ESTRATÉGIA METODOLÓGICA COM ABORDAGEM DE EDUCAÇÃO POPULAR PARA ENSINAR MATÉRIAS PEDAGÓGICAS A ESTUDANTES DE CARREIRA TÉCNICA

The Cuban Ministry of Higher Education at the end of 2003 proposed for inclusion in the curricula of all races in the country, cutting a teaching subject. This is based on the development of teaching, training from companies and training in general as a mode of action in racing and as a new and viable employment opportunity. Given the motivation and prompting skepticism in students a cutting course teaching, we threw a result we made the diagnosis to define the state in which they were the same, we took on the task of finding ways to create them an environment favorable in which to appropriate knowledge and motivate their interest in learning and applying the knowledge acquired in the classroom. We propose a strategy based on the methodology of popular education, which is a basic principle: "Educate to transform ... transform to educate" In this case it seemed essential to decrease the distance between discourse and practice, discovering inconsistencies between them, breaking the inertia or passive waiting for guidance, triggering the action itself, revealing the reality in which we live, is developed and an actor social asset. From these elements are designed the strategy and its implementation was an essential link in teacher development.El Ministerio de Educación Superior Cubano al finalizar el año 2003 propone la inclusión en los planes de estudio de todas las carreras del país, de una asignatura de corte pedagógico. Para ello se basa en el desarrollo de la docencia, la capacitación desde las empresas y la formación en sentido general como modo de actuación en las carreras y como una nueva y viable posibilidad de empleo. Teniendo en cuenta la desmotivación y escepticismo que provocó en los estudiantes una asignatura de corte pedagógico, resultado que nos arrojó el diagnóstico que realizamos para delimitar el estado en el cual se encontraban los mismos, nos dimos a la tarea de buscar alternativas para crearles un ambiente favorable en el cual se apropiaran de los conocimientos y se motivara su interés por el aprendizaje y la aplicación de los conocimientos adquiridos en el aula. Para ello proponer una Estrategia basada en la metodología de la Educación Popular, la cual tiene un principio básico: “Educar para transformar... transformar para educar”, constituye el objetivo.  En este caso nos parecía esencial disminuir la distancia entre discurso y práctica, descubriendo las incoherencias entre ambos, rompiendo la inercia o espera pasiva de orientaciones, desatando así la acción propia, develando la realidad en la que se vive, se desarrolla y se es actor social activo. A partir de estos elementos se diseñó la estrategia y su puesta en práctica constituyó un eslabón esencial en el desarrollo docente.No final de 2003, o Ministério do Ensino Superior cubano propôs a inclusão nos planos de estudos de todos os cursos do país, de uma disciplina pedagógica. Para isso, baseia-se no desenvolvimento do ensino, da formação nas empresas e da formação em sentido geral como forma de atuação nas carreiras e como nova e viável possibilidade de emprego. Tendo em conta a desmotivação e o cepticismo que uma disciplina pedagógica provocava nos alunos, resultado que o diagnóstico que realizámos para determinar o estado em que se encontravam, deu-nos a tarefa de procurar alternativas para criar um ambiente favorável aos mesmos. em que se apropriaram dos conhecimentos e motivaram o interesse em aprender e aplicar os conhecimentos adquiridos em sala de aula. Para isso, propor uma Estratégia baseada na metodologia da Educação Popular, que tem como princípio básico: “Educar para transformar... transformar para educar”, constitui o objetivo. Neste caso pareceu-nos essencial diminuir a distância entre o discurso e a prática, descobrindo as incoerências entre ambos, quebrando a inércia ou a espera passiva de indicações, desencadeando assim a própria acção, revelando a realidade em que se vive, se desenvolve e é um ator social ativo. Com base nestes elementos, a estratégia foi desenhada e a sua implementação constituiu um elo essencial no desenvolvimento do ensino

Análisis desde la evaluación de impacto en la capacitación a directivos

In the article is carried out a theoretical analysis on the training, specifying in that guided the directive, standing out their importance, necessity and benefits. Later on, the basic elements settle down for the evaluation of their impact and incidence in aspects like: productivity, psychological dimension, I develop personal, among others; being demonstrated their repercussion in the acting and in the organizational projection, when constituting a key link for the quality of the university processes. For they take it like reference 12 editions of the Graduate of Address and managerial administration, that which allows from the obtained results to establish a group of key aspects in the training that you address and they reveal their importance by the light of the application of diverse technical empiric.En el artículo se realiza un análisis teórico sobre la capacitación, especificando en aquella orientada a los directivos, resaltando su importancia, necesidad y beneficios. Posteriormente, se establecen los elementos básicos para la evaluación de su impacto e incidencia en aspectos como: productividad, dimensión psicológica, desarrollo personal, entre otras; quedando demostrada su repercusión en el desempeño y en la proyección organizacional, al constituir un eslabón clave para la calidad de los procesos universitarios. Para ello se toman como referencia 12 ediciones del Diplomado de Dirección y gestión empresarial, lo cual permite desde los resultados obtenidos establecer un conjunto de aspectos claves en la capacitación que direccionan y revelan su importancia a la luz de la aplicación de diversas técnicas empíricas

ESTRATEGIA PEDAGÓGICA PARA EL PERFECCIONAMIENTO DE PRÁCTICAS PREPROFESIONALES DOCENTES EN LA UNIVERSIDAD TÉCNICA DE MANABÍ, ECUADOR

El desarrollo de habilidades profesionales durante la formación universitaria es un tema muy trabajado en las investigaciones pedagógicas, en particular el estudio de las prácticas preprofesionales (PPP) que se desarrollan durante la carrera. El objetivo de este artículo es presentar una experiencia investigativa en este campo, relacionada con las PPP docentes en la Universidad Técnica de Manabí (UTM), de Ecuador. En el estudio realizado se constata que hay diferencias entre el deber ser de las PPP, refrendado en documentos normativos a nivel de país, universidad, facultad y carrera, y el desarrollo práctico de las mismas, tomando como referente un diagnóstico exploratorio en la carrera Pedagogía de los Idiomas Nacionales y Extranjeros, de la Facultad de Filosofía, Letras y Ciencias de la Educación, de la UTM. Lo anterior llevó a las autoras a diseñar una estrategia pedagógica que una vez implementada permitirá perfeccionar el proceso de las PPP docentes, contribuyendo de esa forma a la apropiación por parte de los estudiantes de las habilidades pedagógico didácticas necesarias para un adecuado desempeño profesional una vez graduados

La formación de Competencias Generales de Dirección desde una perspectiva social. Su impacto en el desarrollo local

From a study conducted at the University of Pinar del Río on management skills, engineering students, it was found the inadequacies present college students regarding general management skills, which negatively affects the performance efficient in their jobs upon graduation. Graduates of the Cuban Higher Education, especially of engineering need to be trained to lead productive processes related to his specialty, and related to their areas of operation modes. It is aimed at focusing the investigation in order to demonstrate the need for skills training from the University and its impact on local development.La investigación se centra en demostrar la necesidad de la formación de competencias desde la Universidad y su impacto en el desarrollo local, para el posterior desempeño exitoso de los egresados. Surge a partir de un estudio realizado en la Universidad de Pinar del Río sobre las habilidades de dirección en los estudiantes de Ingeniería, donde se pudo constatar las insuficiencias que presentan los estudiantes universitarios en cuanto a las competencias generales de dirección, lo que incide negativamente en el desempeño eficiente en su puesto de trabajo al graduarse. Los egresados de la Educación Superior Cubana, especialmente los de carreras de Ingeniería, necesitan formarse para dirigir procesos productivos relacionados con su especialidad, vinculados con sus modos y esferas de actuación. Para su realización fueron necesarios métodos teóricos y empíricos que facilitaron el proceso

Evaluación en época seca de ecosistemas acuáticos y terrestres: componentes de vegetación y faunación. Sector Centro Administrativo PNN El Tuparro (Cumaribo, Vichada)

La asignatura Ecología Regional Continental tiene como objetivo el análisis de los procesos ecológicos a escala de paisaje y bioma. A lo largo de su existencia dentro del programa curricular de Biología de la Universidad Nacional de Colombia se han realizado distintos estudios ecológicos en distintas regiones del país, ampliando cada vez más el conocimiento de los estudiantes que toman la asignatura y aportando al conocimiento de zonas poco estudiadas. Durante los últimos periodos, la fase de campo se ha realizado en zonas pertenecientes al Sistema de Parques Nacionales Naturales de Colombia. Es así como se realizó un estudio preliminar durante el segundo semestre de 2010 en el PNN Cueva de Los Guacharos en el departamento del Huila, cumpliendo con el objetivo de una evaluación ecológica rápida a nivel de vegetación y limnología de manera dirigida, además de proyectos de distintos temas sobre aspectos ecológicos de la región. Para este periodo, primer semestre de 2011, la fase de campo se desarrolló en el PNN El Tuparro, ubicado en el departamento del Vichada y se incluyó adicionalmente el componente de faunación. Esta zona del país es poco conocida dado su difícil acceso, por lo que la información obtenida es de gran valor

Erratum: Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990–2017: a systematic analysis for the Global Burden of Disease Study 2017

Interpretation: By quantifying levels and trends in exposures to risk factors and the resulting disease burden, this assessment offers insight into where past policy and programme efforts might have been successful and highlights current priorities for public health action. Decreases in behavioural, environmental, and occupational risks have largely offset the effects of population growth and ageing, in relation to trends in absolute burden. Conversely, the combination of increasing metabolic risks and population ageing will probably continue to drive the increasing trends in non-communicable diseases at the global level, which presents both a public health challenge and opportunity. We see considerable spatiotemporal heterogeneity in levels of risk exposure and risk-attributable burden. Although levels of development underlie some of this heterogeneity, O/E ratios show risks for which countries are overperforming or underperforming relative to their level of development. As such, these ratios provide a benchmarking tool to help to focus local decision making. Our findings reinforce the importance of both risk exposure monitoring and epidemiological research to assess causal connections between risks and health outcomes, and they highlight the usefulness of the GBD study in synthesising data to draw comprehensive and robust conclusions that help to inform good policy and strategic health planning

Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990-2017: a systematic analysis for the Global Burden of Disease Study 2017.

BACKGROUND: The Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2017 comparative risk assessment (CRA) is a comprehensive approach to risk factor quantification that offers a useful tool for synthesising evidence on risks and risk-outcome associations. With each annual GBD study, we update the GBD CRA to incorporate improved methods, new risks and risk-outcome pairs, and new data on risk exposure levels and risk-outcome associations. METHODS: We used the CRA framework developed for previous iterations of GBD to estimate levels and trends in exposure, attributable deaths, and attributable disability-adjusted life-years (DALYs), by age group, sex, year, and location for 84 behavioural, environmental and occupational, and metabolic risks or groups of risks from 1990 to 2017. This study included 476 risk-outcome pairs that met the GBD study criteria for convincing or probable evidence of causation. We extracted relative risk and exposure estimates from 46 749 randomised controlled trials, cohort studies, household surveys, census data, satellite data, and other sources. We used statistical models to pool data, adjust for bias, and incorporate covariates. Using the counterfactual scenario of theoretical minimum risk exposure level (TMREL), we estimated the portion of deaths and DALYs that could be attributed to a given risk. We explored the relationship between development and risk exposure by modelling the relationship between the Socio-demographic Index (SDI) and risk-weighted exposure prevalence and estimated expected levels of exposure and risk-attributable burden by SDI. Finally, we explored temporal changes in risk-attributable DALYs by decomposing those changes into six main component drivers of change as follows: (1) population growth; (2) changes in population age structures; (3) changes in exposure to environmental and occupational risks; (4) changes in exposure to behavioural risks; (5) changes in exposure to metabolic risks; and (6) changes due to all other factors, approximated as the risk-deleted death and DALY rates, where the risk-deleted rate is the rate that would be observed had we reduced the exposure levels to the TMREL for all risk factors included in GBD 2017

Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990–2017: a systematic analysis for the Global Burden of Disease Study 2017

Stanaway JD, Afshin A, Gakidou E, et al. Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990–2017: a systematic analysis for the Global Burden of Disease Study 2017. Lancet. 2018;392(10159):1923-1994.Background The Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2017 comparative risk assessment (CRA) is a comprehensive approach to risk factor quantification that offers a useful tool for synthesising evidence on risks and risk outcome associations. With each annual GBD study, we update the GBD CRA to incorporate improved methods, new risks and risk outcome pairs, and new data on risk exposure levels and risk outcome associations. Methods We used the CRA framework developed for previous iterations of GBD to estimate levels and trends in exposure, attributable deaths, and attributable disability-adjusted life-years (DALYs), by age group, sex, year, and location for 84 behavioural, environmental and occupational, and metabolic risks or groups of risks from 1990 to 2017. This study included 476 risk outcome pairs that met the GBD study criteria for convincing or probable evidence of causation. We extracted relative risk and exposure estimates from 46 749 randomised controlled trials, cohort studies, household surveys, census data, satellite data, and other sources. We used statistical models to pool data, adjust for bias, and incorporate covariates. Using the counterfactual scenario of theoretical minimum risk exposure level (TMREL), we estimated the portion of deaths and DALYs that could be attributed to a given risk. We explored the relationship between development and risk exposure by modelling the relationship between the Socio-demographic Index (SDI) and risk-weighted exposure prevalence and estimated expected levels of exposure and risk-attributable burden by SDI. Finally, we explored temporal changes in risk-attributable DALYs by decomposing those changes into six main component drivers of change as follows: (1) population growth; (2) changes in population age structures; (3) changes in exposure to environmental and occupational risks; (4) changes in exposure to behavioural risks; (5) changes in exposure to metabolic risks; and (6) changes due to all other factors, approximated as the risk-deleted death and DALY rates, where the risk-deleted rate is the rate that would be observed had we reduced the exposure levels to the TMREL for all risk factors included in GBD 2017. Findings In 2017,34.1 million (95% uncertainty interval [UI] 33.3-35.0) deaths and 121 billion (144-1.28) DALYs were attributable to GBD risk factors. Globally, 61.0% (59.6-62.4) of deaths and 48.3% (46.3-50.2) of DALYs were attributed to the GBD 2017 risk factors. When ranked by risk-attributable DALYs, high systolic blood pressure (SBP) was the leading risk factor, accounting for 10.4 million (9.39-11.5) deaths and 218 million (198-237) DALYs, followed by smoking (7.10 million [6.83-7.37] deaths and 182 million [173-193] DALYs), high fasting plasma glucose (6.53 million [5.23-8.23] deaths and 171 million [144-201] DALYs), high body-mass index (BMI; 4.72 million [2.99-6.70] deaths and 148 million [98.6-202] DALYs), and short gestation for birthweight (1.43 million [1.36-1.51] deaths and 139 million [131-147] DALYs). In total, risk-attributable DALYs declined by 4.9% (3.3-6.5) between 2007 and 2017. In the absence of demographic changes (ie, population growth and ageing), changes in risk exposure and risk-deleted DALYs would have led to a 23.5% decline in DALYs during that period. Conversely, in the absence of changes in risk exposure and risk-deleted DALYs, demographic changes would have led to an 18.6% increase in DALYs during that period. The ratios of observed risk exposure levels to exposure levels expected based on SDI (O/E ratios) increased globally for unsafe drinking water and household air pollution between 1990 and 2017. This result suggests that development is occurring more rapidly than are changes in the underlying risk structure in a population. Conversely, nearly universal declines in O/E ratios for smoking and alcohol use indicate that, for a given SDI, exposure to these risks is declining. In 2017, the leading Level 4 risk factor for age-standardised DALY rates was high SBP in four super-regions: central Europe, eastern Europe, and central Asia; north Africa and Middle East; south Asia; and southeast Asia, east Asia, and Oceania. The leading risk factor in the high-income super-region was smoking, in Latin America and Caribbean was high BMI, and in sub-Saharan Africa was unsafe sex. O/E ratios for unsafe sex in sub-Saharan Africa were notably high, and those for alcohol use in north Africa and the Middle East were notably low. Interpretation By quantifying levels and trends in exposures to risk factors and the resulting disease burden, this assessment offers insight into where past policy and programme efforts might have been successful and highlights current priorities for public health action. Decreases in behavioural, environmental, and occupational risks have largely offset the effects of population growth and ageing, in relation to trends in absolute burden. Conversely, the combination of increasing metabolic risks and population ageing will probably continue to drive the increasing trends in non-communicable diseases at the global level, which presents both a public health challenge and opportunity. We see considerable spatiotemporal heterogeneity in levels of risk exposure and risk-attributable burden. Although levels of development underlie some of this heterogeneity, O/E ratios show risks for which countries are overperforming or underperforming relative to their level of development. As such, these ratios provide a benchmarking tool to help to focus local decision making. Our findings reinforce the importance of both risk exposure monitoring and epidemiological research to assess causal connections between risks and health outcomes, and they highlight the usefulness of the GBD study in synthesising data to draw comprehensive and robust conclusions that help to inform good policy and strategic health planning. Copyright (C) 2018 The Author(s). Published by Elsevier Ltd

La formación docente en las IES: fundamentación epistemológica y praxiológica contextual del proceso de formación profesional universitaria y su gestión

Se detecta como problema de investigación: el insuficiente vínculo universitario en relación a la diversidad cultural de los contextos sociales que limitan la pertinencia cultural universitaria. Como objeto: el proceso de formación profesional universitaria, siendo el objetivo: la elaboración de una estrategia de gestión pedagógica intercultural del proceso de formación profesional universitaria, sustentada en un modelo de gestión pedagógica intercultural, y el campo: la gestión de la formación profesional universitaria. El aporte teórico lo constituye el modelo de la gestión pedagógica intercultural del proceso de formación profesional universitaria. El aporte práctico lo constituye la estrategia de gestión pedagógica intercultural del proceso de formación profesional universitaria. El impacto social está dado en que estos aportes favorecieron el desarrollo del proceso de formación profesional universitaria en el contexto universitario de Cotopaxi, toda vez que esta región se caracteriza por la diversidad en el ámbito universitario y se logró la transformación universitaria desde el desarrollo de prácticas pedagógicas más acordes a la creciente diversidad y heterogeneidad de la sociedad actual, en aras de lograr en la universidad contemporánea el verdadero desarrollo humano sustentable. La novedad científica de la presente investigación está dada en revelar las relaciones esenciales de la lógica dialéctica en la gestión de la formación profesional universitaria a partir de significar como eje dinamizador a la sistematización de la gestión pedagógica intercultural para el autodesarrollo intercultural universitario.