El hacer epistemológico del modelo curricular de los programas nacionales de formación del área de la salud

Abstract

On a global scale, the objectives of universities are evaluated and educational paradigms emerge that promote the rethinking of their mission in the way they prepare and train students to take on the challenges in society, so it is necessary to take into account the curricular model implemented to achieve university transformation. There is an important concern in the teachers of the national training programs (PNF) in the health area of the Universidad National Experimental "Francisco de Miranda" about the need to understand the epistemological doing of the curricular model of the PNF, which was constituted in the intentionality of this research and led to the generation of a theoretical corpus. The research was framed in the experiential introspective approach, interpretive paradigm and was based on the Grounded Theory method of Strauss and Corbin. (2002). The inductive analysis was guided by constant comparison and theoretical sampling. The interpretive findings revealed the epistemological implications of the PNF curricular model as the emerging central category that describes the phenomenon under study, through a conceptual network that integrates the guiding categories; directionality of the PNF, development of educational dynamics and education for university transformation. It is understood from a reflective process that the epistemological action of the curricular model of the PNF in the health area has important implications in the development and continuation of the programs, for which they are organized and structured at the curricular level to fulfill the purposes of both the plan of the nation as well as of the strategic plans of the universities through educational actions oriented to the university transformation for the formation of integral professionals who assume the responsibility of solving problems in the area of health.