Contextual self-defining particularities of the formation of the Lawyer in Labor Educación in the semi-eyewitness mode

Abstract

Introduction: Among the priorities of Higher Education in Cuba, the forms of semi-presential studies are connoted, since there is a need to promote self-recognition towards the profession, as particularities of the training of the Bachelor of Labor Education in the semi-presential modality, which transcend by its contextualization and express the formative logic, from the individual and collective, in the differentiation and identification of the mode of action and that lead to the renewal of self-training, in the participation of the students. Materials and methods: Research methods and techniques were used, such as synthesis analysis, systemic-structural, observation, interviews and surveys, among others. Results: Its results reflect that the proposal is feasible due to the transformation of the identity and contextualized modes, as a result of the teaching-methodological work, which contributes to the improvement of the teaching-learning process, as a model of professional training at the University of Oriente in the educational context of Santiago. Discussion: The theoretical analysis carried out allowed an assessment that served as a methodological platform in this blended learning training that requires a "curriculum" that guarantees in a systemic and flexible way, with dynamic and revolutionary ways of thinking and acting, whose development is centered on educational, professional and contextual activities, to contribute to the identity mode of action and it is required to elaborate new theoretical-methodological constructs that reinforce blended learning training. Conclusions: Key theoretical-methodological bases were specified to perfect the training process as a whole and the need to reveal the distinctive singularity of the formation of the professional pedagogical identity in students of the Bachelor's Degree in Labor Education in the blended learning modality is established, in which the formative logic is expressed from the individual and collective.