Abstract

ROJAS VALLADARES, Adalia Lisett; MACIAS MERIZALDE, Azucena Monserrate  and  FORMOSO MIERES, Alleyne Antonio. Integration of substantive functions, from the conception of the curriculum design of the initial education career. Universidad y Sociedad [online]. 2021, vol.13, n.3, pp. 118-127.  Epub June 02, 2021. ISSN 2218-3620.

Based on Higher Education policies, the university has the responsibility of promoting social development, taking into account that the construction of knowledge is gestated in correspondence with social demands and the socio-historical context, expressed in its social mandate. In this area, the training of education professionals is a process that implies a social and professional commitment, which allows them to solve problems in their educational practice in the context of action. In this sense, in the training process, it is important to consider the integration of the substantive functions of teaching, research and linking, a trinomial that refers to the relationship in the activities conceived in the curriculum design in the knowledge and disciplines that have the purpose of the development of the competences from a knowledge to a know-how, knowing how to know and knowing how to be. This article addresses the considerations in relation to the curricular design in the Initial Education Career at the Metropolitan University of Ecuador, in a particular way from the Psychopedagogy curricular unit. In this perspective, the integration of substantive functions is assumed in the course of the training process, where pre-professional practice assumes a significant role.

Keywords : Curricular design; teacher training; substantive functions; Initial Education; psychopedagogical training.

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