[Educative intervention and development of position and critical reading].
OBJECTIVE
To investigate the professors of technical courses of the area of health, the effects of a promotional educative strategy of the participation in the development of a position prior to the education and of the aptitude for the critical theoretical text reading and information of educative research.


METHODS
A longitudinal study took place, of intervention. In order to measure the degree of development of a position before the education, it was applied to the instrument Concepts and ideas about education. It consists of 72 statements, organized in duple that expresses two different approaches from education: participative and passive. For the inquiry of the degree of development of critical reading two instruments were applied: 1) Theoretical text reading of education and, 2) Reading information of educative research, constituted both by 120 itemes. The validity and trustworthiness of the three instruments were valued by experts with experience in teaching and educative research. The strategy was implemented through activities in seminary form, which were done twice a week, with a duration of five hours per session, for nine months; within the activities outside the classroom, the student completed reading of a theoretical text and/or report of educative research and the resolution of a reading guide (task). During the activities in a propitious classroom, discussion atmosphere and promoting at any moment the participation of the students; a space for the reflective recovery of their own experience was opened, for the analysis and interchange of ideas and for the critic and self-criticism of the main educative practices. The professor intervened when individual participation diminished; he also channeled the discussion, indicating to the enlightening observations and strong arguments of the students. The three instruments were applied to the group of professors of technical courses (n = 10); the initial measurement was applied before initiating the educative strategy and the final measurement at the end of the same plan. The qualification of the instruments and the capture of information were made by a blind technical worker.


RESULTS
Subsequent to the educative strategy we observed a statistically significant advance in position -inferred through its main indicator: critical theoretical text consequence- and reading. The advances shown in critical reading for information of educative research were below the critical theoretical text reading.


CONCLUSIONS
The development of position before the education and the aptitudes for critical reading of theoretical texts and information of educative research, in professors of technical courses of the area of health, it is possible, if educative atmospheres are created that lead to the participation -halfway through by the critic.
Angulo-Bernal
Sonia Elizabeth
SE
Programas de Cursos Técnicos del Area de la Salud, IMSS.
Leyva-González
Félix Arturo
FA
Viniegra-Velázquez
Leonardo
L
D004521:Educational Measurement; D005178:Faculty; D006266:Health Education; D006801:Humans; D008137:Longitudinal Studies; D008962:Models, Theoretical; D011932:Reading; D015203:Reproducibility of Results; D011795:Surveys and Questionnaires