Scientific procedure to characterize educational prevention as content of the methodologist's preparation

Abstract

This proposal responds to doctoral research and the results of sectoral projects at the University of Las Tunas. The objective was to characterize educational prevention as a content of methodological training. A descriptive study with a non-experimental design was conducted, synthesizing the essential attributes, main dimensions, and core processes of educational prevention as a fundamental field. The methods used were observation, interviews, surveys, a document analysis guide, and triangulation, in addition to techniques such as the individual perception scale of the people with whom the methodologist interacts and the problem inventory. The results of the dimensions show that methodologists are insufficient to identify the theoretical and practical content of educational prevention, which limits their ability to anticipate and mitigate psychosocial, academic, or behavioral risk factors in the educational field through well-founded pedagogical strategies. In this way, the importance of educational prevention as a subject of the methodologist's training is confirmed, given the constant changes to which society and education are subjected, where new forms of work are incorporated that demand, from this educational manager, a holistic conception of work that goes beyond their current fragmented vision.