him to strengthen
his teaching profile.
To conclude, the
initial conception formulated by the question was visualized: How do teachers
and students conceive social capital in the management of immersed knowledge
with a resilient behavior through pedagogical praxis ?, which responds to
experiential discourses and triangulated and unified as a reality not of one,
but of all. Standing out as a final conclusion that: social capital is composed
of teachers and students who share a universe of experiences and knowledge from
various angles of reality, taking into account the role played by each member
in the university context, therefore; it is in the subject of study, to
generate practical knowledge in the formation of trainers as social capital
that is integrated and developed through the academic-theoretical and practical
knowledge that describes the professional profile with resilient behaviors,
which are put into practice and assuming everyone needs everyone, no person can
learn isolated from the world. You can not do everything
"alone".
6.
References
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V. (2013). La Sociología de la Vida
Cotidiana en Agnes Heller. ARJÉ. Revista
de Postgrado FACE-UC, 8(14), 305-321. Edición Especial. Recuperado de: http://arje.bc.uc.edu.ve/arj14esp/art14.pdf
Leal,
J. (2009). La autonomía del Sujeto Investigador y la Metodología de
Investigación. 2ª edición. Valencia, estado Carabobo, Venezuela: Editorial
Azul Intenso, ISBN: 978-980-12-1254-6, pág. 124.
Merino,
C. (1995). Metodología cualitativa de la investigación psicosocial. ISLAS,
45(138), 125-135. Recuperado de: https://es.slideshare.net/jessyi/gonzalez-morales-paradigmas-de-la-investigacion-en-ciencias-sociales
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J. (2015). Gestión dinámica de
conocimiento organizacional. Revista
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G., Dután, M., Abril, H., & Ullauri, J. (2017). Comunidad de Aprendizaje, la Reciprocidad de Aprender y Enseñar. Tú me
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(1977). El proceso de convertirse en persona. Buenos Aires: Argentina: Editorial
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M., & Tamayo (2003). El proceso de
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Melba Marina Ramírez de Sánchez
e-mail: marinanelvam@gmail.com
Born in Valencia, Carabobo state, Venezuela. Retired
teacher of the Ministry of Popular Power for Education. 28
years in teaching, at secondary level, Escuela Técnica Miguel Peña de Puerto
Cabello y Universidades (IUTEPAL, CUAM, UPEL, Simón Rodríguez, UNEFA). Tendency towards research and teacher training. Tutor
at the Master's level in Education and Administration. Coordinator from 2001 to
2010 in the evaluation department. Coordinator of research and internships at
CUAM from 2016 to 2017. Speaker and workshop. Studies in: Lic. In Education,
mention Educational Administration in Universidad de Carabobo in Valencia.
Master's Degree in Management, mention of Educational Systems at the
Universidad Bicentenaria de Aragua in Maracay, Dra. In Educational Sciences of
the Universidad Fermín Toro of Barquisimeto, student of the postdoctorate of
the Universidad Fermín Toro and Doctorate in Educational Innovation of the
Universidad Experimental Nacional de las Fuerzas Armadas UNEFA.
The
content of this manuscript is disseminated under a Creative
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Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.5.101-115