The socio-critical historical way of reasoning of the Higher Education student

Abstract

The training process of the Higher Education professional offers possibilities to contribute to the comprehensive improvement of their personality, this implies the need to develop the socio-critical historical mode of reasoning so that the student acquires competent professional modes of action, enabling the analysis of the reality that is lived, become aware of it and be an active part in its construction; It was proposed as an objective to communicate the result of the strategic actions for the development of the socio-critical historical way of reasoning of the student of the Early Childhood Education faculty, during the process of professional training in Higher Education. The Materialist Dialectic was assumed as a general method, which determined and founded the use of theoretical methods such as historical-logical, analytical-synthetic and systemic-structural; in addition to empirical methods such as document analysis, survey and interview. Its starting point is the need to generate actions applicable to the training process aimed at developing the historical socio-critical way of reasoning that was based on the guidelines of Research-Action-Participation, in which reflection was joined to action. and social reality was understood as a concrete and complex totality to generate response possibilities. The design of strategic actions applicable in the training process for the development of the socio-critical historical way of reasoning of the Early Childhood Education professional, contributed to the domain of the process of investigating with intellectual insight, strengthening and autonomy in the learning contents for its professional performance.