SERVICIO COMUNITARIO DE EDUCACIÓN SUPERIOR: DE LA INVESTIGACIÓN A LA ACCIÓN. UNA PERSPECTIVA DESDE LA EXPERIENCIA COMO TUTORA EN EL PROGRAMA FORMACIÓN PROFESIONALES SOCIALMENTE RESPONSABLE

Abstract

Having characterized and interpreted the content of the Social Representations of community service in students of the Socially Responsible Professional Training Program, through the application of in-depth interviews, it emerges as a grounded theory that the student appreciates community service as a duty, without including in its discourse and representation: social commitment, community interaction, social diagnosis, service learning, social project and university social responsibility. By virtue of the above, the general objective of the research was proposed to insert the students of the program into the reality of the community environment, through the preparation and execution of a Participatory Diagnosis Workshop (TDP) in a popular sector located in Yagua (Carabobo State). Dewey was taken as primary conceptual references with the theory of learning through experience and the concept of praxis of Freire as the dialectical relationship between action and reflection, reflected in the dynamics that are established between what is learned in the classrooms with what is learned in the interaction with the community, fundamental underpinnings of service-learning pedagogy. The context of the methodological approach, focused primarily on participatory action research. Under this theoretical-methodological alignment, the tutoring was planned so that the student went through three phases: preparation, action and reflection. In this sense, induction days were designed that included as fundamental themes: service learning, community diagnosis and social projects (Preparation).