Educación para la Salud como parte de la Estrategia Educativa: Experiencias desde el centro de Bienestar Education for Health as part of the Educational Strategy: Experiences from the Welfare Center UniversityLaura M. Proenza-González; Evelyn Fernández-Castillo; Yohandra Rodríguez-MartínezUniversidad Central “Marta Abreu” de Las Villas. Villa Clara, CubaCorreo(s) electrónico(s):lproenza@uclv.cuefernandez@uclv.edu.cuyohandrarm@uclv.edu.cuRecibido: 22 de octubre de 2017Aceptado: 26 de noviembre de 2017 Resumen: El trabajo destaca la importancia de integrar las acciones de Educación para la Salud a la Estrategia Educativa que se desarrollan en las instituciones universitarias. Presenta los resultados obtenidos con la implementación de la metodología de trabajo del Centro de Bienestar Universitario. Se destaca la importancia de continuar perfeccionando el trabajo coordinado de todos los agentes educativos en la mejora de la calidad de vida de los miembros de la comunidad universitaria.Palabras Clave: Educación para la salud; Centro de bienestar universitario; Contexto universitario;Agentes educativosAbstractThe work is about the importance of integrating the actions of Education for Health to the Educational Strategy that are developed in the university institutions. Presents the results obtained with the implementation of the work methodology of the University Welfare Center. The importance to continue improving the coordinated work of all educational agents in how to get better the quality of life of the members of the university community is highlighted.Keywords: Education for health; University welfare center; University context; Educational agentsIntroducciónContribuir al desarrollo de la salud mental constituye una tarea prioritaria dentro del sistema de educación superior cubano ADDIN EN.CITE <EndNote><Cite><Author>MES</Author><Year>2014</Year><RecNum>81</RecNum><DisplayText>(MES, 2014)</DisplayText><record><rec-number>81</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">81</key></foreign-keys><ref-type name="Government Document">46</ref-type><contributors><authors><author>MES</author></authors></contributors><titles><title>Programa nacional de lucha contra el uso indebido de drogas</title></titles><dates><year>2014</year></dates><pub-location>Cuba</pub-location><publisher>Ministerio de Educación Superior </publisher><urls></urls></record></Cite></EndNote>(MES, 2014). Estimular la elaboración e implementación de políticas de bienestar universitario, que fomenten la salud mental y el desarrollo personal de sus miembros, repercute directamente en el estado de satisfacción y la excelencia de la labor que se desarrollan desde estos centros ADDIN EN.CITE <EndNote><Cite><Author>Carlis</Author><Year>2007</Year><RecNum>120</RecNum><DisplayText>(Carlis &amp; Massa, 2007; González, Aguilar, &amp; Pezzano, 2002)</DisplayText><record><rec-number>120</rec-number><foreign-keys><key app="EN" db-id="dr2t5vxdnfw9f6exa9r5zrr89xvevptvs9dr">120</key></foreign-keys><ref-type name="Unpublished Work">34</ref-type><contributors><authors><author>Carlis, M.F. </author><author>Massa, L. </author></authors></contributors><titles><title>Posibilidades y desafíos de la investigación sobre el Bienestar Universitario.</title><secondary-title>II Congreso Nacional de Trabajo Social y Encuentro Latinoamericano de docentes, profesionales y estudiantes de Trabajo Social. “Las prácticas en la formación y en el ejercicio profesional”</secondary-title></titles><dates><year>2007</year></dates><pub-location>Tandil</pub-location><urls></urls></record></Cite><Cite><Author>González</Author><Year>2002</Year><RecNum>97</RecNum><record><rec-number>97</rec-number><foreign-keys><key app="EN" db-id="dr2t5vxdnfw9f6exa9r5zrr89xvevptvs9dr">97</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>González, J. L. </author><author>Aguilar, E. R. </author><author>Pezzano, G. </author></authors></contributors><titles><title>Reflexiones sobre el bienestar universitario. Una mirada desde la educación a distancia y la jornada nocturna.</title></titles><dates><year>2002</year></dates><pub-location>Bogotá, D. C.</pub-location><publisher>ARFO</publisher><urls></urls></record></Cite></EndNote>(Carlis & Massa, 2007; González, Aguilar, & Pezzano, 2002). El movimiento “Universidades promotoras de salud”, constituye un proceso de impulso y fortalecimiento al trabajo de la salud escolar cuya génesis es la iniciativa de comunidades saludables, estimulada por la Organización Panamericana de la Salud. No implica solo sentar los medios queconduzcan a una educación para la salud y su promoción en trabajadores y estudiantes, sino que conlleva a integrar la salud y el bienestar en la cultura universitaria, en los procesos y en el sistema universitario ADDIN EN.CITE <EndNote><Cite><Author>Tsouros</Author><Year>2000</Year><RecNum>366</RecNum><DisplayText>(Tsouros, 2000)</DisplayText><record><rec-number>366</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">366</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author>Tsouros, A. D.</author></authors><secondary-authors><author>Tsouros, A.G.</author><author>Dowdong, G.</author><author>Thompson, J.</author><author>Dooris,M. </author></secondary-authors></contributors><titles><title> Preface</title><secondary-title>Health Promoting Universities. Concept, experience and framework for action.</secondary-title></titles><dates><year>2000</year></dates><pub-location>Copenghagen</pub-location><publisher> World Health Organization. Regional Office for Europe.</publisher><urls></urls></record></Cite></EndNote>(Tsouros, 2000). Una de las alternativas para el logro de este objetivo es laeducación para la salud, a través de la cual la persona se hacen cargo del cuidado y la protección de su propia salud por medio de la adopción de conductas y comportamientos ADDIN EN.CITE <EndNote><Cite><Author>Becoña</Author><Year>2007</Year><RecNum>54</RecNum><DisplayText>(Becoña, 2007; Vega- Fuente, Aramendi, Buján , &amp; Garín, 2015)</DisplayText><record><rec-number>54</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">54</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Becoña, E.</author></authors></contributors><titles><title>Bases psicológicas de la prevención del consumo de drogas </title><secondary-title>Papeles del Psicólogo </secondary-title></titles><periodical><full-title>Papeles del Psicólogo</full-title></periodical><volume>28</volume><number>1</number><dates><year>2007</year></dates><urls></urls></record></Cite><Cite><Author>Vega- Fuente</Author><Year>2015</Year><RecNum>364</RecNum><record><rec-number>364</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">364</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Vega- Fuente, A.</author><author>Aramendi, P.</author><author>Buján , M. K.</author><author>Garín, S.</author></authors></contributors><titles><title>Health Education in Secondary School: Contributions from a study about the Basque Country</title><secondary-title>Educación XX1</secondary-title></titles><periodical><full-title>Educación XX1</full-title></periodical><pages>167-188</pages><volume>18</volume><number>1</number><dates><year>2015</year></dates><urls></urls><electronic-resource-num>doi: 10.5944/educXX1.18.1.12316</electronic-resource-num></record></Cite></EndNote>(Becoña, 2007; Vega- Fuente, Aramendi, Buján , & Garín, 2015). La Organización Mundial de la Salud, (1998) precisa que:La educación para la salud comprende las oportunidades de aprendizaje creadas conscientemente que suponen una forma de comunicación destinada a la alfabetización sanitaria, incluida la mejora del conocimiento de la población en relación con la salud y el desarrollo de habilidades personales que conduzcan a la salud individual y de la comunidad (p. 15)lo que se relaciona con la idea de entenderla como un proceso planificado y sistemático de comunicación y de enseñanza-aprendizaje orientado a hacer fácil la adquisición, elección y mantenimiento de las prácticas saludables, y hacer difíciles las prácticas de riesgo ADDIN EN.CITE <EndNote><Cite><Author>Costa</Author><Year>1998</Year><RecNum>367</RecNum><DisplayText>(Costa &amp; López, 1998)</DisplayText><record><rec-number>367</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">367</key></foreign-keys><ref-type name="Book">6</ref-type><contributors><authors><author>Costa, M. </author><author>López, E. </author></authors></contributors><titles><title>Educación para la salud. Una estrategia para cambiar los estilos de vida.</title></titles><dates><year>1998</year></dates><pub-location>Madrid</pub-location><publisher>Ediciones Pirámide</publisher><urls></urls></record></Cite></EndNote>(Costa & López, 1998)La educación para la salud, como proceso de enseñanza-aprendizaje planificado, puede ser insertada dentro de la estrategia educativa en los diferentes centros escolares, si se entiende esta última como:De Armas y Valle(2011)La proyección de un sistema de acciones a corto, mediano y largo plazos que permite la transformación de los modos de actuación de los estudiantes para alcanzar en un tiempo concreto los objetivos comprometidos con la formación, desarrollo y perfeccionamiento de sus facultades morales e intelectuales(p. 39)La comunidad educativa es un contexto privilegiado para actuar tempranamente con programas dirigidos a la prevención y al refuerzo de factores de protección que limiten o, al menos, disminuyan las posibilidades de aparición de conductas de riesgo. Las investigaciones realizadas avalan la idea de concebir el contexto universitario como un escenario ideal para el éxito de las acciones de educación para la salud a partir del trabajo coordinado y unificado de instituciones, organizaciones e individuos con responsabilidades en esta labor y el reconocimiento de las necesidades psicoeducativas de sus educandos ADDIN EN.CITE <EndNote><Cite><Author>Molerio</Author><Year>2013</Year><RecNum>368</RecNum><DisplayText>(MES, 2014; Molerio, 2013)</DisplayText><record><rec-number>368</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">368</key></foreign-keys><ref-type name="Unpublished Work">34</ref-type><contributors><authors><author>Molerio, O.</author></authors></contributors><titles><title>Metodología para la promoción de salud y el desarrollo personal desde la concepción del Centro de Bienestar Universitario</title></titles><dates><year>2013</year></dates><pub-location>Santa Clara</pub-location><publisher>Universidad Central &quot; Marta Abreu&quot; de Las Villas</publisher><urls></urls></record></Cite><Cite><Author>MES</Author><Year>2014</Year><RecNum>81</RecNum><record><rec-number>81</rec-number><foreign-keys><key app="EN" db-id="eap29xsass90dreffz1p2x26df5xexp2afda">81</key></foreign-keys><ref-type name="Government Document">46</ref-type><contributors><authors><author>MES</author></authors></contributors><titles><title>Programa nacional de lucha contra el uso indebido de drogas</title></titles><dates><year>2014</year></dates><pub-location>Cuba</pub-location><publisher>Ministerio de Educación Superior </publisher><urls></urls></record></Cite></EndNote>(MES, 2014; Molerio, 2013)Partiendo de estas premisas, la Universidad Central “Marta Abreu” de Las Villas y específicamente la Facultad de Psicología con la colaboración del Vicerrectorado Docente y el Vicerrectorado de Extensión Universitaria han sistematizado experiencias, desde hace ocho años, en la aplicación de una metodología para la promoción de salud y el desarrollo personal desde el Centro de Bienestar Universitario. El presente trabajo está dirigido a exponer las experiencias desarrolladas por el Centro de Bienestar Universitario en materia de educación para la salud como parte de la estrategia de trabajo educativo en el contexto universitario. DesarrolloCaracterísticas fundamentales de la labor del Centro de Bienestar UniversitarioEl Centro de Bienestar Universitario (CBU) adscrito a la Facultad de Ciencias Sociales de la Universidad Central “Marta Abreu” de Las Villas fue creado el 17 de noviembre del 2010 y oficializado en enero del 2011. El supuesto fundamental sobre el que se estructuró el proyecto fue considerar a la universidad como contexto de formación, desarrollo y salud.Se elaboró de manera participativa una metodología que integró todos los programas, servicios y acciones que se realizaban desde las diferentes áreas de la institución. Desde su creación el CBU ha funcionado como un grupo con múltiples funciones, las cuales se integran en el cumplimiento de su misión. Entre ellas se destacan: Unidad coordinadora de las actividades de promoción y la educación para la salud.Unidad extensionista encargada de la coordinación de los distintos programas preventivos que se implementan en la institución educativa. Unidad asistencial que brinda atención especializada a quienes requieran orientación y/o atención psicológica.Unidad docente a la cual se vinculan estudiantes de diversas áreas especialmente los estudiantes de la Facultad de Psicología. Unidad investigadora que asume diversas líneas relacionadas con la salud y el bienestar.Unidad multidisciplinar en la que trabajan coordinadamente diferentes estamentos de la comunidad universitaria.La metodología elaborada abarca diversos programas y líneas de investigación tales comoSalud Mental.Promoción de Salud.Prevención de enfermedades.Asesoramiento psicopedagógico.Intervención psicológica en problemas de salud.Educación Ambiental.Desarrollo humano.Comunicación para la Salud.El sistema de trabajo y las acciones de educación para la salud que se desarrollan desde el CBU para la comunidad, parte del trabajo integrado de los diferentes agentes educativos, integrándose al sistema de trabajo educativo de la universidad donde los profesores guías y profesores principales de año, ocupan un rol protagónico. Las acciones de capacitación llevadas a cabo tanto con los responsables de prevención de las facultades como con los profesores guías han impactado favorablemente en la comprensión de la importancia del tratamiento del tema desde la estrategia educativa del año y en su preparación teórico-metodológica para abordarlo.Igualmente se ha logrado sistematicidad y efectividad en el trabajo de la Comisión Universitaria de Prevención, potenciando la comprensión de la significación y relevancia de esta temática en los directivos que la integran, lo que se traduce en una mayor implicación, apoyo y supervisión de las acciones que se desarrollan en la comunidad universitaria.Las acciones que se desarrollan parten de un diagnóstico actualizado sobre diferentes problemáticas psicosociales que aparecen en el contexto universitario. Las fuentes para ese diagnóstico lo constituyen diferentes técnicas de recogidas de datos que utilizan los profesores guías, como observaciones, entrevistas grupales e individuales e investigaciones con alcances exploratorios -descriptivos que se realizan desde el propio centro, asesorado por diferentes especialistas. Experiencias desarrolladas por el Centro de Bienestar Universitario en el contexto universitarioDesde su creación y hasta la fecha se han sistematizado diferentes acciones con un alcance universitario y una mayor organización interna en el funcionamiento del CBU y el equipo de colaboradores de la institución vinculados al mismo. Además se han fortalecido las relaciones de colaboración con el Centro Provincial de Educación para la Salud, el Centro Provincial de prevención de las ITS/VIH/sida y con el MININT, quienes se han implicado en las acciones que se han venido desarrollando. Su participación ha sido destacada en las Jornadas de salud desplegadas.El CBU como unidad docente ha incrementado el número de estudiantes vinculados al grupo científico asesorado por especialistas del CBU, lográndose altos niveles de satisfacción y calidad en la labor que como parte del mismo han desarrollado. Se han alcanzado altos niveles de satisfacción por parte de los estudiantes de Psicología y Comunicación Social que se han vinculado al centro durante los periodos de Prácticas de Producción y/o Trabajo Social.Se ha garantizado el servicio de atención psicológica especializada en respuesta a las demandas de la comunidad universitaria. En el presente curso se implementó el diagnóstico de salud en los estudiantes de nuevo ingreso. Los resultados fueron presentados a la jefa del Grupo Básico de Trabajo del Ministerio de Salud Pública para favorecer la atención integral de estos estudiantes. Los resultados científicos obtenidos, han sido socializados en eventos científicos nacionales e internacionales y publicados en revistas científicas. En el periodo (2010-2016) el equipo de trabajo del CBU logró publicar 56 artículos en revistas científicas. Se participó en 86 eventos científicos. En el año 2017 se lograron 8 publicaciones en Grupo I y una en Grupo III. Se publicaron 2 monografías. Se participó en dos eventos científicos de Grupo I y en 12 eventos entre eventos internacionales desarrollados en Cuba, nacionales y regionales. Se defendió una tesis de doctorado, una tesis de maestría y 6 trabajos de diploma relacionados con las líneas del proyecto. El trabajo “Estrategia psicoeducativas para la prevención del consumo de alcohol en estudiantes universitarios” fue nominado a Permio Academia de Ciencias de Cuba. Se cuenta con 14 avales emitidos por diferentes instituciones y organizaciones que reconocen la pertinencia e impacto de las actividades científicas desarrolladas.Entre los principales premios obtenidos se encuentran los que se muestran a continuación:Premio del Rector en la categoría de Investigación de Mejor aporte a la Educación Superior en el año (2010). “Metodología para la promoción de salud y el desarrollo personal desde la concepción de un Centro de Bienestar Universitario”.Premio del Rector en la categoría de Investigación de mayor utilidad en la Educación Superior”. (2012). “La Universidad como contexto de formación, desarrollo y salud: Experiencias desde la implementación de un Centro de Bienestar Universitario.Premio CITMA Provincial (2012). “Metodología para la promoción de salud y el desarrollo personal desde la concepción de un Centro de Bienestar Universitario”Los productos comunicativos y programas psicoeducativas elaborados se han validado para ser empleados como parte de las acciones sistemáticas que se llevan a cabo. Actualmente se desarrolla una investigación dirigida al diagnóstico de los factores protectores y de riesgo, percepción de riesgo y consumo en estudiantes universitarios, que comprende muestras de los centros de educación superior de la provincia. Y se valida el Cuestionario para la evaluación del bienestar en estudiantes universitarios para incorporarlo a la metodología del CBU y hacerlo extensivo a otras universidades. De igual forma se trabaja en la informatización de instrumentos de evaluación psicológica utilizados como parte de las acciones preventivas desarrolladas por el CBU, con la ayuda de estudiantes de la Facultad de Matemática-Física-Computación. Partiendo de la creación de una aplicación para el auto diagnóstico de adicciones, se pretende extender esa iniciativa a otras temáticas como VIH/Sida, prevención del cáncer, entre otras.Algunos de estos recursos y programas han comenzado a ser implementados en otros Centros de Educación Superior, como es el caso de las dos investigaciones llevadas a cabo en el presente curso en la Facultad Independiente “Gral. De Brigada Luis F. Denis Díaz” del MININT en VillaClara y la la Universidad de Holguín “Oscar Lucero Moya”. A solicitud de la Dirección de Relaciones Internacionales y con su colaboración, se ha desarrollado el Proyecto de acompañamiento a estudiantes extranjeros de nuevo ingreso. Con el objetivo de contribuir a la integración de los estudiantes extranjeros de nuevo ingreso, a la vida académica y social universitaria para transformar esta etapa en una experiencia enriquecedora y de bienestar. Este proyecto se desarrolla a partir de varias fases que abarca desde la familiarización, el diagnóstico de necesidades psicoeducativas, conductas, factores de riesgo y factores protectores asociados a problemáticas de salud hasta el desarrollo de talleres psicoeducativas. Estos talleres se dirigen a potenciar en los estudiantes el dominio de habilidades y recursos para la vida, que favorezcan el proceso de adaptación a las demandas de la vida universitaria. Además, se realiza el asesoramiento psicopedagógico a estudiantes y profesores guías de estudiantes extranjeros, servicio de consultas especializadas durante todo el curso y se planifican e implementan actividades para estudiantes extranjeros como parte de la celebración de las diferentes jornadas que se desarrollan. Se desarrolla anualmente la Jornada universitaria de prevención del VIH/sida, en el contexto de la misma se promocionaron mensajes por la intranet y la radio universitaria. Además en coordinación con el Centro Provincial de prevención de las ITS/VIH/sida se realizan charlas educativas, acciones preventivas en la residencia estudiantil y áreas del comedor, así como la realización del ejercicio “Hazte la prueba”.Igualmente se ha desarrollado durante cuatro años la Jornada Universitaria de prevención del uso indebido de drogas. En el marco de esta jornada se imparten conferencias magistrales, conferencias especializadas, charlas educativas en las brigadas universitarias y exposiciones en diferentes áreas de la universidad. Como una de las acciones de esta jornada se desarrolla el Ejercicio de Control Interno del Programa de prevención de uso de indebido de drogas. Como parte del mismo se encuestan el 25% de la matrícula universitaria y los resultados obtenidos permiten evaluar los resultados de las acciones realizadas. Un espacio importante en el marco de esta jornada son los cursos de capacitación que se ofrecen y en los que se ha contado con la participación de los instructores educativos y en el caso de los cursos de formación de promotores pares la contribución de los estudiantes de quinto año de psicología, con un excelente desempeño en las acciones de educación para la salud desarrolladas en las diferentes áreas y facultades de la universidad. La Jornada por la Convivencia Armónica, desarrolla diferentes actividades psicoeducativas encaminadas a promover una cultura de paz y respeto en el contexto universitario. En este marco se desarrollan conferencias, exposiciones y talleres orientados a sensibilizar a la comunidad universitaria sobre este tema. En el transcurso del curso escolar se desarrollan actividades en saludo a fechas conmemorativas como: el día de la salud mental, de lucha contra el tabaquismo y la tuberculosis. Todas estas actividades que se desarrollan y otras que son solicitadas a los especialistas del CBUdesde los colectivos de año, inciden en un número importante de estudiantes. Durante el primer semestre del presente curso escolar,(2017-2018) se realizaron 173 actividades con la participación de 4292 estudiantes, 372 profesores y 81 trabajadores no docentes. La tabla 1 muestra la distribución del tipo y cantidad de actividades desarrolladas, estudiantes y trabajadores implicados. Entre las actividades con mayor alcance se encuentran las Jornadas “Por la salud” que se desarrollan en diferentes momentos de curso escolar.Especial interés cobran las actividades de capacitación desarrolladas, pues garantizan la formación de los diferentes agentes educativos y de los propios estudiantes como promotores pares. En este sentido se destacan los cursos de formación: “Retos y alternativas para la prevención de las adicciones desde el contexto educativo” y “Mecanismos alternativos para la transformación de conflictos”, además de las capacitaciones ofrecidas a profesores guías y profesores principales de año académico, permitiendo insertar estos temas en las actividades de debate en las brigadas estudiantiles. Un aspecto importante en el desarrollo de estas actividades es que se ha perfeccionado la concepción de trabajo del CBU, ampliándose sus acciones del plano preventivo al promocional propiamente dicho. En tanto, la estrategia de comunicación institucional, ha posibilitado que la comunidad educativa en sentido general, conozca de la existencia del CBU y de los servicios que ofrece, lo que se refleja en el incremento de las solicitudes de servicios y ha favorecido la coordinación de acciones conjuntas de los especialistas y promotores en cada una de las facultades.ConclusionesLas experiencias desarrolladas por el CBU durante estos años, han posibilitado la inserción de las acciones de educación para la salud dentro la estrategia de trabajo educativo de la universidad de una forma favorable. Su pertinacia y efectividad ha sido validada a partir de los resultados obtenidos. No obstante, se debe continuar perfeccionando el trabajo coordinado de todos los agentes educativos en su contribución a la promoción de la salud y el desarrollo personal para impactar favorablemente en la calidad de vida de la comunidad universitaria.Referencias Bibliográficas ADDIN EN.REFLIST Becoña, E. (2007). Bases psicológicas de la prevención del consumo de drogas Papeles del Psicólogo 28(1). Carlis, M. F., & Massa, L. (2007). Posibilidades y desafíos de la investigación sobre el Bienestar Universitario. II Congreso Nacional de Trabajo Social y Encuentro Latinoamericano de docentes, profesionales y estudiantes de Trabajo Social. “Las prácticas en la formación y en el ejercicio profesional”. Tandil. Costa, M., & López, E. (1998). Educación para la salud. Una estrategia para cambiar los estilos de vida. Madrid: Ediciones Pirámide.De Armas, N. & Valle, A. (2011) Resultados científicos en la investigación eduactiva. La Habana: Pueblo y Eduación. González, J. L., Aguilar, E. R., & Pezzano, G. (2002). Reflexiones sobre el bienestar universitario. Una mirada desde la educación a distancia y la jornada nocturna. Bogotá, D. C.: ARFO.MES. (2014). Programa nacional de lucha contra el uso indebido de drogas. Cuba: Ministerio de Educación Superior Molerio, O. (2013). Metodología para la promoción de salud y el desarrollo personal desde la concepción del Centro de Bienestar Universitario. Universidad Central " Marta Abreu" de Las Villas. Santa Clara. Tsouros, A. D. (2000). Preface. In A. G. Tsouros, G. Dowdong, J. Thompson & M. Dooris (Eds.), Health Promoting Universities. Concept, experience and framework for action. Copenghagen: World Health Organization. Regional Office for Europe.Vega- Fuente, A., Aramendi, P., Buján , M. K., & Garín, S. (2015). Health Education in Secondary School: Contributions from a study about the Basque Country. Educación XX1, 18(1), 10.5944/educXX1.18.1.12316VVygotsky, S. L. (1987). Historia del desarrollo de las funciones psíquicas superiores. La Habana: Editorial Científico Técnica. Vygotsky, S. L. (1988). Interacción entre enseñanza y desarrollo. En Selección de lecturas de Psicología Pedagógica y de las Edades. [Tomo III]. La Habana. Vygotsky publicó en 1934 "Pensamiento y lenguaje", pero su mayor Influencia le vino con la traducción al inglés en 1962 planteando: p. 128 PAGE \* MERGEFORMAT 72Vol.3, No.6, julio-diciembre, año 2018 PAGE \* MERGEFORMAT 81Vol.3, No.6, julio-diciembre, año 2018Ciencia y ProgresoPublicada en línea: 03 de dic., 2018. ISSN:(http://estudiantes.cug.co.cu)Laura M. 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