Systematization in working with the integrative task

Abstract

This article studies the systematization of work with the integrative task, in which the teacher and the workplace specialist integrate content, skills, habits, and values, facilitating the application of knowledge to objective reality. The objective of this study was to design a system of didactic procedures for the systematization of the integrative task for mid-level technicians specializing in Commerce at the Mártires del Moncada Polytechnic Center. To this end, theoretical, empirical, and statistical-mathematical methods were employed, such as the historical-logical method, the systems approach, modeling, analysis and synthesis, document analysis, observation, surveys, interviews, and, within descriptive statistics, percentage analysis. Furthermore, the methodological triangulation technique was used, which allowed for a diagnosis of educational reality, based on the dialectical-materialist method as the general methodological approach to scientific knowledge. The diagnostic study was conducted with a sample of 15 students majoring in Commerce, 10 professors, and three administrators, all from the Mártires del Moncada Polytechnic Center. The results revealed greater development of professional skills among the students, based on the demands of the professional model through the teaching-learning process. Based on these results, the necessary requirements for the proper application of the proposed procedures were established. These procedures proved to be feasible, objective, and applicable in educational practice for systematizing work on the integrative task.