Repositori URV

Identifier: TDX:679

Handle: https://hdl.handle.net/20.500.11797/TDX679

Authors:
Rincón de Villalobos, Belkys

Abstract:
One of the problems that is of concern to the Venezuelan universities is the formation of critical and reflexive educators, who are capable of assuming the role of researches with solid criteria and consequently, educational research. From the time of their initial formation they show fear when facing research, even when it is in their fields of specialization and is a requisite for a degree. This fear is so great that 'the problem of the thesis' or 'the thesis as a problem', as well as the 'ABAT (anything but a thesis) syndrome', is spoken of. This is seen both in students with low performance and in those with high performance and n ot only in undergraduate school, but also in graduate school and in the field of work. This problem is related to their initial formation; they find themselves obligated to put into practice a series of theoretical assumptions about the reality to be researched, not always undertaken and much less comprehended. The root of this problem is the obvious difficulty of action and expression, or communication and language elaboration. These tools are capable of offering an analysis reality based on a one must be independent in order to make decisions, solve problems, be open to change and break with the culture of silence and advance toward a culture of critical and research academic excellence that respects diversity of criteria and modifies traditional patterns that do not allow the educational organization to learn and hence, the obtaining of the quality of teaching that is required in the 21st century. Therefore, the study was carried out for the purpose of analyzing Action Research as a valid strategy for reinforcing the program for the formation of the role of the research among the professors of the Scholl of Education of the College of