Critical approach to the learning process of the History of Cuba

José Vladimir Mauri Estévez, Itzmal Fernando Pereda Cuesta, Mirian Garriga Gómez, Madelin Guerras Llanes
2019 Revista MENDIVE  
In Cuba, Higher Education leads transformations to consolidate the initial training of a broad profile professional with emphasis on undergraduate, job training and postgraduate, with the implementation of the new training plan «E». The University of Pinar del Río, from the results of scientific research, makes a dialectic improvement of the current conceptions of the teaching-learning process of the History of Cuba towards a critical approach; for this the objective is needed: to base the
more » ... d: to base the critical approach of the teaching-learning process of the History of Cuba, for the students of the career Degree in Primary Education. The investigative process was guided by the Materialist Dialectical method, which supports the variety of theoretical methods: historical-logical, hypothetical-deductive, systemic, modeling and the empirical: observation, survey, interview, methodological triangulation and the pre-experiment, which allowed the explanation of the object of study as a process and the determination of its components, its relationships and contradictions. As a scientific result, the theory is provided that the critical approach resizes the teaching-learning process of the History of Cuba, with a systemic, pertinent and relevant character, starting from the dynamic structure of the didactic components of the process, which energize the formative process, which allows the teacher to consolidate his leadership with the use of the critical method, to propitiate in the subjects a leading role in reflective and critical learning of historical content and the solution of professional problems.
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