Integrating Contents: Necessity and Comprehension in the Permanent Formation of the Newly Graduates. (Original)

Abstract

This investigation considers the theoretical methodological insufficiencies in the attention and monitoring of the newly graduates of the Licensed in Education in relation with the preparation for the fulfillment of their functions that  limit the professional performance at the time of disregarding the determination, structuring and integration of contents by types in the permanent process of formation which generates the need to contribute to its solution, taking as point of departure the actions designed in correspondence with its potentialities, needs and pedagogic experiences that express the systemic character, gradual and individualized influences that require this critical and reflexive process. Theoretical methods are used such as the analysis and synthesis; the historical-logical and the systemic-structural-functional. Empirics, the documental analysis and the observation. This work provides answer to the dialectical contradiction between the fragmented and the integrated character of the contents in the permanent formation from the teaching functions. It projects not only the improvement of the professional formation, but also of its development with a renovated sense in regard to the new meanings which constitutes a constant challenge in the improvement of the newly graduates’ work.