La sinergia en la praxis educativa investigativa: una aproximación teórica fenomenológica odontológica

Abstract

This scientific article, which emerges from my doctoral thesis from qualitative- interpretive research, with phenomenological-hermeneutic design of Husserl- Heidegger (1927) and methodological precepts of Martinez (2004) respectively. With the intention of configuring a theoretical approach on the process of synergy in the formative research praxis and construction of scientific knowledge in the dental undergraduate, to occupy that university/society relationship that is biodiverse and changing with results that force us to get rid of old stereotypes, giving way to new educational paradigms. Based on the performance of the university and its social actors, to produce forceful responses, in tune with the global contextual changes for the survival of man and planet Earth. Thus building learning environments approached from theories of social constructivist knowledge, expounded by Vygotsky, (1952), along with pedagogical pillars such as those of Delors, J. (1996); Using qualitative techniques, such as participatory observation, in-depth interviews and self-reporting during data collection, as well as triangulation for comparative analysis, understanding and validation of the data. Ending with the generation of theories that suggest joint action, within the socio/educational context, to produce qualitative changes based on the educational and investigative synergies during the teaching/learning necessary, today, for the national public health system, from its line of research socialization and production of scientific and technical knowledge in that search for the production of a new institutional/public/educational fabric in the university field.