Recibido: 12/abril/2025
Aceptado: 20/agosto/2025
Psychoeducational
preparation: an epistemological perspective from the education of older adults
(Original)
La preparación psicoeducativa: una mirada
epistemológica desde la educación del adulto mayor (Original)
Eduardo David Pérez Fernández. Licenciado en Psicología. Máster en Investigación Educativa. Profesor
Auxiliar. Universidad de Granma. Bayamo. Cuba. [ eperezf@udg.co.cu ]
[ https://orcid.org/0000-0001-5445-1358 ]
Yenier López Barrero. Licenciado en Educación en la Especialidad de Lenguas Extranjeras.
Inglés. Doctor en Ciencias de la Educación. Profesor Auxiliar. Universidad de
Granma. Bayamo. Cuba. [ ylopezbarrero@gmail.com ] [ https://orcid.org/0000-0003-0003-0421 ]
Roelbis Lafita Frómeta. Licenciado en Educación en la Especialidad de
Biología. Doctor en Ciencias Pedagógicas. Profesor Titular. Universidad
Metropolitana. Guayaquil. Ecuador.
[ rosyroe2@gmail.com ] [ https://orcid.org/0000-0003-1396-1073 ]
Abstract
Population aging constitutes, from the most diverse
sources of human knowledge, one of the imprints that mark the scientific
production of the third millennium. In this sense, the historical responsibility
to construct and disseminate integrated visions of reality that favor the
social understanding of this phenomenon rests. This work aims to characterize
the educational process of the University Chair for Older Adults from an
epistemological perspective. Theoretical methods such as analytical-synthetic,
inductive-deductive, and hermeneutic-dialectical were used. This study made it
possible to clarify the main categories assumed in the research process,
articulated around the complexity approach. The treatment of the educational
process of the University Chair for Older Adults; revealed the theoretical and
methodological deficiency in psychoeducational preparation to qualify the
personalized gerontagogical influence of the geroeducator.
Keywords:
psychoeducational preparation; university chair for the elderly; geroeducator;
gerontagogical influence
Resumen
El envejecimiento poblacional constituye, desde las
más diversas fuentes del saber humano, una de las improntas que signan la
producción científica del tercer milenio. En tal sentido, gravita la
responsabilidad histórica de construir y difundir visiones integradas de la
realidad, que favorezcan la comprensión a escala social de este fenómeno. El
presente trabajo tiene como objetivo realizar una caracterización desde el
punto de vista epistemológico del proceso educativo de la Cátedra Universitaria
del Adulto Mayor. Se utilizaron métodos teóricos como el analítico – sintético,
inductivo – deductivo y hermenéutico – dialéctico. Este estudio permitió
explicitar las principales categorías que se asumen en el proceso investigativo
articuladas en torno al enfoque de la complejidad y el tratamiento al proceso
educativo de la Cátedra Universitaria del Adulto Mayor. Develó la carencia teórico-metodológica de
la preparación psicoeducativa para cualificar la influencia gerontagógica
personalizada del geroeducador.
Palabras clave: preparación psicoeducativa; cátedra
universitaria del adulto mayor; geroeducador; influencia gerontagógica
Introduction
Population aging is one of the
defining factors impacting scientific production in the third millennium. It is
a phenomenon with implications for all areas of social life, necessitating the
establishment of policies to protect this emerging sector in the global
sociodemographic landscape. This prioritizes comprehensive care for this
population group, addressing the full range of factors that determine their
well-being and establishing political, social, and economic measures that
enhance their quality of life.
Consequently, it is pertinent to
analyze the potential of education as one of the vectors of development that
evolves throughout life. Education for the elderly, while not a recent
phenomenon, is more relevant to the present and future of societies, taking
into account sociodemographic trends.
With diverse paths and
perspectives, education for the elderly exhibits an amalgam of practices
connected by university programs, with a multitude of objectives and approaches
that are interwoven into research, scientific exchange, extension, and
educational initiatives. In this regard, there is a need to prioritize the
psychoeducational preparation of teachers as a basis for strengthening the
training of the gerontological context and, consequently, satisfying the
self-transcendence needs of older students.
Thus, this article aims to present
a characterization from the epistemological point of view of the
psychoeducational preparation of the geroeducator in the educational process of
the University Chair for the Elderly.
Materials and
Methods
Theoretical methods such as
analytic-synthetic and inductive-deductive were used to understand the main
characteristics of the object, determine the theoretical and methodological
foundations that support the educational process at University
Chair for Older Adults, as well as the inconsistencies between theory and
practice that characterize it. Likewise, the interpretation of the results
obtained in the different stages of the research, which makes it possible to
arrive at theoretical and practical generalizations about the object and the
field, as well as the hermeneutic-dialectical to explain and interpret the
concepts and categories related to the research topic and in the reconstruction
and critique of the consulted sources.
Results and
Discussion
From a philosophical perspective,
Marxist-Leninist theory contributes the conception of dialectical and
historical materialism. This scientific conception of interpreting the world
offers a corpus of laws, principles, and categories that allow for the understanding
of reality. Understanding them provides tools for social transformation. While
laws, principles, and categories serve as theoretical and methodological
mediators, awareness of the role of practice takes on an instrumental role in
questioning the subject's actions from a cognitive perspective. From this
scientific worldview, the following premises emerge for the stated purposes:
the reflexive nature of human subjectivity, the active nature of human beings,
and activity and communication as regulators of human social integration in
different contexts of action. These premises underlie dialectics, the main
notion that Marxist-Leninist theory contributes to the study of the University
Chair for Older Adults educational process in general and to the psychoeducational
preparation of educators in particular. When Friedrich Engels capitalized on
the scope of dialectics in works such as Dialectics of Nature and Anti-Dühring,
he revealed clues for the analysis of complex phenomena and processes. Its
relevance lies in observing dynamics and development as inherent qualities of
the investigative focus. Thus, the complexity of the psychoeducational
preparation of University Chair for Older Adults educators is revealed. This
assertion situates the multiple dimensions of an educational framework where
objective and subjective factors interact, among which the personality of the
educator and the student stands out. From this epistemological status,
Philosophy provides the necessary tools that allow the student and educator to
become aware of themselves, others, the world, and even transcendence.
Education draws from Philosophy, reflection, and the totality of its thoughts
to clarify problems related to pedagogy. Thus, the field of education will be
able to reflect on the educational process from its fundamental philosophical
assumptions. Applied philosophy within the field of education constitutes a
reference for understanding the essence, problems, meaning, and significance of
education. Therefore, all pedagogical innovations place it as a starting point
when defining the purposes, functions, and roles of the subjects involved in
the process. It provides theoretical and conceptual tools to guide the role of
the educator and to understand the actions of students in the educational
process. It is important to consider that both philosophy and education have
the human being as their central focus, which is why they complement each
other, but at the same time they will always require the support of other
disciplines such as sociology.
When analyzing sociological
references for research, a special interest is seen in the application of
sociological knowledge to the study of education from various perspectives.
This long history has resulted in highly useful contributions to the understanding
of education and the educational process, in particular. The various
sociological theories are positioned according to the greater or lesser
emphasis placed on the extremes of these relationships:
microsocial-macrosocial, individual-society, and action-structure. Bridging the
gaps between these, education is conceived as a process of integration of the
individual into society; it is understood as a changing process that develops
throughout life to provide people with knowledge, skills, and values
that allow for greater integration of the individual into society
and the development of attitudes that seek full individual development. This
process can occur both within and outside the educational system and can arise
as a form of interaction in the student-educator relationship or as an
individual. On this basis, the socialization process takes on special
significance as a contribution of the discipline of sociology to the analysis
of the educational process.
Socialization is the way society
transmits its knowledge and culture, with the goal of integrating individuals
into it. It occurs in two major stages: primary and secondary. Thus,
individuals develop in the social sphere, learning norms, patterns of behavior,
roles, and institutions existing within a society. Within the socialization
process, articulation through education is fundamental, as it is through
education that a society's culture is reproduced.
Education is the essential
mechanism for the socialization of the individual and is inseparable from the
process of individualization. Its dialectical articulation achieves both the
integration of the individual into the specific sociohistorical context and
their identification as an individualized being, endowed with personal
characteristics that distinguish them from their peers. The contradiction
between individualization and socialization manifests itself during social
practice, in which activity constitutes an essential element for the education
of the individual. Parallel to socialization, the individualization of the
subject occurs, since the objectification of social content is a distinctly
individualized process of a personal nature, in which each subject processes
reality in a very particular way, contributing the results of their own recreation
as an active social entity (Blanco, 2003).
The socialization of education
involves the transmission of society's values, knowledge, and behavioral
patterns to the individuals who will become part of it as social agents. This
process must promote social conditions that, regardless of relations with the
State, favor human beings' integral development and consequent participation in
social development.
Both Social Pedagogy and Social
Education focus on the social, cultural, political, and civic dimensions of
contexts and of those who participate in them as subjects of a given
educational practice. In doing so, Social Pedagogy is seen as a praxiological
science related to the educability of each and every person living in society,
by using methodological strategies that promote prevention, assistance,
inclusion, and social reintegration, both for those who find themselves in
situations of difficulty, vulnerability, and/or social risk, as well as for
those who are in "normalized" situations.
An understanding of the dialectical
relationship between individualization and socialization, derived from the
assumption of philosophical and sociological references, emphasizes the need to
delve deeper into the subjective dimension of this framework. From a creative understanding
of the foundations of dialectical and historical materialism, theoretical
references are articulated from a psychological perspective through the
historical-cultural approach. Vygotsky (1987) contributed a conception to
explain the development of the human psyche.
Among the principles assumed by
this approach are: the interactive nature of the human being; the reflexive
nature of the psyche and its active character, constructed from this
psychological reflection; the unity of the objective and the subjective, the
external and the internal; the sociohistorical and cultural determination of
the human psyche; the unity of the cognitive and the affective; and the
integrated, systemic nature of human subjectivity. Based on these principles,
psychological functioning is seen as a synthesis of the sociohistorical and
cultural mediation of human activity in an interactive sphere. From this arises
the notion of psychological development as a contextualized process, reflecting
culturally constructed ways of ordering reality.
In educational practice, Vygotsky's
(1987) thesis on the mediated nature of relationships can be applied. Mediation
occurs through systems of symbols and signs. In this sense, education is
presented as a process of symbolic mediation, a kind of "filter"
through which the individual mobilizes their behavior toward the object of
practice, revealing the attribution of meanings that emerges from the
understanding of meanings.
Thus, educational work moves from
meanings to the search for meanings: the transformation and creation of new
meanings, taking into account their regulating and structuring role. This
assertion presents the category of experience as a prism through which old
knowledge must be reread and restructured, and the resulting new knowledge
constructed, as it alludes to the subject's selectivity in apprehending the
surrounding environment. The experience expresses the relationship between the
cognitive and affective that gives rise to the formation of psychological
senses in the individual. The analysis is based on the conceptualization of the
genetic law of psychic development, which is expressed as follows: "any
function in cultural development (...) appears on the scene twice, on two
levels: first as something social, then as something psychological; first among
people, as an interpsychic category, then, (...) as an intrapsychic
category" (Vygotsky, 1987, p. 161).
The essence of this approach is
significant for the educational process in at least two ways: first, the
conceptualization of the resulting product—what is constructed as subjectivity
or intrapsychically—as a direct consequence of educational action; the second
direction expresses the importance and strength of psychological processes
already formed or in the process of formation, which is manifested through
references to internalization as a means of guiding and regulating behavior.
The content of this law postulates the role of cultural heritage—a symbolic
universe shared through education—in the process of constructing subjectivity.
In this way, the mediating role of educational practice is appreciated, which,
in interrelation with other conditions, shapes the content and structure of
subjectivity.
Another relevant axes of Vygotsky's
system is the social situation of development. This category is formulated from
a dialectical interpretation of social conditioning in psychological
development. It reveals the symbolization of reality and its construction in
terms of subjective meanings. This individual process expresses the impact of
living conditions and education on the constitution of individuals. Vygotsky (1987)
understands the social situation of development as the dialectical conjunction
of external (conditions) and internal (processes) aspects and moments. This
understanding represents, in the form of systems, the unique context in which
the formation and development of each person occurs. The value of this
category, for research purposes, lies in highlighting the role of mediation in
the developmental framework of each individual, viewing this process through
interinfluences. Through this, the correlation between education and
development that occurs in each individual is verified.
This research subscribes to the
idea that individuality constitutes the backbone of the social situation of
development. It is conceived as:
a
product of personal development, with a dual existence at the level of
personality, as a quality and a process. It denotes the uniqueness,
originality, and authenticity of the individual, based on the synthesis of
biological, psychological, and social factors. It is based on the anatomical
and physiological peculiarities of the organism. The hallmark of this inherent
quality of the individual is provided by individual history, systematized in
the personality, where subjective senses are configured and actualized as
regulatory entities of activity and relationships, imprinting strength,
direction, and dynamism on behavior. (Pérez et al., 2020, p. 12)
In understanding individuality, two
levels of analysis must be assumed: internal (content) and external (form).
Content refers to the subjective constitution of historical-cultural reality,
which in its uniqueness determines peculiarities that differentiate each
individual from the rest. Form indicates the uniqueness of the expression of
each individual's personality characteristics, which also denotes a unique and
unrepeatable character. As a quality, it is expressed from the initial stages
of human development, in a discrete manner, with higher gradients of expression
in keeping with the gradual complexity that personological content achieves in
structure and function. This qualitative progression of the psyche determines
the subject's self-movement, mobilized by its needs in different situations and
contexts.
The social situation of
development, taken as a principle, governs the interpretation of what occurs in
the zone of proximal development. Both concepts are intrinsically intertwined
in understanding the dynamics elicited by the educational process as an
instrument of development. The category of zone of proximal development is
defined by the distance between current and prospective development under
conditions of "help." Its classic definition identifies two
fundamental aspects for educational practice: the need for a relationship with
the "other" as the genesis of higher psychological processes, with
this "other" seen as a more "capable" individual, and the
emergence of potential as emerging from the relationship with this
"other." The relationship with the other becomes central to
Vygotsky's theory.
The emergence of the zone of
proximal development, as a potential for execution, is much more complex and
diverse than the direct internalization of the offered model. Thus, the zone of
proximal development can be interpreted as the distance between the acceptable
potential for a specific cultural context and the execution achieved by a
specific individual within that culture.
The analysis of the zone of proximal
development category places the concept of interpersonal relationships as key
to its understanding, and the existence of socially created symbolic systems
recorded in culture as the content of the relationship. These two ideas
contribute to explaining human ontogenesis, while also offering a
methodological tool for understanding the educational process in the context of
research.
This is reflected in the
understanding of the social situation of the development of older adults, as
subjects of the educational process at University Chair for Older Adults,
"bearers of regularities inherent to a stage of human development, as well
as a series of limitations, largely stemming from prejudices instilled in them
by culture" (Orosa, 2024, p. 11). Thus, the dialecticity of this process
is verified in the interplay of acquisitions and detachments, which are
constructed through ontogenesis with historical and cultural mediations, as a
function of the context in which the individual lives. It is therefore
irrelevant to distinguish between the somatic and psychological aspects of
aging, as this constitutes an anti-dialectical mechanism, given that at this
stage of life, each individual possesses biopsychosocial and cultural
peculiarities that identify them as a unique entity.
A methodological approach to the
social situation of older adult development emphasizes the need to analyze
social position and internal position. Regarding the former, the polymorphism
of the activity system, with a marked biographical nature, is highlighted. The
communication system, for its part, maintains a unique relationship with the
individual's social functioning, with socialization agencies such as the
family, the workplace, and the community standing out for their importance. It
should be noted that in Cuba, the University Chair for Older Adults educational
program is beginning to emerge as an important agency for social empowerment
and the full development of the individual. Friendships and reference and
belonging groups linked to the socialization of older adults are relevant at
this stage. Social participation is mediated by the transfer of roles to new
generations; this implies a new social position: the personalization of the
attributions of the older adult role, inherent to the post-retirement process,
constructed in family and community settings. Consequently, Cruz and Rincon
(2017) defines the older adult's social role as articulated around the
satisfaction of the needs for: activity, confrontation, action/realization, and
knowledge of the world and of oneself within the scope of their activity
system.
Regarding the internal position, it
is necessary to recognize that intellectual development in older adults is
impacted by the biological changes that occur. Sensory perception provides the
relationship with the surrounding environment and, as a regularity, expresses
the effect of limitations in some of the senses. The study of the behavior of
different types of memory shows how they evolve and how they are differently
affected by age, so we cannot speak of a single memory decline.
On a cognitive level, a decrease in
the speed at which mental work is performed is observed, with a lesser effect
on its accuracy. The ability to learn remains preserved with age, always
considering the slowdown that occurs during adaptation to new situations. Some
factors that mediate the learning process in older adulthood are: motivation,
tendency to relearn, association, repetition and reinforcement, as well as
transfer. At this stage, there is a decline in fluid intelligence, and
therefore the ability to solve new situations in the very short term, as it is
based on acquired knowledge, experience, and judgment. In general, capacities
dependent on immediate memory decline more than those not influenced by time;
thinking becomes more reflective.
Regarding language, some
characteristics described in different studies are: a tendency to use longer
and more complex sentences; a decrease in discrimination and comprehension of
spoken language; a decrease in nominalization capacity; and "semantic
error," a tendency toward circumlocutions and changes of topic, as the
main manifestations.
The motivational development of
older adults is as rich and diverse as that of any individual. Individuals
structure their motives based on a sense of transcendence in younger
generations, while external factors organize their motivational sphere based on
maintaining stable bonds with their peers. Affective development regularly
manifests itself in a slight decline, and the individual's reactions slow down.
Emotions appear more slowly and are less intense. Feelings are expressed with
greater depth and lesser intensity. Likewise, passions are less intense,
probably associated with the experiential maturity processes built over the
course of life.
The preceding analysis makes it
possible to assimilate the influences of the philosophical, sociological, and
psychological axes and provides a theoretical framework for structuring the
pedagogical axis, as part of a theoretical system that provides the keys to
understanding the educational process and the psychoeducational preparation of
educators at University Chair for Older Adults. The theoretical and
methodological foundations that support this research from a pedagogical
perspective require the adoption of a theoretical position regarding the
concepts of education and preparation within the context of Gerontagogy as a
pedagogical theory that allows for the analysis of the educational process in
older adulthood.
Education, as a complex social phenomenon,
is multifactorial; a condition that requires and demands harmony in the system
of influences exerted on a person. Conceiving education as a process means,
first and foremost, directing it, which implies assuming its integrality with
its contradictions, barriers, and limitations, inherent to any process. This
process is characterized by a dynamic and complex set of systematic activities,
through which the actions of educators and students are interrelated, and is
oriented toward training and development at the individual and group levels.
There is consensus in Cuban
pedagogical thought in considering education as a process whose objective is
the preparation of individuals for life. Its essence lies in achieving a
worldview based on the solid foundation of scientific knowledge and its
transformation into positive moral convictions and motives. In the educational
process, the student cannot be considered a passive entity that refracts
external influences. They interact with the environment and individualize the
process until they achieve assimilation.
To understand the above, it is
sufficient to analyze the object of Pedagogy, which studies the process aimed
at the comprehensive development of personality, identified as the educational
process. Although this has been the subject of analysis by numerous authors (González,
2022; Álvarez, 2002; García Suárez, 2024; Hincapie, 2018), who, although they
have named it in different ways, its essence has remained the same. The common
elements in their conceptualizations of the educational process support the
idea that this process fundamentally develops within the educational
institution and is aimed at the comprehensive development of personality.
Education is increasingly conceived
as the interaction between school and life, and between teaching and society.
The educational institution bears the greatest responsibility for the
comprehensive education of its students. This imposes on teachers the need to
conceive and guide the direction of the educational process in its entirety; To
achieve this, it is necessary to consider their particularities as protagonists
of the process, and the characteristics of their personality as a complex
element.
Given the above, it can be
summarized as follows: the educational process is a complex set of interrelated
actions and elements that seek the integral development of a person through
learning; it involves various actors and takes place in different contexts. Its
content is the knowledge, skills, values, and attitudes that are transmitted
and learned. Its general objective is to promote the integral development of
the learners' personalities. It is multifactorial, prolonged, phased,
concentric, bilateral, and active; it is linked to group work; it is difficult
for everyone to perceive the results externally; and it is future-oriented. It
consists of the following phases: planning, implementation, evaluation, and
feedback.
As can be seen, without
underestimating the invaluable value of the preceding theses in the pedagogical
field, their analysis highlights the need to prioritize teacher performance,
based on their preparation, with a view to contributing to improving the
formative capacity of the University Chair for Older Adults educational
environment, based on its essence and objectives, which constitutes the focus
of this research.
Thus, preparation is a category
that requires analysis for the purposes of this research. The systematic study
by authors such as Acosta and García (2015) and Alberto and González (2021),
among others, despite inconsistencies in the theoretical positions assumed,
recognizes it as both a process and a result. These authors view preparation as
a continuous process that improves professional performance through the
acquisition of knowledge, skills, and values. They consider it to be the result
of the management carried out at the individual and group levels. Planning and
execution are distinguished as elements of the process, in accordance with the
real needs and perspectives identified at the institutional, group, and/or
individual levels. In a previous study, Escribano (2018) determined the
fundamental features that define the concept of preparation, which are adopted
in this research and are presented below: it is a formative process; it is also
the result of said process, which is expressed in the appropriation of content
(of greater or lesser scope), which is defined based on the specific needs and
demands of a professional activity and requires short-term processing; it is
closely related to the specific functions, responsibilities, tasks, and roles
that pertain to the content of said professional activity; it has an immediate,
continuous, systematic, planned nature, and addresses individual needs.
These positions coincide in
considering preparation as a formative process. Specifically, they recognize,
on the one hand, the appropriation of knowledge, skills, and values, and, on
the other, its systematic and continuous nature. From another perspective,
educator preparation is considered a pedagogical activity. The theories that
support psychoeducational preparation are varied and reveal a multidisciplinary
field for understanding the process. There is no single theory of
psychoeducational preparation as such, but rather a set of theories and models
that combine to inform and regulate practice. Some of the most relevant for
research purposes are: social learning theory (Bandura, 1986), communication
theory, the transtheoretical model of change (Prochaska & DiClemente, 1983),
and self-determination theory (Ryan & Deci, 2017).
Psychoeducational preparation is a
process structured in phases and spatial-temporal coordinates, sequenced,
rational, and intentional. It is contextualized, adapted to the needs of
individuals, from a collaborative and social action perspective. It is dynamic.
Gerontagogy, when used in a
transformative and appropriate manner in the research context, allows for the
enhancement of the skills necessary for the subject to play a role appropriate
to their context and will assist the individual in adapting to their
environment. Given the characteristics of the older learner, the following
principles are considered: a multidimensional relationship between learning
objectives; a relationship with the interests of the older adult; consistent interdisciplinary
work; and the possibility of generalization.
Based on this, the role of the
teacher, in light of gerontagogical theory, is connoted as a facilitator, and
in this role, they address the characteristics of older adults during the
process of exchanging learning experiences. In the Cuban context, Román (2005)
calls it a geroeducator and recognizes values education as the
essence of its practice. This position is shared by the author and enriches it
by considering psychoeducational preparation as the core of the gerontagogical
approach and the basic learning for life in a developmental context.
Thus, Gerontagogy allows us to
articulate the theoretical frameworks assumed to understand the essence of the
educational process and pedagogical preparation with gerontagogical
psychoeducational content. At the national level, this is embodied in the
educational program of, for, and with seniors, affiliated with the University
Chair for Older Adults.
Conclusions
The exploration
of psychoeducational preparation from an epistemological perspective in the
education of older adults reveals the importance of rethinking learning
processes beyond traditional pedagogical frameworks. This approach underscores
the need to integrate psychological, social, and cultural dimensions that
respect the individuality, autonomy, and accumulated experience of the elderly.
Recognizing older adults as active agents of knowledge construction positions
psychoeducation not only as a tool for cognitive development but also as a
pathway for emotional balance, social participation, and personal fulfillment.
By situating
psychoeducational preparation within a solid epistemological foundation, the
article highlights that education in later life should be conceived as a
process of continuous growth rather than mere adaptation to age-related
limitations. This perspective allows for the design of innovative strategies
that stimulate motivation, resilience, and critical reflection, while
strengthening the bonds between generations. Ultimately, an epistemological
understanding of psychoeducation provides educators and institutions with a
framework to create inclusive, meaningful, and transformative practices that
dignify the educational experience of older adults and contribute to their
holistic well-being.
The epistemological systematization
carried out, allows us to explain the main categories assumed in the research
process, articulated around the complexity approach. The treatment of the University
Chair for Older Adults educational process reveals the theoretical and
methodological shortcomings of psychoeducational preparation to qualify the
personalized gerontagogical influence of the geroeducator.
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