EL PROGRAMA NACIONAL DE FORMACIÓN DE EDUCADORES Y EDUCADORAS EN LA UNIVERSIDAD BOLIVARIANA DE VENEZUELA: DE LA EDUCACIÓN DESARROLLADORA AL DESARROLLO ENDÓGENO

RESUMENEn el mundo dinámico y cambiante de hoy se imponen nuevos retos y transformaciones en diferentesámbitos del saber, del hacer y del ser. En la República Bolivariana de Venezuela se desarrollaun nuevo sistema de educación, denominado Sistema Educativo Bolivariano, integrado por variossubsistemas, a saber: Educación Inicial, Educación Primaria Bolivariana y Educación SecundariaBolivariana, –la cual contempla los Liceos Bolivarianos y las Escuelas Técnicas Industriales Robinsonianas–,la Educación Universitaria y la Educación Especial, que se hallan en el proceso desu integración al Subsistema de Educación Primaria. Es una educación eminentemente humanista,basada en el proyecto educativo de Simón Rodríguez y Luis Beltrán Prieto Figueroa, entre otrospedagogos latinoamericanos.Palabras claves:Educación, Desarrollo endógeno, Paradigma, Psicología cognitiva, Aprendizaje, Interacción sociocultural.ABSTRACTIn today’s dynamic and changing world, new challenges and changes in different areas of knowledgeare imposed, in different aspects of the knowing, the doing and the being. In the BolivarianRepublic of Venezuela is developing a new education system, called Bolivarian EducationalSystem, composed of several subsystems, namely: Childhood Education, Elementary BolivarianEducation and Secondary Bolivarian Education –which includes the Bolivarian high schools andTechnical Industrial Robinsonian schools– University Education and Special Education, who arein the process of their integration into Primary Subsystem. It is an eminently humanistic education,based on the educational project of Simon Rodriguez and Luis Beltran Prieto Figueroa, amongother Latin American educators.Keywords:Education, Endogenous development, Paradigm, Cognitive psychology, Learning, Socio-culturalinteraction

Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades

En el ámbito educativo, la evaluación de las competencias digitales se ha convertido en un aspecto fundamental, dado que ellas definen la habilidad de los docentes para usar la tecnología de forma efectiva en su práctica pedagógica y preparar a los estudiantes para un mundo con crecientes demandas digitales. En este contexto, este estudio tiene como objetivo caracterizar la valoración de las competencias digitales de los docentes en la Universidad Técnica de Manabí. Para ello, se utiliza una investigación descriptiva y un diseño multimodal que combina metodologías cuantitativas y cualitativas. Para recoger datos, de una muestra de 277 docentes, se utilizó el Cuestionario de Valoración de Competencias Digitales en Educación Superior (CDES). Los resultados muestran un alto nivel de valoración en la alfabetización tecnológica de los docentes, lo cual enfatiza la importancia de las habilidades tecnológicas en la educación actual. Sin embargo, también se detectaron áreas de mejora, como la creación de bases de datos y la interacción a través de redes sociales. Estos hallazgos sugieren la necesidad de implementar estrategias de formación docente personalizadas para mejorar aún más las competencias digitales de los docentes en estas áreas específicas

Psychosocial effects of COVID-19 in Ecuadorian university professors

The objective of this work is to analyze the psychosocial effects of COVID-19 on Ecuadorian university professors, for which a quantitative research of descriptive and correlational nature was developed. Two instruments were applied, based on the Depression, Anxiety and Stress Scales and the Burnout questionnaire to the selected sample, in three public universities of easy access and linkage with the researchers. The population consisted of professors with appointment: 682 from the Technical University of Manabí, 678 from the Lay University Eloy Alfaro de Manabí, and 131 from the State University of Southern Manabí, from which a sample of 246, 246 and 98 professors was selected respectively. From the results it is derived that depression, anxiety, and stress were configured in psychosocial effects, which have had an impact during the COVID-19 pandemic on the professors of the universities studied, due to the pressure originated by new emerging methodological structures, the acquisition of other competences associated to technology, health and the risks of contagion, death and by the pedagogical attention through virtuality, unexpectedly arisen in times of pandemic

EDUCATIONAL MODEL FOR COMMUNITY PARTICIPATION THROUGH THE CRITICAL THOUGHT IN THE CONSTRUCTION OF THE COMMUNES

The Bolivarian Republic of Venezuela through its Constitution has promoted community participation in public affairs and a proof of this is the creation of Community Councils and the impetus to the formation of social communes. There are many forms of participation; however, according to El Troudi et al (2005) the main form of participation has to do with decision-making. Although community participation is a right and a duty established in the Constitution, it has been hampered by many factors (Villarroel and East, 2010). In this sense, it is aimed at conducting a study with the purpose of creating an educational model for community participation through critical thinking in the construction of the communes in Santa Ana de Coro, Falcon State. This research is based on the  dialectical materialism methodology. The sample will be represented by spokespeople of Luchadores por la Patria Commune. So techniques such as participant observation, semi-structured interviews, questionnaires and descriptive records before, during and after the intervention will be applied. Emerging results from the diagnostic suggest that community participation from the significance of its actors is seen as a representative and not decisive process, there is little willingness of people to be participants in decision-making in situations present in their community and trend of citizens to act more as objects than as subjects

Modelo educativo para la participación comunitaria mediante el pensamiento crítico en la construcción de las comunas

The Bolivarian Republic of Venezuela through its Constitution has promoted community participation in public affairs and a proof of this is the creation of Community Councils and the impetus to the formation of social communes. There are many forms of participation; however, according to El Troudi et al (2005) the main form of participationhas to do with decision-making. Although community participation is a right and a duty established in the Constitution, it has been hampered by many factors (Villarroel and East, 2010). In this sense, it is aimed at conducting a study with the purpose of creating an educational model for community participation through critical thinking in the construction of the communes in Santa Ana de Coro, Falcon State. This research is based on the  dialectical materialism methodology. The sample will be represented byspokespeople of Luchadores por la Patria Commune. So techniques such as participant observation, semi-structured interviews, questionnaires and descriptive records before, during and after the intervention will be applied. Emerging results from the diagnostic suggest that community participation from the significance of its actors is seen as a representative and not decisive process, there is little willingness of people to be participants in decision-making in situations present in their community and trend ofcitizens to act more as objects than as subjects.La República Bolivariana de Venezuela a través de su Constitución ha impulsado la participación comunitaria en los asuntos públicos y prueba de esto lo constituye la creación de los consejos comunales y el impulso a la conformación de comunas socialistas. Existen muchas formas de participación, sin embargo, de acuerdo con El Troudi et al (2005) la principal forma es la participación en la toma de decisiones. Auncuando la participación comunitaria constituye un derecho y un deber establecido en la Carta Magna, la misma se ha visto obstaculizada por muchos factores (Villarroel y Este, 2010). En este sentido, se pretende elaborar un estudio con el objetivo de crear un modelo educativo para la participación comunitaria mediante el pensamiento crítico en la construcción de las comunas en Santa Ana de Coro, Estado Falcón. Estainvestigación se apoya en la metodología del materialismo dialéctico. La muestra estará representada por voceros y voceras de la Comuna Luchadores Falconianos por la Patria, aplicándoseles técnicas como: observación participante, entrevistas semiestructurada, cuestionarios y registros descriptivos antes, durante y después de la intervención. Los resultados emanados del diagnóstico apuntan a que la participacióncomunitaria desde la significación de sus actores es vista como un procesorepresentativo y no decisivo, existe poca disposición de las personas a ser partícipes en la toma de decisiones en las situaciones presentes en su comunidad y tendencia de los ciudadanos y ciudadanas a actuar más como objetos que como sujetos

委内瑞拉教育机构管理人员的组织文化。一个定性的研究。

The objective of this article was to interpret the conceptions of organizational culture that managerial personnel have in 05 university institutions, located in Santa Ana de Coro, Falcón state, Venezuela. The article is inserted in the qualitative approach and the interpretive paradigm, assuming the ethnographic method research. The techniques were used: participant observation and in-depth interview. As a validation method, triangulation was used, with the participation of 05 key informants, with positions of educational leadership in the institutions studied. The information on the context was searched to describe the scenario and characterize the subjects; Likewise, pertinent theoretical references were consulted. The application of the instruments was carried out. Among the findings, it stands out that the directors believe that the institutional mission and vision are coordinated macro-lines of action for the promotion of values ​​and to strengthen the university-community bond. Among the conclusions it stands out that, certain beliefs are still in force that respond to a normative-managerial line, focused on the performance of the substantive functions of the administrative sciences environment; This, despite the fact that there has been progress in the existing conceptions of organizational culture in educational management.El presente artículo de investigación, se desarrolla con la finalidad de interpretar las concepciones que sobre cultura organizacional posee el personal directivo en 05 instituciones universitarias, ubicadas en Santa Ana de Coro, estado Falcón, Venezuela. Enmarcando el estudio en una metodología de enfoque cualitativo, con paradigma interpretativo, asumiendo el método de investigación el etnográfico. Como instrumentos para la recolección de información se emplearon las técnicas de la observación participante y la entrevista a profundidad, tomando como muestra la participación de 05 informantes clave, con cargos de dirección educativa en las instituciones estudiadas, validando los resultados obtenidos mediante la triangulación. Destacando entre los principales resultados obtenidos que los directivos opinan que la misión y visión institucionales son macro-líneas de acción coordinadas para el fomento de valores y estrechar el vínculo universidad-comunidad. Del mismo modo, es importante destacar que aún están vigentes ciertas creencias que responden a una línea normativa-gerencial, centradas en la ejecución de las funciones sustantivas del entorno de las ciencias administrativas, a pesar de que se ha avanzado en las concepciones existentes sobre cultura organizacional en la dirección educativa.本研究文章旨在解释位于委内瑞拉法尔孔州圣安娜德科罗的05所大学机构的管理人员对组织文化的概念。该研究以定性方法为框架，采用解释范式，假设采用人种学研究方法。作为收集信息的工具，使用了参与式观察和深入访谈的技术，以05名关键信息提供者为样本，他们在所研究的机构中担任教育管理职务，通过三角法验证所获得的结果。在获得的主要结果中，值得强调的是，院长们认为机构的使命和愿景是促进价值观和加强大学与社区联系的协调的宏观行动路线。同样，必须强调的是，尽管在教育管理中现有的组织文化概念已经取得了进展，但某些响应规范-管理路线的信念仍然有效，其核心是执行行政科学环境的实质性功能

Efectos psicosociales del COVID-19 en profesores universitarios ecuatorianos

The objective of this work is to analyze the psychosocial effects of COVID-19 on Ecuadorian university professors, for which a quantitative research of descriptive and correlational nature was developed. Two instruments were applied, based on the Depression, Anxiety and Stress Scales and the Burnout questionnaire to the selected sample, in three public universities of easy access and linkage with the researchers. The population consisted of professors with appointment: 682 from the Technical University of Manabí, 678 from the Lay University Eloy Alfaro de Manabí, and 131 from the State University of Southern Manabí, from which a sample of 246, 246 and 98 professors was selected respectively. From the results it is derived that depression, anxiety, and stress were configured in psychosocial effects, which have had an impact during the COVID-19 pandemic on the professors of the universities studied, due to the pressure originated by new emerging methodological structures, the acquisition of other competences associated to technology, health and the risks of contagion, death and by the pedagogical attention through virtuality, unexpectedly arisen in times of pandemi

<b>Social Impact of Emotional Education on the Development of Socio-emotional Competencies of University Faculty</b>

The data correspond to the study conducted on the Social Impact of Emotional Education on the Development of Socio-emotional Competencies of University Faculty.</p

Emotional Education in the Development of Socio-Emotional Competencies of University Teachers (Data)

The provided data correspond to the study titled "Emotional Education in the Development of Socio-Emotional Competencies of University Teachers."</p