Model Educational

The educative model, that it is constituted in pedagogical foundation, psychological and psicopedagógico of Disegn curricular, it is synthesized in a professor model, a model of student and in the model of the educational-educative process and of education-learning.

EDUCATIVE MODEL OF THE UCEBOL

The educative model that bases the Curricular Designs of the
Formation of Professionals bases on a series of supposed that is expressed of the following way:

The fundamental actors of the educational-educative process must reach optimal gradients of motivation towards the formation of third level that are expressed in desire to learn the basic knowledge and to form the abilities that will have to exhibit the students once concluded their studies.

Constructive the practical and mental activity of the student is
located in a first plane. One treats in this model of a constructivista interpretation of the education-learning process.

This interpretation is assumed as own and it considers that:

The process of the education leads to the development, being the development t he appropriation and recreation on the part of the subject, that it learns of the instruments, tools, signs, values, attitudes and norms created by the culture.

The learning does not exist to the margin of the social interactions, therefore the learning is social by nature, and the one that learns is subject assets in the learning process, which facilitates the rupture with a model that establishes the passive character, and reproductive of the student.

The professor is a social mediator, whose function consists of modeling the aids and the interactions that are to take place in the interactive spaces, considered like learning scenes.

The learning runs in a space of interactions in which the subjects that interact negotiate means and the forms to solve the tasks that appear, and that half-full and is modeled by that they play the role of professors. In this space of multiple negotiations the one that learns adapts actively of forms more developed to operate and to structure the knowledge.

The impact of the educative experiences is conditional, among other factors by: the level real intellectual development, the previous knowledge, and the level of potential development.

The learning must be significant. So that the learning is significant two conditions must be fulfilled: the content must be potentially significant and the one that learns must have a favorable attitude to learn. The meaning of the learning is strongly tie to the functionality of the same one.

The process by which a significant learning takes place demands of a great activity on the part of the student.

It is necessary to come to a reconsideración of the paper of the memory in the learning process. The memory is necessary and participates actively in the learning process, what he is not desirable is the use of the reproductive and mechanical memory.

To teach to learn so that the students can learn to learn is the most important objective of the education. To learn to teach so that the professors can make a contribution irreplaceable, that the university life extends, to the formation of the professional futures. In this process all learn, professors and students, which is transformed in: to teach to learn and to learn to teach.

The education not only worries about contents, but mainly in developing norms, attitudes and values that they place to the student facing the bases of the culture in all his diversity and all its complexity, preparing it for an analysis I criticize that it is characterized by the reasoning, the creativity, and the conducive leadership to turn to the professional an agent of change of articles of incorporation.

The pedagogical strategies must privilege the learning from models, which facilitates faster and effective learnings. In addition, it places in a first plane the pedagogical methods that leave from if it is learned doing, recreating every time the knowledge, abilities, skills and attitudes that are own of a procedure, practice or specific activity.

In this educative model of the Curricular Designs of, the objectives consider the governing component of the education-learning process. When we spoke of objectives of the race, of the areas of formation and the areas of knowledge, the objectives are written up from the pole of education, they are compatible with aims and intentions. In other occasions, when therefore curricular demands Designer the objectives are written up like competitions or capacities of the students of the race. In both case the objectives that we have considered dice the educative model that we have designed are of three fundamental types:

Cognoscitivos objectives. One is the competitions, capacities, skills and abilities that the students must develop like product of their learnings. The cognoscitivos objectives that we have considered are of two fundamental types:

Cognitivos objectives that they have to do with the declaratory knowledge, basically referred the dominion of concepts, categories, principles, regularities and laws and that can be expressed like "saberes"; and cognoscitivos objectives that they have to do with the appropriation and development of procedures, which are developed and consolidated with the exercise and the training and that we could call procedural cognoscitivos objectives or simply "saberes to do".

Actitudinales objectives. One is competitions of social performance, associated basically to the formation of values. It has to do nonsingle with the formation of values but in addition with the formation to attitudes and own norms of conduct of the profession. To these actitudinales objectives related directly to the formation of the personality of the professional future we also denominated to him objective of the "being".

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MODEL OF THE PROFESSOR OF THE UCEBOL.

• Professional of recognized prestige, it jeopardize with the social reality and its work like educational.
• Training of values, able to sensitize to the students about the technical problems, technological, ethical, of own knowledge and health of our society, to stimulate comportamentales and actitudinales changes in the students and to orient the personal development of these last ones.
• Facilitador and mediator of the learnings of the students, investigator, student, updated expert of its profession and the national reality, charismatic, mystic and visionary.
• Expert of the conceptual bases and technical modern
  psicopedagógicas that allow to develop to the classes and educational activities in a reflective climate and critical that favors the interaction between the professor and the students, and between the own students.
• Amiable, creative, creator of a climate that stimulates and motivates to the students in the daily and systematic study; that it wakes up in them the passion to know and the taste to learn.
• Expert of the human relations, of the processes of formation and development of the human groups, of the processes of communication and the processes of negotiation and resolution of conflicts.
• Good exhibitor, reflexive and critic able to promote significant learnings in the students, and to evaluate with rigor and justeza the learnings of its students.
• Responsible, precise, disciplined and rigorous in the work with high sense of multidisciplinary group integration in the field of the health.
• Training of conscience in the promotion of the Sustainable Human Development.
• Consequent with the values that teach.
  

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MODEL OF THE STUDENT OF THE UCEBOL.

• Tener a sense of Christian espiritualidad, solidarity, generosity, vocation on watch and sense of property to its profession.
• Tener a solid professional formation that is expressed in a critical attitude, reflective of autonomy and self-sufficiency in the exercise of its profession, arranged to assume the new learnings of consequent way, creative and with inner discipline.
• To value the scientific work in its profession like an inescapable aspect in its professional performance.
• To be sociable, good natured, affective and warm in its relations, that it has the capacity to integrate itself to different contexts, connoisseur of the processes of human communication, with capacity of leadership in its different activities.
• To be creative, able to execute its own project of life with the importance that supposes the defense of higher standards of life for all the town.
• To be participativo, that it has the capacity to work in multidisciplinary equipment, respecting and enriching his saberes with saberes of other professionals.
• To be the capacity to consider the cultural and linguistic plurality of its country like wealth source, and to accept itself to itself, with its potentialities and weaknesses, perfecting first and surpassing second.
• To be tolerant, opened to the changes that happen in their surroundings, in order to be able to get up to the society like an agent and promoter of changes of articles of incorporation.
• To be ecological conscience and agreed values with a Sustainable Human Development.
• To be consequent with its form to think, to feel and to act.
• To be interested of permanent way in improving and updating its knowledge, in perfecting its abilities and enriching its values, in the search of superior levels of performance in its professional work.

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