Model to direct the technician´s learning in the EMRAT specialty

Abstract

The theoretical assessments made by the authors and the initial diagnosis developed, allowed to determine the existence of the following research problem: how to favor the technician´s professional training in EMRAT at the work context? In accordance with it, the objective was aimed at the elaboration of a model for the direction of the training technician´s learning in such specialty at the work environment. Several methods from the theoretical to the empirical ones were applied, such as historical-logical, analysis-synthesis, induction-deduction, as well as modeling and the systemic – structural – functional one; also class and internship observation, interview and survey to professionals. Such model revealed the relations among four dimensions which characterize the learning direction: performance contexts, formative, technological and personological. Likewise, it was defined the solution to the contradiction among the organization, planning, execution and control of this technician´s learning, as well as the appropriation of the own profession contents from the environment where it is developed. The fulfillment of the regularities for the direction of the learning of the aforementioned technician at the work atmosphere promoted learning by solving professional problems through productive teaching tasks.