Training research from socio-training in higher education

Abstract

Formative research in academic programs in higher education is related to the curricular development of courses oriented to investigative learning. However, the courses of the basic and professional areas of the academic programs are isolated from formative research, from the theory-professional practice relationship and from the social projection process, which makes it difficult to address the problems of society from their discipline with the foundations that support their solution. The purpose of the study is to identify the theoretical arguments that support the relationship between general training courses and formative research from socio-training. The methodology used was oriented under the interpretative epistemic approach with conceptual mapping tools as a strategy for the literature review. The results show that formative research from socio-training applies demands and changes that involve integral actions so that viable solutions to the needs of the environment can emerge. It is concluded that the foundations of socioformation give formative research the role of appropriation of processes and methodological tools, which constitute the praxeological basis that support the path towards scientific research.