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Axiological Historical Look of the Educational Speech
of the Professional of the Bioanalysis
Authors: Doris Coromoto Pérez
De Abreu
Universidad de los Andes Núcleo
Universitario Rafael Rangel, NURR
Trujillo, Venezuela
Carol Del Carmen Terán
González
Universidad Nacional Experimental
“Rafael María Baralt”, UNERMB
Trujillo, Venezuela
María Inez Albarracín
Universidad Nacional Experimental
“Rafael María Baralt”, UNERMB
elprincipitoysurosa2como1@gmail.com
Táchira, Venezuela
Abstract
This study sought to approach the axiological theoretical reality of the
formative discourse of the professional of Bioanalysis from the social praxis.
For this, it was started from certain sections and processes within the
research that surrounded the present objective: To construct theoretical
approaches to the formative discourse from the axiological components for the
professionals of the Bioanalysis in the social praxis of the University Hospital
of Valera "Dr. Pedro Emilio Carrillo" (HUVPEC), Valera state
Trujillo. The explanation that required the transcendence of this research had
its basis from the relationship and interaction between the researcher and the
researched, where representations were established to build a theoretical model
from the axiological theoretical reality of the formative discourse of the
professional of Bioanalysis from the praxis Social. As for theoretical
argumentation, it was developed as a thematic unit from the axiological
components and the training discourse of the professional of Bioanalysis. The
hermeneutics, represented by Hans-Georg Gadamer, constitutes the methodological
aspect that led the paths of this study. The final reflections of the work
concluded that all change begins with a vision and a decision to take action,
considering that in the social and transcendental psycho-biological center of
the man of the XXI century is diversity, in terms of ideas and idealisms,
values, forms of behavior, of being and of thinking. This condition can be used
as a tool to find meaning in knowing, having and knowing how to do.
Keywords:
speeches; training; professional.
|
Date Received: 30-12-2016 |
Date Acceptance: 11-04-2017 |
Mirada
Histórica Axiológica del Discurso Formativo del Profesional del Bioanálisis
Resumen
Este estudio buscó
aproximarse a la realidad teórico axiológico del discurso formativo del
profesional del Bioanálisis desde la praxis social. Para ello, se partió de ciertos
apartados y procesos dentro de la investigación que circundaron al presente
objetivo: Construir aproximaciones teóricas del discurso formativo desde los
componentes axiológicos para los profesionales del Bioanálisis en la praxis
social del Hospital Universitario de Valera “Dr. Pedro Emilio Carrillo”
(HUVPEC), Valera estado Trujillo. La explicación que requirió la trascendencia
de esta investigación tuvo su basamento desde la relación e interacción entre
el investigador y lo investigado, donde se establecieron representaciones para
construir un modelo teórico a partir de la realidad teórico axiológico del
discurso formativo del profesional del Bioanálisis desde la praxis social. En
cuanto a la argumentación teórica, se desarrolló como unidad temática desde los
componentes axiológicos y el discurso de formación del profesional del
Bioanálisis. La hermenéutica,
representada por Hans-Georg Gadamer, constituye el aspecto metodológico que
encausó los senderos de este estudio. Las reflexiones finales del trabajo se
concluyeron que todo cambio comienza con una visión y una decisión de
emprender la acción, considerando que en el centro psico-biológico social y
trascendental del hombre del siglo XXI se encuentra la diversidad, en cuanto a ideas
e idealismos, valores, formas de comportamiento, de ser y de pensar. Esta
condición puede ser utilizada como herramienta para encontrar sentido al saber,
al tener y al saber hacer.
Palabras clave: discurso; formación; profesional.
|
Fecha de Recepción: 30-12-2016 |
Fecha de Aceptación: 11-04-2017 |
1. By way of introduction
With the advent of the knowledge society, human beings
are involved in a context of an educated society, in which their learning constitutes
the most important instrument of defense and vital security to orient
themselves in the social system in which they are immersed. However, it is
important to point out that it is not enough to increase the knowledge to
fulfill a social mission, it is necessary to concatenate them to a process of
sensitization, transformation and valorization of the environment. This process
as a social interpretation has as basic and operative postulates the social
relevance and the occupational relevance as well as being conceived as the way
to promote changes through a continuous development of the social being. From
this perspective, education plays an important role in cognitive, intellectual
and educational development in the individual, as well as in the family and in
society.
The educational process is fulfilled through the
different educational levels, guaranteeing, with this, its continuity
throughout the life of the individual through a process of permanent education,
being this a modality that allows to produce and use knowledge that corresponds
to the different moments of physical, biological, psychic, cultural, social and
historical development, in successive periods where each one includes the
previous one to create the aptitude, capacity and competence conditions that
allow him to respond and participate actively in the transformation of the
society in which lives.
In this context, we must rethink the bioanalysis of
the 21st century; reconfiguration of their axiological values based on the
new realities of the professional, especially based on their profile, being an
ethical requirement for every professional in function of the need to update
"continuously" their knowledge, skills and abilities to put them
service of citizens, where the professional has understood and internalized the
importance of having a humanistic and integrating ethical vision in the health
of the human being, as well as a relationship with the community, being able to
recognize the social commitment that has his profession and the invaluable
contribution that has the same in the solution of community problems through
the promotion of health and the prevention of diseases.
To face this commitment, the bioanalyst. besides the
theoretical knowledge, the component of practical activities and the
development of techniques that constitute the central axis of his profession,
he requires a humanistic and social formation; to achieve this, an emergent
training discourse is needed from the university whose approach must be based
on the development of its values, committed to health promotion programs, thus
assuming its role in social praxis, through its active participation in the
process scientific, socio cultural and union of their profession.
In this framework of ideas, it is considered that the
role of the bioanalyst, like that of other health professionals, can not be
isolated from the social structure or the current health system, therefore, the
training of this professional should be directed to raise awareness, solve
social, technological, scientific and health problems in the community, thus
achieving the training of a new professional, through the axiological values
in their social practice as a way to adapt and update the new working
profiles as a result of the transformations that have taken place in the
productive world, the new employment reality, the scientific and technological
development, its historicity, social political and socio-economic knowledge to
the epistemological and interpretative of the being.
Being these socio-political bases, the economic models
and the existing educational schemes and projects will allow both teachers and
students in the health sector to provide a new citizen awareness with critical
judgments and thought structures that allow them to transform information into
knowledge, the good exercise of their profession and to understand the reason
for the crisis in the health sector, the problem of reconfiguring their skills
based on the realities of the professional profile and the need for emerging discourses
from the perspective of men and with training content relevant.
The paradigms emerge in today's world, they play to
mythologize the different human spaces, spaces that are part of the quality of
life; These contexts are education, health, technology, that is, the universe
of knowledge from different currents; Now, for the present study, the health
sector will be the source of enrichment for research. Within the area of
health, different professional micro-worlds are manifested, but for the research
subject, the bioanalysis professionals will be the social actors from which the
production to be developed was nurtured.
2. Ethical-axiological history that
surrounds the bioanalysis professional
The nature of
professional training has evolved over the years in close relation with social
changes, with the role of work in society and with the differentiation of types
of work; hence, it requires highly trained professionals, trained for life,
work and to face the vertiginous changes of society; On the other hand,
educational institutions, which must be in line with these transformations,
must offer a wide range of training and strengthening opportunities, promoting
processes of permanent improvement in the quality of training, with the
formulation of profiles and the curricular bases, defining professional
competences as standards to all those professionals who, having completed a
university career and in the exercise of their profession, wish to broaden or
deepen their area of action to contribute their knowledge to the development
of the country.
However, a
decade later a large number of professionals graduated from the University
Education System find that most of their skills, abilities and knowledge are
insufficient to maintain or advance within the labor structures, or better yet,
to get involved and engage in a active with the community. This rethinking
leads us to the formation of a new professional, through the axiological
elements that surround the values as a way to adapt and update the new
working profiles as a result of the transformations occurred in the productive
world, the new employment reality, the scientific and technological
development, its political and socio-economic social historicity to the
epistemological knowledge.
Taking into
account these premises, Bermúdez (2006: 37), raises:
All accelerated changes
in values and, therefore, in society, constitute a challenge for any existing
ethics, therefore, a new way of doing ethics is required, and this is,
precisely, bioethics as the ethic of life , with its interdisciplinary nature
and its role in the definition and identification of problems, its methodology
to deal with them and the spaces it offers for reflection and responsible
decision-making.
From these
statements, bioanalysis professionals are not only a delimitation of knowledge,
but social actors representing interests and values, resistant to changes that
may affect them and of course, this is the case in the health field. The first
thing to assume in the health personnel are the attitudes and values, their
understanding of that world and the attitudes of the work scenario, as well as
the intervention methodologies.
The bioanalyst is always restricted to the analytical
area, the basis of the career, in addition to being scientifically and
technically trained to carry out laboratory analyzes for the diagnosis of
diseases, their prevention and treatment, for the protection and recovery of
health; Likewise, it must integrate ethical values with community work to
contribute as an agent of social change in the pursuit of general well-being,
assuming a participatory role within the health team, so that, together with
the other active members of the community, they can develop the necessary
mechanisms for the transformation of health services and epidemiological
profiles, thus becoming a permanent agent from the responsibility of being and
acting with the other.
In this framework of ideas, society demands of
professionals a new conception of their performance, a citizen conscience that
recognizes their rights and responsibilities with a participatory, protagonist
and co-responsible character that is expressed in the social sphere and in
public management; guided by a way of life that focuses its strength and drive
towards the development of social equilibrium, from a humanist,
environmentalist and integrationist conception.
From this perspective, in Venezuela professionals are
called to become committed social actors from their being, from their axiological
action with communities to collectively solve problems. In the same way,
educational institutions are set up to train professionals who transcend their
social work to train a new 21st century professional that fosters the
relationship between theory and practice, from being and acting in interaction
with the environment and in a horizontal, dialectical, critical reflection that
allows them to become transforming professionals, allowing them to be social
agents for the other as ethical entities in human action. In this new approach,
the bioanalysis professional from the axiological components as a social actor
is called to take a leading role in the changes that are required under this
new biopsychosocial, axiological and spiritual conception of the individual;
through values such as community love, respect, responsibility and harmony
with the other, the promotion of health, prevention of illness, efficiency in
the service, among others.
Figure 1. Mental representation:
Problems assumed.
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
2.1. Training speech in the bioanalysis
professional
The
transformation and modernity of study methods in the training of university
professionals is an essential task that concerns universities. With the arrival
of the 21st century and the scientific and technical progress that preceded and
leads him, it requires deep reflections. The university institutes are the
place where you experience the set of knowledge that should allow the future
professional to start in the exercise of a function effectively, as well as
advance in the knowledge of the field of knowledge, so that you can get started
in the investigation or in the specialization and deepening in its field of
action.
On the other hand, Martínez (2006): supports that one
of the functions of university education is of an ethical nature and that a
quality university education can not be understood without systematically and
rigorously incorporating situations of ethical learning and citizen training.
It considers that the university, in the current sociocultural context, is an
optimal learning space, not only of a professional and cultural nature in its
broadest sense, but also of a human nature and, therefore, of an ethical and
moral nature. From these premises, the importance of the World Declaration on
Higher Education in the 21st Century: Vision and Action, promulgated during the
World Conference on Higher Education (UNESCO, 1998), which is referred to in
Articles 2, is shown significantly. 5 and 9, to the role that ethics, research
and the humanities in all disciplines have to play in a new vision and a new
model of higher education.
On the other hand, institutions of higher education,
have in their discourse an institutional commitment that seeks to provide
students with a set of intellectual and moral particularities that allow them
to interact with others, incorporating ethics and values, so that competent
coexist to perform, face complex contexts of daily life, so that they can offer
a quality professional service to society. From this point of view, Savater
(2005: 12), argues that:
The most important
thing in education and, therefore, in teaching, lies not in transmitting
information, but in providing the student with the formation of attitudes and
values for the ethical construction of knowledge, and building himself
simultaneously as people. Education is the most humane and humanizing of all
efforts. One is born human, but that is not enough: we also have to become one,
humans are born for humanity. We must be born to be human, but we only become
fully human when others infect us with their humanity.
2.2. Towards an approximation of the formative
discourse of the professional
Critical formative action implies an innovative language
based on pedagogy, which does not only include placing disciplinary knowledge
but also political gnosis and transformative aptitude for social coexistence.
From the Freirian view, educational communication would be the way in which a subject
shows in his relationship with the other, the knowledge of being himself, at
the same time as being aware and willing to change.
For this reason,
man coexists, which points to his disposition in the world (knowing and
thinking). However, its existence becomes in being, which presumes the task of
appropriation of its existence in the world (from the space of the random,
happening in the explicit / undefined of the being in the cosmos). This
coexistence, traced as necessity, practice and strength, is stated in the
analogy of the subject with the others and the other. This personifies the
first statement of placing oneself in the universe. In this way, the subject's
own presence is composed of the other and the other. To be and to be, imply,
essentially, to be and to be in and with the world, hence the consciousness is,
at the same time, personal and historical-social. Therefore, for Zemelman
(1998: 32), his approach that:
Reality constitutes a
horizon of possibilities, insofar as it is history, actuality and construction;
is the transformation of history into experience and openness to the
unprecedented, then, the world of life would be the actuality of man as
consciousness of himself, of the trajectory of his life and the need for
horizons, this relationship between closure and opening, between consciousness
and will allows the installation of man in the world and enhances its
adventure, its appropriation, towards other realities, spaces, worlds,
languages.
So we
can say that the reconstruction of this discourse bases the reason and the
practice of the subject in the ways that the context adapts and represents,
either as objective ("tangible realities"), as a potential context
(open to possibilities) or as perspectives (complexity and innovation). To which
refers a subject located, located, that is in the world and being in that
being. It does not refer to having known and given a world of life, but, in
order to objectify it, it is necessary to return to it and refigure it (from
its volitional, affective and cognitive axiological elements), unveil it to
transcend its own limits and pass from the known to the unknown, from practical
reality, to such reasoning Van Dijk (2001: 125), raises:
Language and discourse
are fundamental and constitutive of the human and of society, and a
multidisciplinary theory of discourse can take us a long way in the
construction of bridges or translation systems. But not through a reduction to
the discourse of all human and social phenomena, but through the construction
of a theoretical network in which we analyze the discourse in terms of its
structures and cognitive, linguistic, semiotic, interactive, group,
institutional, historical and cultural. In this sense, a multidisciplinary
discourse study is an excellent way to relate and integrate the human and
social sciences.
Starting
from that relationship of being and doing in relation to the other the
discourse of training professionals who will intervene and work with people in
different areas of life must develop and deal with a set of skills, resources
and capabilities.
2.3. Theoretical categories of research
Figure 2. Mental representation: Theoretical categories of
research.
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
3. Methodological Plane
The
investigation is framed in the qualitative paradigm within the recursive
interpretative approach, having as a method the hermeneutics, Ricoeur cited by
Sandoval (1996: 67), expresses that the hermeneutics is defined as "the
theory of the rules that govern an exegesis, that is to say , an interpretation
of a particular text or collection of signs susceptible of being considered as
a text".
Figure 3. Mental representation: Research plans.
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
3.1. Approach to the
method
Hermeneutics
as a research method proposes that lived experience is essentially an
interpretive process and can be carried out from a historical perspective. Van
Manen (1997): introduces the phenomenological hermeneutic approach; links phenomenology,
hermeneutics and semiotics. The research is presented as a process of textual
reflection that contributes to the understanding of practical action. The
hermeneutic methodology is carried out exposing the construction of each one of
the parties involved to the criticism and providing the opportunity for the
revision of the new constructions.
The pragmatic criterion
for this methodology is that it leads, successively, to a better understanding;
that is, to give meaning or meaning to the interactions in which one is usually
committed to others (...) It is necessary to establish a repetitive process in
relation to the existing constructions (to which they were given sense) to
analyze them and make of its elements something simple and communicable for others
(p.35).
The
methodology to approach this research process uses the hermeneutics of the
discourses by the social actors: bioanalyst who participate in the experience.
It requires understanding the experiences, the ways in which the actors of the
process experience their world, what is most significant for them and how they
construct these senses. Comprehension, interpretation is a joint process trying
to decipher the meanings and meaning of the experience, in order to approach
the process in a "hermeneutical circle", an interpretative action as
a possibility of "Making talk" knowledge through observation and
reflection. "Knowledge has the possibility of being" historicized,
"of becoming contemporary, meaning and giving meaning to the experience,
in order to approach the process the researcher who interprets (the
hermeneut)". (Martínez, 2007: 75).
Here it is tried, interpreting from the social action,
how that symbolic world is constructed; construction of social meanings from
the actors of the training process. The description represents a first
conceptual level in relation to the knowledge of the practice, refers to a
process of reflection that aims to organize or organize what has been the
progress of the processes, seeking in such dynamics the dimensions that can
explain the broader theorization and deep, contributing to turn it into a tool
to understand and transform the social reality.
The aim is to elucidate the meaning or meaning that the
process has had for the actors involved in the creation of knowledge based on
our experience, intervention in a social reality as a first level of
theorization about the practice. It represents an articulation between theory
and practice. It aims to improve the practice and aspires to enrich, confront
and modify the existing theoretical knowledge, contributing to turn it into a
tool to understand and transform the social reality.
The aim is to enter into the dynamics of experience,
in its complex process, identifying contradictions from their own logic,
extracting lessons that can contribute to enrichment, both in practice and in
theory. From texts of observations and in-depth interviews of those who know
and have experienced the process and interpret reality; they try to recover
what they know from their daily practice, seeking to find the most important,
most significant, discovering events and subjective dimensions of people such
as: beliefs, thoughts, values, experiences, etc.
This information is essential to understand your own
vision of the world. It assumes as a premise, what the actors look at with the
senses that promote them and the results according to the purposes that they
themselves established. This allows us to understand and improve the practice
from reflection and understanding of meaning, with a close articulation between
theory and practice, as a particular kind of participatory creation of
theoretical-practical knowledge, from and for the action of transformation.
This type of methodology is rooted in the
comprehensive and interpretative tradition of social research; does not seek to
establish causal relationships to explain the phenomenon, seeks to understand
the constitutive aspects of a social reality; It is done from the sensory-producing
interaction to open alternatives to possible worlds. What guides research is
the process of collective analysis and interpretation and construction of the
sense of experience, discovering the complex structure of relationships that
make up human reality, course of experience.
In the
concrete methodological field of this research we find ourselves in the need to
identify a formative discourse from the axiological that will allow us to
approach the significance of the process, trying to locate the different
perspectives of the actors involved. And that's how we got into the sources:
assessments of bioanalysis professionals and their social praxis; for later,
with this accumulation of information, address the interpretation; here we will
try to grasp the meaning of the experience; from the significant categories we
were locating the stories, the basic nuclei, until discovering the lived
process.
Figure 4. Mental representation: Methodological construct.
SEE IN THE ORIGINAL VERSION
Source: The Authors (2016).
4. Final thoughts
Social and economic
development requires that educational systems offer new skills and competences,
which allow them to benefit from new emerging forms of socialization and
actively contribute to the preventive development of health, under a system
whose main asset is knowledge, adaptable to change that can build and
deconstruct their learning, so that it can take on the innovations that are
presented to us on a daily basis and thus innovate in order to redefine our
current condition, to achieve the redefinition of the competencies of
professionals in this case the Bioanalyst of the 21st century .
In this regard, Eileen
(2003): relates skills with knowledge, resources, access, technology and the
ability to use this knowledge as the basis, to provide high quality services in
terms of information services and personal skills represent a group of
attitudes, skills and values that allow professionals to work effectively and
contribute positively to organizations and their social action demonstrating
their value of their contributions in an environment of constant change. All
change begins with a vision and a decision to take action, considering that in
the social and transcendental psycho-biological center of the man of the 21st
century is diversity, in terms of ideas and idealisms, values, forms of
behavior, of being and think. This condition can be used as a tool to find
meaning in knowing, having and knowing how to do. So that, through this sense,
the human being reaches his full realization and builds his happiness in the
free possession of his unique and true kindness as it should be.
5.
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Doris
Coromoto Pérez de Abreu
e-mail: doris_cpda@hotmail.com
Born in the city of Valera, Trujillo State, Venezuela.
Doctorate in Education Universidad Rafael María Baralt, Master in Teaching for
Higher Education in the same university, Bachelor of Bioanalysis, ULA.
Researcher in the area of teaching, belonging to the line of research Memory,
Education and Emerging Discourses of the UNERMB. Bioanalysis professional with
16 years of experience.
Carol Del Carmen Terán González
e-mail: carolteranula@gmail.com
Born in the city of Valera, Trujillo State, Venezuela.
Doctoral studies in Education course at the Universidad Rafael María Baralt,
has a Masters in Teaching for Higher Education at the same university, a
Master's in Latin American Literature at the University of the Andes and a
Bachelor's Degree in Education, Spanish Mention and Literature ULA-NURR, the
Center's researcher of literary and linguistic research Mario Briceño Iragorry
(CILL) ULA-NURR, Head of the research and project unit of the Casa de Historia
Trujillo, writer and researcher with 14 years of service in the area of
education and literature. Speaker at national and international events. Guest
professor in undergraduate and postgraduate, ULA, UNERMB, UNESR. Coordinator of
the research line Memory, Education and Emerging Discourses (UNERMB), member of
the Citizenship Research Line, hermeneutics and social projects. (UNERS). She
has published articles in different refereed journals of the country including
Sapiencia, Cifra Nueva, Revista de Cultura Centro Nacional de Historia, Revista
de Ingeniería UVM, among others.
María
Inez Albarracín
e-mail: elprincipitoysurosa2como1@gmail.com
Born in the state Táchira, city of Caño Azul,
Venezuela. Graduate in Nursing ULA, specialist in Nursing Care in Areas of
Critical Care graduated from LUZ, Doctorate from the Universidad Experimental
“Rafael María Baralt”, Assistant Professor ULA-Táchira. Researcher and Research
Works Tutor.
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- Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.3.59-78