Quality vocational training is important to ensure that family physicians can strengthen the district health system. Competent clinical trainers and supervisors, with the necessary educational knowledge and skills, are required for this job. In 2014, a formal Train the Clinical Trainer (TCT) course was introduced in South Africa as a collaborative effort between the Royal College of General Practitioners (RCGP) and the South African Academy of Family Physicians (SAAFPs). To make the training relevant, the course was aligned with the National Unit Standards for Family Medicine, as these defined the learning outcomes for registrars. The aim of the TCT course was to equip workplace-based clinical trainers with an essential set of educational skills, which could be further developed through mentoring and support. Accredited trainers present the face-to-face course yearly to two family physicians from each of the nine departments of family medicine in South Africa. The TCT course is built around the educational principles of learner-centredness and andragogy. During these 5 days of training the roles and responsibilities of trainers and learners, the learning environment, alignment with the curriculum, assessment for and of learning, and leadership are covered. Recently online assessment, the e-portfolio and the use of entrustable professional activities were added to the course content. In the future we would like to accredit more clinical trainers through a process of workplace-based self-evaluation and 360-degree feedback from peers and students. Lastly, we want to expand the training course in the African region. CONTRIBUTION: The Train the Clinical Trainer (TCT) course, established in 2014 through RCGP and SAAFP collaboration in South Africa, ensures family physicians have essential educational skills. Aligned with national standards, the course embraces learner-centered principles. Ongoing enhancements include online assessments and future plans involve accrediting more trainers through self-evaluation and expanding across the African region

The aim with this study was to investigate mentoring as a professional developmental strategy for principals and to establish whether there was a need for a formal mentoring programme for principals and circuit managers. An interpretive, qualitative case study approach was adopted, with 13 participants being selected for interview via purposive sampling. Data were generated from semi-structured interviews. The findings reveal that the professional developmental strategies to which principals are exposed are not sustainable. The findings also show that principals were exposed to informal mentoring practices but were never part of a formal mentoring programme, and that there was a need for such a programme. We, therefore, recommend that a mentoring programme for principals be developed and phased in accordingly, namely the connection between the mentee and the mentor, relationship building and implementation, assessment (reflection), and separation of the mentee and mentor from the mentoring relationship.

Andragogy, the'art and science of helping adults learn'(Knowles, 1980:43), had some purchase in the South African technical and vocational education and training (TVET) sector, where writers and lecturers have been attracted to the idea that adult education has its own theoretical and epistemological principles. Recently, a notable number of writings in African countries, including South Africa, have advocated the adoption of andragogic methods to overcome the inadequate provision of workplace (procedural) learning in relation to formal (propositional) learning in TVET institutions. However, this article argues that andragogy is culturally biased because it is based on white, male, middle-class norms of the 1960s. Its assumptions about adult learning tend to marginalise others on the basis of race, gender, and cultural difference. This tendency is given a peculiar form in South Africa owing to the historical relationship between andragogy and fundamental pedagogics in the academic theorisation of apartheid ideology. On the strength of these historical, political, and cultural levels of criticism, it is suggested that andragogy has little veracity or credibility forTVET.

The goal of this article was to review a short learning programme offered to disaster management graduates and practitioners intending to enhance their knowledge and skills in disaster management. Short Learning Programmes (SLPs) are a form of professional development offered to adults working to better their knowledge or skills in a particular area of expertise. Short Learning Programmes provide theoretical and practical skills that one can learn in a full-time course over a shorter time. Disaster studies have been fairly new in South Africa since the promulgation of the Disaster Management Act, 57 of 2002. Therefore, few institutions offer disaster studies, particularly SLPs in disaster management. The authors sought to qualitatively, critically and systematically review the content and activities of an SLP offered by the University of the Free State-Disaster Management Training and Education Centre for Africa (UFS-DIMTEC). The structure, content and activities are documented in this article. CONTRIBUTION: The study contributes to disaster studies andragogy by reviewing a short learning programme training. The review aided in improving the current course and encouraged the development of similar training by other institutions as a disaster legislation implementation activity and growth of the academic disaster risk field.

Abstract: Introduction: Brazil is in a broad process of strengthening medical residencies in basic areas, but there is a need for a structured curriculum to qualify the training of preceptors. Objective: To build a dialogic matrix to guide the educational training of preceptorship in Family and Community Medicine (FFM). Methodology: Through a qualitative-analytical study, three medical preceptorship programs in Brazil were analyzed, namely: Associação Brasileira de Educação Médica, Hospital Sírio-Libanês and Hospital Alemão Oswaldo Cruz. A training proposal was subsequently presented containing macro-guidelines that allow changes in the teaching and learning processes to qualify preceptor practice in dialogue with andragogy. Results: Based on andragogy, the resulting matrix emphasized the learner’s autonomy, to the detriment of the educator’s control of learning. It involves five dimensions: directionality of training; contents; pedagogical strategies; training concepts and structure; and the relationship between health, education and research. Each dimension included guidelines that value: the context and principles of in-service training in the SUS; the development of competences about the contents of health care, management and education; conceptions and structures guided by the construction of significant bonds between the subjects involved in the educational act, respecting their previous knowledge and experiences; collaborative pedagogical strategies, work with operative groups and the use of information and communication technologies; and encouraging research as an educational principle. Conclusion: The matrix considered the needs of FCM training, based on key aspects of andragogy. It can promote changes in the teaching-learning processes of preceptors, with the aim of qualifying their practice.

Resumo: Introdução: O Brasil está em um amplo processo de fortalecimento das residências médicas nas áreas básicas, porém existe a necessidade de um currículo estruturado para qualificar a formação do preceptor. Objetivo: Este estudo teve como objetivo construir uma matriz dialógica para orientar a formação educacional da preceptoria em medicina de família e comunidade (MFC). Método: Por meio de um estudo qualitativo-analítico, analisaram-se três programas de preceptoria médica no Brasil: Associação Brasileira de Educação Médica, Hospital Sírio-Libanês e Hospital Alemão Oswaldo Cruz. Em seguida, uma proposta formativa foi apresentada contendo macrodiretrizes que possibilitem mudanças nos processos de ensino e aprendizagem para qualificação da prática preceptora em diálogo com a andragogia. Resultado: A matriz construída norteia-se pela aprendizagem do adulto, enfatizando a autonomia do aprendiz, em detrimento do controle da aprendizagem pelo educador. Envolve cinco dimensões: direcionalidade da formação; conteúdo; estratégias pedagógicas; concepções e estrutura formativa; e relação entre saúde, educação e pesquisa. Cada uma delas agrega um conjunto de diretrizes que valorizam o contexto e os princípios da formação em serviço no SUS; o desenvolvimento de competências acerca de conteúdos da atenção, gestão e educação em saúde; concepções e estruturas pautadas pela construção de vínculos significativos entre os sujeitos envolvidos no ato educativo, respeitando seus saberes prévios e experiências; estratégias pedagógicas colaborativas, trabalho com grupos operativos e o uso de tecnologias da informação e comunicação; e o estímulo à pesquisa como princípio educativo. Conclusão: A matriz considerou as necessidades da formação em MFC, baseando-se em aspectos-chave da andragogia. Acredita-se que ela possa promover mudanças nos processos de ensino-aprendizagem dos preceptores, com o objetivo de qualificar sua prática.

Resumo A experiência de fazer parte de uma equipe multidisciplinar em expedição a Moçambique para treinamento de um grupo operacional de uma multinacional permitiu vivenciar os conhecimentos práticos relativos à percepção de risco nas suas atividades laborais. A metodologia adotada partiu da ciência educacional andragógica, cujos pilares são: necessidade, autoconceito e experiência anterior do aprendiz; prontidão e motivação para aprender. Pela perspectiva fenomenológica em Geografia, observou-se o fenômeno durante a rotina de trabalho do grupo, buscando a compreensão dos sujeitos sobre si e sua relação com os riscos eminentes. A abordagem metodológica adotada permitiu cultivar vivências preventivas no ambiente de trabalho e ainda contribuiu para a redução de acidentes e o aumento da segurança no ambiente laboral. laborais andragógica são necessidade aprendiz aprender Geografia observouse observou se eminentes laboral

Resumen La experiencia de formar parte de un equipo multidisciplinario en expedición a Mozambique para entrenamiento de un grupo operativo de una multinacional permitió vivenciar los conocimientos prácticos relativos a la percepción de riesgo en sus actividades laborales. La metodología adoptada partió de la ciencia educacional andragógica, cuyos pilares son: necesidad, autoconcepto y experiencia anterior del aprendiz; disposición y motivación para aprender. Por la perspectiva fenomenológica en Geografía, se observó el fenómeno durante la rutina de trabajo del grupo, buscando la comprensión de los sujetos sobre si mismos y su relación con los riesgos eminentes. El enfoque metodológico adoptado permitió cultivar vivencias preventivas en el ambiente de trabajo y también contribuyó para la reducción de accidentes y el aumento de la seguridad en el ambiente laboral. laborales andragógica son necesidad aprendiz aprender Geografía eminentes laboral

Abstract The experience of being part of a multidisciplinary team on an expedition to Mozambique to train an operational group of a multinational company allowed all those involved to experience the practical knowledge related to the risk perception in work activities. The team adopted the andragogic educational methodology, whose pillars are need, selfconcept and previous experience of the learner; readiness and motivation to learn. From the phenomenological perspective in Geography, the phenomenon was observed during the work routine of the group, seeking the comprehension of the individuals about themselves and about their relationship with the imminent risks. The adopted methodological approach allowed the development of preventive experiences in the work environment and contributed to the reduction of accidents and the increase of safety in the work environment. activities methodology need learner learn Geography risks

Abstract: The main objective of the present study is to generate didactic strategies for the teaching of law in virtual contexts, based on both the study of modern didactic trends and current digital tools for professors, to improve teaching processes in andragogy and teaching at higher levels, specifically in the field of law. The methodology is qualitative, descriptive, and uses a documentary design approach. The results show that didactic strategies optimize teaching-learning process, especially in virtual contexts that require a differentiated treatment. It is concluded that the main strategies are: the professor should consider planning, managing, and conducting educational process in virtual contexts, the professor should be skilled in the use of information and communication technologies, and the professor should apply didactic and andragogic strategies as axes for teaching law.

Resumen: Este estudio tiene como objetivo generar estrategias didácticas para la enseñanza del derecho en contextos virtuales, partiendo del estudio de las tendencias didácticas modernas, así como las herramientas digitales actuales para que los docentes perfeccionen el proceso de enseñanza en el ámbito de la andragogía y la enseñanza en niveles superiores, específicamente en el área de derecho. A nivel metodológico, el enfoque es cualitativo, de tipo descriptivo y de diseño documental. Los resultados muestran que las estrategias didácticas optimizan el proceso de enseñanza-aprendizaje, especialmente en los contextos virtuales que requieren un tratamiento diferenciado. Se concluye que entre las principales estrategias, el docente debe considerar una planificación, gestión y ejecución del proceso educativo en contextos virtuales, debe estar capacitado en el uso de las tecnologías de la información y la comunicación, y debe aplicar la didáctica y la andragogía como ejes para la enseñanza del derecho.

ABSTRACT The pandemic generated by COVID-19 has promoted the need for competencies that allow the teacher a successful performance in virtual education, based on this, this study is carried out with the aim of identifying theoretical-methodological guidelines that positively impact on teaching digital skills. The theoretical research method that had three procedures was used. The main results made it possible to systematize the theoretical trends (systematization of established knowledge) to integrate a hypothetical-methodological construction on digital competences based on the following aspects: increased reflective practice, enriched learning environments, orientation to social commitment, link with the student's environment , generation and management of emerging pedagogical practices and management of digital pedagogical content, to finally establish the guidelines of an epistemological resignification that revealed the potentialities of self-regulated learning to stimulate digital teaching skills. It concludes with the identification of components of self-regulated learning that allow the establishment of future didactic and training proposals for the development of teaching digital competencies both in the initial training of this professional and in their continuous training, counting the importance of contextual andragogic curricular designs. This study will also make it possible to propose a praxeological route of educational intervention that has a favorable impact on the development of digital skills in and for virtual teaching-learning environments.

RESUMEN La competencia digital es esencial para la práctica docente actual, a partir de ello se realiza este estudio con el objetivo de identificar pautas teórico-metodológicas que impacten positivamente en las competencias digitales docentes. Se utilizó el método de investigación teórica el que contó de tres procedimientos. Los principales resultados permitieron sistematizar tendencias teóricas (sistematización del conocimiento establecido) e integrar una construcción hipotético-metodológica sobre las competencias digitales revelando las categorías de: práctica reflexiva aumentada, entornos de aprendizaje enriquecidos, orientación al compromiso social, vinculación con el entorno del estudiante, generación y gestión de prácticas pedagógicas emergentes y manejo de contenidos pedagógicos digitales, para finalmente establecer las pautas de una resignificación epistemológica que reveló las potencialidades del aprendizaje autorregulado para dinamizar las competencias digitales docentes. Se concluye con la identificación de componentes del aprendizaje autorregulado que permiten establecer futuras propuestas didácticas y formativas para el desarrollo de competencias digitales docentes tanto en la formación inicial de este profesional como en su formación continua, contándose la importancia de diseños curriculares andragógicos contextuales. Este estudio además permitirá proponer una ruta praxeológica de intervención educativa que impacte favorablemente en el desarrollo de competencias digitales en y para entornos virtuales de enseñanza aprendizaje.

ABSTRACT The importance of pedagogical studies is indisputable in today's technological university where some scholars are structuring the teacher and the student as two different worlds. The objective is to assess whether pedagogy as a science in the university is relevant to research in education on the formation of men for their profession. The type of research is based on an exploratory scope with an observational and analytical nature based on a retrospective study of the examined topic through interpretation and comparison. The main result has been the comparison between Pedagogy and Andragogy. It is concluded that the education of man as a unique human being, of a socio-biological nature from childhood to adulthood is the object of study of General Pedagogy.

RESUMEN La importancia de los estudios pedagógicos es indiscutibleen la universidad tecnológica actual donde se trata de estructurar al profesor y al estudiante como dos mundos diferentes. El objetivo esvalorar si la pedagogía como ciencia en la universidad es pertinente para investigar en educación sobre la formación del hombre para su profesión.El tipo de investigación se basa en un alcance exploratorio con carácter observacional y analítico basado en un estudio retrospectivo del tema investigado mediante la interpretación y comparación.El principal resultado ha sido la comparación entre la Pedagogía y la Andragogía. Se concluye que la educación del hombre como ser único, de naturaleza socio biológica desde niño a su adultez es objeto de estudio de la Pedagogía General.

Resumo Atualmente, muitos cidadãos têm acesso à internet e aos dispositivos móveis, como celulares, por exemplo, e os utilizam para executarem suas tarefas tanto particulares, quanto laborais. Estas mudanças compeliram os sujeitos a serem alfabetizados digitalmente. Porém, estes conhecimentos já não estão sendo suficientes, uma vez que os mesmos são encorajados a produzir tecnologia, ao invés de somente consumir da mesma, a fim de satisfazer o mercado laboral enquanto profissional, independente da sua área de atuação. Para um sujeito se tornar um agente produtor de tecnologia, preconiza-se que este desenvolva habilidades, pelo menos, de resolução de problemas, mais precisamente o Pensamento Computacional (PC) - habilidade desejável para cidadãos do século XXI. Este trabalho teve como objetivo compreender e analisar o desenvolvimento do PC nos sujeitos adultos e para isso propõe um método de avaliação do processo de ensino e aprendizagem de Pensamento Computacional. A partir do constructo andragógico inovador, embasado na Teoria da Aprendizagem Significativa e na Andragogia, no qual foram definidos um Modelo de Referência de Pensamento Computacional, o planejamento de um curso e um modelo de avaliação, obtém-se a classificação do sujeito como Alfabetizado em Código, Pensador Computacional Desplugado ou nenhum deles.

Resumen Hoy en día, muchos ciudadanos tienen acceso a Internet y a dispositivos móviles, como teléfonos celulares, por ejemplo, y los utilizan para realizar sus tareas privadas y laborales. Estos cambios obligaron a los sujetos a ser alfabetizados digitalmente. Sin embargo, este conocimiento ya no es suficiente, ya que se les anima a producir tecnología, en lugar de solo consumirla, para satisfacer al mercado laboral como profesional, independientemente de su área de especialización. Para que un sujeto se convierta en un agente productor de tecnología, se recomienda que desarrolle al menos habilidades para la resolución de problemas, más precisamente el Pensamiento Computacional (PC), una habilidad deseable para los ciudadanos del siglo XXI. Este trabajo tuvo como objetivo comprender y analizar el desarrollo de la PC en sujetos adultos y para ello propone un método de evaluación del proceso de enseñanza y aprendizaje del Pensamiento Computacional. Partiendo de el innovador constructo andragógico, basado en la Teoría del Aprendizaje Significativo y la Andragogía, en el que se definieron un Modelo de Referencia del Pensamiento Computacional, la planificación de un curso y un modelo de evaluación, se obtiene la clasificación del sujeto como Alfabetizado en Código, Pensador Computacional Desconectado o ninguno de los anteriores.

Résumé Aujourd'hui, de nombreux citoyens ont accès à Internet et aux appareils mobiles, tels que les téléphones portables, par exemple, et les utilisent pour effectuer leurs tâches privées et professionnelles. Ces changements ont obligé les sujets à maîtriser le numérique. Cependant, ces connaissances ne sont plus suffisantes, car elles sont encouragées à produire de la technologie, au lieu de simplement la consommer, afin de satisfaire le marché du travail en tant que professionnel, quel que soit leur domaine d'expertise. Pour qu'un sujet devienne un agent de production de technologie, il est recommandé qu'il développe au moins des compétences en résolution de problèmes, plus précisément la Pensée Computationnelle (PC) - une compétence souhaitable pour les citoyens du 21e siècle. Ce travail visait à comprendre et à analyser le développement de la PC chez l'adulte et à cet effet propose une méthode d'évaluation du processus d'enseignement et d'apprentissage de la pensée computationnelle. La proposition de la construit andragogique innovante, basée sur la théorie de l'apprentissage significatif et de l'andragogie, dans laquelle un modèle de référence de la pensée computationnelle, la planification d'un cours et un modèle d'évaluation ont été définis, obtient la classification du sujet comme alphabétisé en code, Penseur informatique débranché ou aucun d'entre eux.

Abstract Today, many citizens have access to the internet and mobile devices, such as cell phones, for example, and use them to perform their private and work tasks. These changes compelled the subjects to be digitally literate. However, this knowledge is no longer sufficient, since they are encouraged to produce technology, instead of just consuming it, in order to satisfy the labor market as a professional, regardless of their area of expertise. For a subject to become a technology-producing agent, it is recommended that he develop at least problem-solving skills, more precisely Computational Thinking (PC) - a desirable skill for 21st century citizens. This work aimed to understand and analyze the development of CP in adult subjects and for that purpose proposes a method of evaluating the teaching and learning process of Computational Thinking. Based on the innovative andragogical construct, based on the Theory of Meaningful Learning and Andragogy, in which a Reference Model of Computational Thinking was defined, the planning of a course and an evaluation model, the classification of the subject as Literate in Code, Unplugged Computational Thinker or none of them.

ABSTRACT Information and Communication Technologies (TIC) have produced great changes in people's education, highlighting the use of virtual platforms and learning objects. The objective of this article is to propose a simplified methodology for the development of learning objects through the application of the andragogic model that helps older adults in their cognitive process, making it a valid research tool. People over 65 years of age require in most cases to assume the power to acquire new knowledge or update their existing knowledge, based on the andragogical pedagogical model.

RESUMEN Las Tecnologías de la Información y Comunicación (TIC) han producido grandes cambios en la educación de las personas, destacando el uso de las plataformas virtuales y objetos de aprendizaje. El objetivo de este artículo es proponer una metodología simplificada para el desarrollo de objetos de aprendizaje a través de la aplicación del modelo andragógico que ayude a las personas adultas mayores en su proceso cognitivo, convirtiéndola en una herramienta de investigación válida. Las personas con más de 65 años requieren asumir en la mayoría de los casos el poder adquirir nuevos conocimientos o actualizar los que ya poseen, basado en el modelo pedagógico andragógico.

ABSTRACT In the present research work, it is proposed to problematize the state of post-professional education, considering that it is not only the higher level and the university, but the new times that have produced a marked break with the paradigms of modernity and they have brought into crisis and debate the functioning of institutions and organizations socially responsible for education, the transmission of culture, knowledge and training of new generations. One of the methodological determinations was to work on the exhibition of authors and works that could academically contribute to the established themes. It is necessary to make some original crosses with them, so that the articulations of different thoughts can represent a novelty in the approach that it is investigated. If authors and works manage to generate a creative dialogue with our thinking, their contribution has a relative value. And this is key as a preparatory exercise in the training of future doctoral students. At the end of reviewing the literary works, a significant contribution is given about how to make the professionals return to the classrooms for their continuous improvement in the education they teach to their employees or collaborators.

RESUMEN En el presente trabajo se propone problematizar el estado de la educación post profesional, considerando que no se trata sólo del nivel superior y de la universidad, sino que los nuevos tiempos que han producido una marcada ruptura con los paradigmas de la modernidad y han puesto en crisis y debate el funcionamiento de las instituciones y de las organizaciones encargadas socialmente de la educación, la transmisión de la cultura, del conocimiento y la formación de las nuevas generaciones. Una de las determinaciones metodológicas fue la de trabajar sobre la exposición de autores y obras que académicamente pudieran aportar a los temas establecidos. Es necesario hacer con ellos algunos cruces originales, para que las articulaciones de pensamientos diversos puedan representar una novedad en el enfoque que se investiga. Si los autores y las obras logran generar un diálogo creativo con nuestro pensamiento, su aporte tiene un valor relativo. Y esto es clave como ejercicio propedéutico en la formación de los futuros doctorandos. Al final de revisar las obras literarias, se entrega un aporte significativo en cuanto a cómo hacer que los profesionales regresen a las aulas para su mejora continua en la educación que re imparten en sus empleados o colaboradores.

Resumen En esta investigación se hace una interpretación de los aciertos y desaciertos de los fundamentos de la teoría andragógica -que hace referencia a las características propias de la educación de adultos- en la formación docente en TIC para el desarrollo de competencias tecnológicas. Se hizo un estudio de caso en el cual la observación participante fue la técnica principal para la recolección de datos. Así mismo, se estableció un paralelo entre la andragogía y la realidad objeto de estudio, y se observó lo alejadas que están las cualificaciones de las necesidades de aprendizaje docente, la poca motivación que se genera en estos espacios y la distancia entre los intereses de las entidades que buscan cualificar al docente y el sujeto cualificado.

Resumo Nesta pesquisa faz-se uma interpretação dos acertos e desacertos dos fundamentos da teoria andragógica -que faz referência às características próprias da educação de adultos- na formação docente em TIC para o desenvolvimento de competências tecnológicas. Fez-se um estudo de caso no qual a observação participante foi à técnica principal para a recopilação de dados. Assim mesmo, se estabeleceu um paralelo entre a andragogía e a realidade objeto de estudo, e se observou as afastadas que estão as qualificações das necessidades de aprendizagem docente, a pouca motivação que se gera nestes espaços e a distância entre os interesses das entidades que procuram qualificar ao docente e o sujeito qualificado.

Abstract This research covers an interpretation of the successes and failures of the adult learning theory (andragogy) in teacher training in the use of ICT's for developing technological skills. A case study was made using participant observation as the main method for data collection. Likewise, a parallel between andragogy and the reality studied was made evidencing the fact that qualifications fall far short of teacher learning needs, the low motivation generated in this spaces and the distance between the interests of the entities seeking to qualify the teachers and the people qualified.

Résumé Cette recherche porte sur une interprétation des succès et les échecs des fondements de la théorie de l'apprenant adulte (l'andragogie), dans la formation des enseignants aux TIC pour le développement de compétences technologiques. Une étude de cas a été effectuée dans laquelle l'observation participante a été la principale technique pour la collecte de données. De même, on a établi un parallèle entre l'andragogie et la réalité étudiée, et on a constaté que les qualifications sont loin de répondre aux besoins de l'apprentissage des enseignants, ainsi que la faible motivation générée dans ces espaces et la distance entre les intérêts des entreprises visant à qualifier l'enseignant et le sujet qualifié.

ABSTRACT The objective of this article is to analyze the impact that assertive communication of teaching staff has on the promotion of self-directed learning among students; For this purpose, descriptive, qualitative methods were used, using deduction, analysis and synthesis to encourage proactive habits in the student body, using the interview as a technique and structured guidance to the Academic Vice-Rector of the University of Guayaquil, obtaining as a result that it is necessary to use the scientific criteria of Andragogy and Educational Communication by the teaching staff, because these educational tools promote bidirectional assertive communication as a daily practice in the instruction given by the teaching staff, with a great impact in the promotion of the self-directed learning in students, so that teachers must conduct their work under the precepts of the constructivist model, concluding that this decision can generate that the learners are motivated to be autonomous, developing a critical, creative, reflective and investigative spirit, in faithful fulfillment of development of skills and abilities that promotes good living.

RESUMEN El artículo tiene como objetivo analizar el impacto que tiene la comunicación asertiva del personal docente en la promoción del aprendizaje autodirigido en los estudiantes; para el efecto se utilizó los métodos descriptivos, cualitativos, empleando la deducción, análisis y síntesis para fomentar hábitos proactivos en el estudiantado, con empleo de la entrevista como técnica y la guía estructurada al Vicerrector Académico de la Universidad de Guayaquil, obteniéndose como resultado que es necesario el empleo de los criterios científicos de la Andragogía y la Comunicación Educativa por parte del personal docente, porque estas herramientas educativas fomentan la comunicación asertiva bidireccional como práctica cotidiana en la instrucción impartida por el personal docente, con un gran impacto en la promoción del aprendizaje autodirigido en los estudiantes, por lo que los maestros deben conducir su trabajo bajo los preceptos del modelo constructivista, concluyéndose que esta decisión puede generar que los aprendices se motiven a ser autónomos, desarrollando un espíritu crítico, creativo, reflexivo e investigativo, en fiel cumplimiento del desarrollo de destrezas y habilidades que promueve el buen vivir.

RESUMO Objetivo Apresentar um mapeamento do eixo condutor da prática fonoaudiológica em expressividade verbal no trabalho de competência comunicativa. Método Participaram do estudo 40 fonoaudiólogos voluntários, com larga experiência de atuação na área de voz. Eles responderam perguntas sobre duração do trabalho, número de participantes, instrumentos de avaliação e formação do fonoaudiólogo que atua nessa área, além de discutir questões relacionadas às estratégias de expressividade, aos recursos vocais e aos exercícios utilizados, e à terminologia empregada. Resultados O grupo concordou que o trabalho de competência comunicativa é prático, realizado com grupos pequenos e conduzido, preferencialmente, por um fonoaudiólogo especialista em voz. Os exercícios de expressividade compõem grande parte do trabalho e têm como objetivo promover uma comunicação condizente com o conteúdo do discurso. Leitura de textos com diferentes emoções, simulações e exercícios com fala encadeada foram citados como estratégias frequentemente utilizadas. Pontos a serem aprofundados estão relacionados à duração do trabalho de competência comunicativa, às questões de ensino-aprendizagem e andragogia e, principalmente, à utilização de terminologia comum aos fonoaudiólogos dessa área. Conclusão A opinião dos fonoaudiólogos sobre expressividade em competência comunicativa revela pontos de concordância quanto aos objetivos, exercícios e estratégias utilizadas. Ainda há, contudo, imprecisão na terminologia empregada e falta detalhamento na descrição do trabalho realizado. Futuras discussões envolvendo tais aspectos parecem ser fundamentais para a organização sistemática das informações referentes ao tema.

ABSTRACT Purpose Present a mapping of the Speech-language Pathology (SLP) practice pathway in verbal expressivity in the work of communicative competence. Methods Study participants were 40 volunteer speech-language pathologists with extensive experience in the area of voice. They responded to questions about duration of work, number of participants, evaluation instruments, and training of the speech language pathologists who work in this area. They discussed specific issues related to the strategies of expressivity proposed and the vocal resources, exercises and terminology used. Results The group agreed that communicative competence work is practical, conducted with small groups and preferably guided by a voice specialist. Expressivity exercises comprise a large part of the work and aim to promote communication consistent with the context and intention of discourse. Oral reading of texts with different emotions, simulations, and exercises of connected speech were mentioned as frequently-used strategies. Some points to be considered are associated with duration of communicative competence work, teaching-learning and andragogy issues involved in this process, and use of specific terminology in this area. Conclusion Further discussions involving such aspects seem to be fundamental for the systematic organization of information on the theme.