Education In Cuba Research Articles

Presupuestos teóricos en torno a la Historia en la Educación Superior Cubana

The article presented constitutes a new look at the place and role of History as a science in Higher Education in Cuba. Its objective is to offer some theoretical assumptions about this problem and the essential elements that mark the historical trend through which the links with society run to account for behaviors, attitudes and social relationships. Higher Education is directed towards a new interpretation of History, framed in the demands that Cuban society demands. Theoretical level methods were used such as: logical historical and dialectical hermeneutics, which allowed the understanding, explanation, interpretation of History as a science and its importance in the training of the university professional. The main results are framed in some assumptions that from a theoretical point of view allow us to take a new look at History. The conclusions are that History as a science must be analyzed with a comprehensive, totalizing vision, always respecting the space or context of coexistence and study. With this, achieving a new awareness that overcomes dogmas and mechanistic positions about this science.

The Young Pioneers of Cuba: The Formation of Cuban Citizens through Civic Education

In this article, we contend that Cuba's civic education system is highly ideological, and the Cuban Communist Party's ideology strongly permeates citizens' social obligations towards the state, as imparted through civic education. The research demonstrates that the Cuban education system embodies a form of inclusive nationalism that offers a clear definition of membership within the collective society. As evidenced by our findings, Cuba has, through its Constitution, textbooks, and curriculum, played a crucial role in institutionalizing a particular concept of Cubanness, delineating what it means to be a Cuban citizen. However, the imposition of specific values through socialist ideology faces threats from the economic crisis and the influence of the internet, tourism, and social media on Cuban society. Interviews with informants have unveiled the challenges posed by the rigid and one-dimensional imposition of this particular ideology in schools, revealing tensions, discontent, and fractures in the politicized teaching. The article also compares civic education in Cuba with the progressive Critical Global Citizenship Education. This article is based on 6 weeks of fieldwork (September to November 2019) in Cuba, where civic education was explored in a 5th grade and a 9th grade school in Havana. The qualitative study was based on interviews with important stakeholders, observation of classes, and document analysis of the Constitution, the curriculum, as well as textbooks.

Audiovisual methodology for engineering education in Cuba, Peru and Mozambique.

In this article, the methodological integration of the flipped classroom (FC) and problem-based learning (PBL) in the teaching of the hydrology course was developed. The research is applied with a quantitative, quasi-experimental approach. It was applied to a sample of 1846 Civil Engineering students over 10 years at universities in Cuba (UC), Peru (UP) and Mozambique (UM). The results showed that the best student satisfaction occurred at UP with 89.92%. It is concluded that the fusion of FC and PBL promotes lifelong learning that includes general and specific competencies.

Impact of public policy on higher education in Cuba

This article analyzes the background, results, and predictions of public policies accompanying the transformation of higher education in Cuba since the victory of the revolution. It shows how this process marks an improvement in the quality of education at different levels in the country, especially in higher education, and has had an impact on overall social indicators, especially higher education, which currently focuses on the Millennium Goals and the 2030 United Nations Agenda goals.

Estudio comparado de la educación virtual en Cuba y América Latina: dimensiones y profesionalización docente

Virtual education is a distance learning modality in which the educational space is found on the web, constituted by computer tools that enable didactic interaction, used exclusively through communication networks for the development of academic activities by materializing their dimensions. The objective of this article is to present a comparative study of virtual education in Cuba and Latin America in relation to the theory of its dimensions and teacher professionalization or technological pedagogical competencies as a process that allows for continuous and ascending professional development, in order to identify strengths and limitations. Related research was selected for the study. With this, it was possible to verify that, in general, Cuba presents similar characteristics in relation to virtual education as those of the Latin American region to which it belongs. Likewise, collaboration between Cuban universities and the Latin American region in this area of knowledge should continue to be strengthened. The combination of multidisciplinary groups and work objectives that allow for short and medium-term results would be other pending goals.

An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework

Cultural competence is crucial for improved health outcomes in populations. In addition to knowledge and skills, cultural competence involves a confident attitude that underlines regard across all cultures. The importance of cultural competence training has been considered in several pharmacy education statements as part of the Pharmacists’ Patient Care Process. Nevertheless, there is a significant discrepancy in the implementation of cultural competence in a curriculum. There is no consensus on how this could be implemented from a view of logical and pedagogical coherence. Consequently, a cultural and interdisciplinary approach should be considered in the curriculum design process respecting the laws and pedagogical principles that guide the process of training professionals at the universities and pharmacy schools. The main purpose of the study is to describe a cultural background to implement cultural competence education in the Cuban pharmacy curriculum. The data for this study was collected through an overall literature review. Using terms specific to Cuban health care, culture, and education, combined with terms linked to cultural competence, global health, and pharmacy education. Relevant statements by the Pan American Health (PAHO) and World Health Organizations (WHO) were extracted. Electronic sites for the American Journal of Pharmaceutical Education, Currents in Pharmacy Teaching and Learning, and Pharmacy Education were reviewed. Scopus, Google Scholar, EBSCO Host, International Pharmaceutical Abstracts, and Web of Knowledge databases were examined. The outcomes of this study reveal that Cuba is a culturally rich country with complex and diverse perspectives on health. Cuban culture is the result of extremely broad and tedious transculturation processes; therefore, it is not possible to exhaust the subject in a single inquiry. Health and education in Cuba are politically entwined; statistical data, arguments, and related information are not always available to be studied or compared. This study identifies the need for a sincere effort toward global pharmacy education’s purpose; respect for religious values, traditional beliefs, historic and political factors were also taken into consideration to design a framework for cultural competence with Cuban pharmacy curricula. The repercussions of the current study will be valuable to developing curricular improvement processes aimed at implementing cultural competency in pharmacy education taking into consideration an essentially cultural perspective. Furthermore, this study offers a background to simplify culturally sensitive exchanges among practitioners, undergraduates, stakeholders, and other faculties of pharmacy members from Cuba and other nations when they involve health care and pharmacy practice or education.

Perpectives on Gender: An Investigative Study of Gender Equity in Children [Espejuelos para el género: Apuestas investigativas por la equidad en la infancia

The construction of gender identities begins at a very early age. These identities are consolidated through the influence of various socialization actors, among which the family, the school, and the media stand out. Therefore, addressing gender issues is necessary from childhood to ensure that girls and boys reach adulthood as women and men capable of establishing more equitable, horizontal, collaborative, and healthy gender relations. For this reason, since 2012, Perspectives on Gender [Espejuelos para el Género] has conducted a school research project, focusing on the second cycle of primary education in Cuba. The collective goals of the two phases of the project were to analyze gender constructs in girls and boys as well as those associated with actors involved in the children’s formal and informal education, such as family, teachers and the media. The basic methodological design was conceived from arts-based action research. Up until now, the persistence of sexist gender stereotypes has been identified in the scenarios and subjects under study although, at a discursive level, some gender equity is noticeable. This article describes the main results of the project. Editors' note: The English version of this article is a translation from the original Spanish, and this special feature is a result of a partnership between IJPS and the University of Havana, Cuba. The original Spanish article appears after the English translation.

Tendencias manifestadas por la evolución histórica de la Disciplina Principal Integradora (DPI) de la Licenciatura en Educación Construcción

La carrera Licenciatura en Educación Construcción como parte del proceso de perfeccionamiento de la formación continua de los profesionales en la Educación Superior en Cuba, reconoce la Disciplina Principal Integradora como la rectora del proceso de formación del profesional de perfil amplio, por cuanto manifiesta potencialidades educativas de transcendencia que promueven la formación laboral. La presente investigación surge por la necesidad de resolver las insuficiencias que presenta esta disciplina, que limita la formación laboral de los estudiantes en su desempeño, a partir de determinar las tendencias que ha manifestado esta disciplina en su evolución histórica. Los métodos esenciales que se emplearon son el análisis-síntesis, la inducción-deducción, la revisión de documentos y la observación científica, los que permitieron determinaron las tendencias históricas manifestadas de dicha disciplina. Los autores proponen la evolución histórica que ha tenido la Disciplina Principal Integradora para la formación laboral del Licenciado en Educación Construcción, a partir de un grupo de criterios que permitieron delimitar tres etapas que demarcan el tránsito de la carrera por los diferentes planes de estudio. El presente trabajo responde al proyecto institucional Perfeccionamiento de la didáctica de las ciencias técnicas de las carreras de Ingeniería Civil y Licenciatura en Educación Construcción.

The Intersection of Values and Social Reproduction: Lessons from Cuba

This article will examine how various socialist values are promoted through the Cuban educational system. The voices represented vary generationally, racially, and gender. This research is not meant to generalize about all educational experiences in Cuba; rather, it represents a variety of experiences in the educational system. The research represented in this article was gathered in June 2015 in Havana, Cuba. This article begins with a brief historical background on education in Cuba after the triumph of the revolution in 1959, followed by data collection methods, representation of the data through vignettes and poetry, and finally an analysis of the diverse experiences through the framework of intersectionality. The primary finding was that Cuban society taught socialist values overtly within the educational system through school-based activities, such as the Junior Pioneers from the primary level, and through its emphasis on values formation as part of teacher training. The inculcation of these revolutionary values through the education system kept the revolutionary ideology alive across generations.

Evaluación de la aplicación del programa educativo para el entrenamiento de los estudiantes que participan en las Olimpiadas de Química

La educación en Cuba ha prestado gran atención al entrenamiento de los estudiantes que participan en los concursos de conocimientos y en las olimpiadas. Por esta razón, los estudiantes ganadores de la Olimpiada Nacional realizan un proceso de preparación especial, con el fin de participar en los eventos internacionales. El proceso que se desarrolla constituye una de las vías de atención al talento académico en química, pues la mayoría de ellos optan por carreras relacionadas con esta ciencia. Esto justifica el objetivo de este trabajo: evaluar el programa educativo aplicado a los estudiantes que participaron en el proceso de entrenamiento para su participación en las Olimpiadas de Conocimientos de Química, desde las esferas cognitiva-instrumental, motivacional-afectiva y psicosocial, aspectos que forman parte de una investigación realizada. Los métodos investigativos utilizados a fin de cumplir este objetivo fueron: análisis documental, análisis y síntesis, la prueba estadística, determinación del coeficiente de correlación multidimensional, técnicas y pruebas psicológicas. Como resultado se presentan las acciones a realizar para la ejecución del programa, la información obtenida luego de la aplicación de varios instrumentos y la utilización del coeficiente multidimensional en la determinación de la coherencia entre los indicadores propuestos en las tres analizadas durante la investigación.

An Overview of Disability Identification and Special Education Teacher Preparation in Cuba

The conclusion of the Cuban Revolution in January 1959 ushered in extensive changes to education in Cuba. One such substantial change was the formal establishment of special education in 1962. Since then, Cuba has maintained a national commitment to the education and inclusion of students with disabilities. However, education professionals in the United States remain largely unaware of these efforts. This Global Perspectives column presents a brief historical overview of Cuban special education as well as describes current special education practices that relate to identifying and serving students with learning disabilities and behavioral disorders and special education teacher preparation.

La educación en Cuba a la luz de los derechos fundamentales

La configuración constitucional y legal de la educación en Cuba, a partir de su prestación exclusiva y excluyente por el Estado, y de lo incontrovertible de las decisiones administrativas en esta materia, se orienta más a una función pública soberana del Estado que a un servicio público en el sentido técnico jurídico del término. La falta de garantías, como la eficacia directa y vinculación de todos los “poderes” públicos, la reserva de ley, la indisponibilidad legislativa para la regresión, el contenido esencial o mínimo intocable, y la tutela judicial efectiva, constituyen serias limitaciones para considerar la educación en Cuba como un derecho fundamental, a la luz de esta teoría. Esta situación legislativa puede ubicar a los titulares del derecho en posiciones de desprotección ante posibles vulneraciones emanadas de arbitrariedades administrativas o de retrocesos legislativos.

I Shall Be Several—Cuban Socially Engaged Art Projects as “Author Pedagogies”

In this article, I examine two case studies of socially engaged art projects led by Cuban artists René Francisco Rodríguez and Lázaro Saavedra in the 1990s in Havana, Cuba. These professional artist–educators began defining curricula, art-based methodologies, and practices within tertiary art education in Cuba, re-enunciating their role of civic responsibility in society. Collaborative artistic proposals then emerged as forms of learning, encouraging problem-solving strategies when interacting with communities in situ and with the public, which I term author pedagogies. First, I analyze the Cuban sociopolitical scenario that led to the birth of these socially engaged art (SEA) projects, considering their relations with the neo-avant-garde and the expanded notion of art. Second, I examine the modus operandi of SEA projects, aided by Mikhail Bakhtin’s dialogical and carnivalesque notions, among others. These approaches demonstrate the significance of these author pedagogies in understanding “thyself” as a form of “another” transcultural subject.

Educação científica e realidade agropecuária em Cuba: algumas ideias sobre sua mudança epistemológica

This article addresses the epistemological revolution that today is observed in the context of research and higher agricultural science education in Cuba. It means that in this context a new vision of scientific knowledge, its ontology, theory of knowledge, logic, and method, its relationship with technology and the knowledge of the peasants, as well as its social and environmental conditions and impacts, is taking place. This change of epistemological paradigm is related to the need for the sustainable development of agriculture as an alternative to the conventional model of agricultural development centered on the cultivation, dependence on imported high industrial inputs and the practice of vertical-bureaucratic agrarian extension of production institutions of scientific knowledge. The study included bibliographic-documentary review and systematization of the teaching and research experience of the authors in the field of philosophy, epistemology, and the methodology of educational research.

Estudio exploratorio sobre el desarrollo de las habilidades del pensamiento Geométrico Espacial en estudiantes de la Educación Preuniversitaria

Developing spatial geometric thinking in students of Pre-University education in Cuba, as one of the components of mathematical thinking, is an imperative in the teaching-learning process of the mathematics subject at this level educational. The majority of students who promoted to twelfth grade and even those who are studying higher education, not infrequently, present difficulties in demonstrating that they possess some development skills related to spatial geometric thinking. In this work, from the critical analysis of research of different authors on the subject, as well as the use of methods such as: analytical - synthetic, inductive - deductive , survey, analysis of frequency, goodness of fit for a docimas population as tests of statistical significance; was an exploratory study of the current situation of the development of the spatial geometric thinking skills in students and teachers of the subject mathematics of the urban pre-University Institute "Martyrs of el Porvenir" of the municipality of 10 October in the province of Havana. These results allowed to make several reflections which showed inconsistencies in these students and their teachers in the aforementioned level of education in the national education system in the Republic of Cuba.

Las tecnologías educativas en el contexto de la Escuela Primaria

The article shows a study about the integration of computer technologies in the teaching-learning process of Primary Education in Cuba. It highlights the importance of using their potential to propose a didactic-methodological approach to the use of virtual learning environments as a tool that favors the integration of technologies in the process, taking into account their possibilities, characteristics and advantages. This approach constitutes a fundamental pillar of the present study, since in the Primary School Model that governs the pedagogical and didactic-methodological work in the country, the need for the integration of informatics as a resource for school learning is stated. However, the most recent national research has not yet provided precise answers demonstrating how the qualities, components, relationships and regularities that particularize the integration of technologies as a resource, and with it the interrelation of the contents of the programs of action, emerge from praxis. studies, by efficiently using learning tools that promote the academic use of these, as well as the integral development of primary school children.

An approach to the research nature of the current cuban Technical and Vocational Education

En el presente artículo se asume la teoría del enfoque Histórico Cultural por el que se rige la Educación Técnica y Profesional, sin descuidar elementos de otros enfoques educativos vigentes en el mundo. Los autores reflexionan acerca de la investigación en la Educación Técnica y Profesional, a partir del análisis de las condiciones en que tiene lugar este proceso actualmente en Cuba.Con el objetivo de determinar los desafíos que tiene la ETP para el logro de un acercamiento el carácter investigativo de esta educación, los autores realizan un análisis documental a diferentes textos relacionados con la teoría de la Pedagogía Profesional en general y de la Pedagogía de la ETP en particular, así también como un análisis histórico-lógico a los documentos oficiales de esta educación.De igual forma se aplicó una entrevista en profundidad a informantes claves y se realizaron dos grupos de discusión.Los resultados alcanzados conducen a que los docentes de la ETP posean una herramienta que, además de utilizarla durante su actividad pedagógica diaria, puede y debe ser transmitida a los estudiantes que se forman como futuros trabajadores, enseñándolos de este modo a investigar y transformar su propia realidad.

Una nueva mirada a la Educación Especial en Cuba a partir del concepto de discapacidad según la CIF

La aprobación en la 54 a. Asamblea Mundial de la Salud en el 2001 de la Clasificación Internacional del Funcionamiento de la Discapacidad y de la Salud (CIF) originó el nuevo concepto de Discapacidad y la nueva Clasificación que se considera hoy como centro para la Familia Internacional de las Clasificaciones junto a la CIE-10. La CIF contiene subyacentes los criterios teóricos de un modelo bio-psico-social que entró en contradicción, entre otros, con el concepto de discapacidad vigente hasta ese momento y asociado a la antigua Clasificación conocida como la CIDDM. Los cambios en el modo de pensar sobre las personas con discapacidad y los servicios y apoyos que se les proveen son la consecuencia más significativa que trae aparejada la CIF. En Cuba éstos están por darse aún, por lo que nosotros hemos centrado nuestro trabajo en los cambios que han de ocurrir dentro de la práctica educativa cubana y más específicamente en la Educación Especial en Cuba. En este sentido proponemos hacer una nueva mirada a las actuaciones, acciones y finalidades que desde la escuela, especial o no, se realizan o han de implementarse y que luego se traducirán en mayor calidad de vida; a partir del análisis de los resultados en la actividad personal y la participación social de los individuos. Para ello, entendemos que ha de verse como meta el alcance del nivel más mínimo posible de limitaciones y restricciones acorde con la deficiencia de que se trate.Esta investigación es teórica y realiza un análisis de cómo han de interpretarse y traducirse estos cambios en la práctica educativa cubana.

Introducción de la enseñanza mutua en las escuelas de Cuba, Guatemala y México

En este artículo se hace un registro y descripción del itinerario de la llegada de la enseñanza mutua en Cuba, Guatemala y México, la participación de la Sociedad Económica de Amigos del País de la Habana, la Real Sociedad Económica de Amantes de la Patria de Guatemala, de la Real Junta de Caridad y Sociedad Patriótica para la Buena Educación de la Juventud de Puebla, y de algunos preceptores que en la segunda década del siglo XIX logran impactar y transformar la educación en primeras letras en estos países. Para ello se hace un seguimiento a través de documentación epocal contextualizando las acciones de las asociaciones y dando relieve primordialmente al evento de la introducción del método de enseñanza mutua. Se establece la cronología para identificar desde dónde fue tomado el método lancasteriano y se establecen los primeros actores en su aplicación con sus respectivas caracterizaciones.
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 Contextualización: Idioma Maya Achi
 Contextualizador: Alejandro Pedro de la Cruz y de la Cruz
 Ministerio de Educación de Guatemala
 
 CH’UTIN TZIJ
 Tz’ib’anik chupan jun cholajil rilom béyal ruponik tijonik ronojel chupam Cuba, Guatemala i México, xe’ok b’i je nimaq chi re rajaw pwaq qachalal Habana, qonojel utz k’uxaj re jiyub’ ta’aj Guatemala, utz. K’uxaj molom utz kik’ux i molom aj tinimit re utz k’utunel chike ab’omab’ altomab’ re Puebla, i jun chik kib’im qanok ukab’ junab’ re XIX xe tikiche’ chu minik re tinamit. Chike i keqa’ an jun b’eyanik rumal uwujil ya’tal kanok chi antalik kumal nimaq taq moloj ‘ibelib’ kiya’o ucho’ab’ nab’el taqchak jeqom kanoq usuk’ k’utunik kanoq. Kajaqik cholom ilb’al pa saqil wi k’ut b’al lancasteriano qakilb’elre nab’e nimaqtaq ch’ob’onel i wach u’ anik antalkanok.

La educación para la percepción de riesgos de desastres como prioridad del trabajo educativo en la escuela cubana

The Caribbean region and, particularly, the Cuban archipelago are systematically affected by multiple natural phenomena, which cause significant material damages and the loss of human lives. That is why the National Strategy on Environmental Education in Cuba declares as prioritized aspect population preparedness against hazards, vulnerability, and risks. In this regard, this review article discusses the theoretical and methodological foundations that underpin the education for disaster risk perception in the context of the educational processes in the schools of Cuba from the perspective of environmental education for sustainable development.