Perception of Integral Formation from a Nicaraguan University

Abstract

The article arises from the research carried out in a doctoral study, which addresses the meaning that the authorities, teachers and students, of a private-public service university in Nicaragua, give to the construct of comprehensive training. The study is qualitative, under the methodological approach of the symbolic interactionism paradigm. For its development, the techniques of documentary analysis, semi-structured interviews and focus groups were used; The sources of information were made up of the governing documents of the University, academic authorities, teachers, and students of the last year in training.

Among the results found, the following stand out: the definition of comprehensive training within the Institutional Educational Model, the lack of curricular and extracurricular spaces for achieving the dimensions of the proposed comprehensive training, as well as the lack of convergence between the perception of the study subjects and what is declared in the governing documents.

It is concluded that teachers and students perceive that the comprehensive training provided at the University is aimed at scientific-technical training and strengthening some values. Among the main recommendations are the creation of an academic model and intentional curricular designs, which contribute to the achievement of comprehensive training. Permanent training of teachers is also necessary, as well as the existence of coherent academic policies, means, and strategies that contribute to the formation of the being.