La Pedagogía Cubana: una alternativa para el mejoramiento humanoCuban Pedagogy: an alternative for human improvementLilian Revé-Crump; Xiomara C. Ravelo-GainzaUniversidad de Guantánamo. CubaCorreo(s) electrónico(s): lilianreve@nauta.cu xiomara@cug.co.cuRecibido: 24 de mayo de 2017Aceptado: 3 de junio de 2017ResumenEl artículo tiene como objetivo reflexionar en el papel de la Pedagogía y Educación Cubana en el fortalecimiento del trabajo político-ideológico, en especial la formación de valores, a partir de las condiciones del mundo contemporáneo, bajo el dominio de políticas económicas neoliberales, que con pretensiones hegemónicas, promueven el desgaste ético en las normas y valores morales. De ahí, que se resalte la necesidad de fortalecer el valor dignidad, integrador del sistema de valores cubanos, y se le exponen retos a la Pedagogía, para la conservación de las conquistas del Sistema Socialista Cubano. Palabras clave: Pedagogía y Educación Cubana; Trabajo político-ideológico; Globalización cultural; Valor dignidad; Preservación del sistema socialista.AbstractThe main purpose of this article is to reflect about the role of Cuban pedagogy and education in strengthening political and ideological work, especially the formation of values, based on the conditions of the contemporary world, under the domination of neoliberal economic policies. With hegemonic pretensions promote the ethical erosion in norms and moral values. Hence, the need to strengthen the dignity value, which is an integral part of the Cuban values ​​system, is highlighted and challenges are presented to Pedagogy for the conservation of the achievements of the Cuban SocialistSystem. Keywords: Cuban pedagogy and education; political-ideological work; cultural globalization; dignity; preservation of the socialist system IntroducciónEl mundo contemporáneo se mueve en condiciones de globalización del capital, bajo el dominio de políticas económicas neoliberales, marcando elevados índices de desarrollo frente a una red de problemas sociales, económicos, ambientales, políticos, educacionales e indican el desarrollo desigual de los pueblos, la pobreza crítica, desempleo, marginación, incremento de la violencia, analfabetismo, que deterioran las normas de convivencia social.Desde esta perspectiva, Cuba como parte del planeta y protagonista de la sociedad de hoy, insertada en los escenarios de este mundo unipolar, no escapa a estos impactos globales y para frenar su incidencia ha tenido la imperiosa necesidad de construir alternativas viables, que aseguren la sostenibilidad del proyecto socialista, especialmente, aquellos diseñados desde los objetivos trazados en nuestra Política Educacional Cubana, donde el trabajo político ideológico y la formación de valores en especial, han sido objetivos esenciales.Lo anterior significa, que en Cuba se han producido cambios trascendentales en el enfoque y en el quehacer educativo, que derivaron en la adopción de una nueva pedagogía la Pedagogía Socialista, la cual ha jugado un decisivo papel, cuyo propósito a lo largo del proceso revolucionario ha sido, es y será la transformación constante en función de la formación de valores socialmente aceptados en la sociedad. Todo ello tiene como base las pretensiones de nuestros adversarios, que se esfuerzan por desarmar ideológicamente a nuestro pueblo, aspiran a separar a la juventud cubana de los problemas políticos, de su participación social activa, sobre la base de la desideologización. Por ello, los valores que defiende nuestro Pedagogía, son imprescindibles en todo proceso de formación. No obstante en la literatura científica e investigaciones aparece con menos frecuencia el tratamiento del valor dignidad con respecto a otros valores, consideramos a todos los valores importantes, pero el valor dignidad es merecedor de mayor tratamiento en la Educación Cubana.Dado que la dignidad expresa la significación que tiene el hecho de la consideración y estima que merece el ser humano, la patria, la humanidad, por lo cual, a nuestro juicio es un valor integrador, donde confluyen para su cumplimiento otros valores. Es decir, ser digno es ser poseedor de un sistema de valores.Por la trascendencia social del tema, nos proponemos hacer una breve reflexión acerca de los retos de la Pedagogía en el siglo XXI en su papel referente a la educación en valores, en especial el valor dignidad, cuya posesión en el futuro educador lo pone en condiciones de hacer frente a las problemáticas y retos que plantean los progresos científico- tecnológicos y sociales y perpetuar nuestro sistema social socialista.Las citas bibliográficas se indicarán en el cuerpo del artículo, indicando entre paréntesis el apellido del autor, año de publicación y la página o páginas donde aparece la cita. Ejemplo: (Pérez, 2013, p. 10). En caso de citar más de una obra de un mismo autor y del mismo año, se distinguirá en cada caso con un índice alfabético en minúsculas, que se colocará inmediatamente después del año. Todas las obras referenciadas deben incluirse dentro de la bibliografía.DesarrolloLas transformaciones al triunfo revolucionario ocurrieron en el contexto de la participación de todo un pueblo, como agentes socializadores del proceso histórico cubano. Participación social, que en los primeros momentos de la revolución triunfante tuvo su nota distintiva, por necesidad ineluctable en el terreno de la política, como consecuencia de las formas y contenidos esenciales, que adquirió la aguda lucha llevada a cabo luego de la conquista del poder político en contra de las fuerzas contrarrevolucionarias internas y externas.Por tanto en nuestro país desde la política y por su vía, se previó la transformación cardinal del sistema de la actividad social masiva y personal, hecho decisivo el cual condicionó el modo con que se asumieron todas las restantes formas de actividad económica, social, familiar, educacional, judicial, cultural, etcétera, deviniendo la política la piedra de toque de todo el sistema de actividad del proceso revolucionario cubano y especialmente, la educación como base de la Pedagogía.La situación configurada situó como problema inmediato y altamente significativo el logro de la unidad estratégica y de procedimientos entre organizaciones, ministerios, instituciones, ramas etc., a fin de materializar los objetivos fundamentales del trabajo político ideológico y esencialmente desde el proceso educativo escolarizado.Es precisamente la Pedagogía la ciencia que tiene como objeto de estudio el fenómeno educativo,teniendo entre sus tareas el descubrimiento de las regularidades del proceso educativo, el establecimiento de principios que permiten de forma consciente estructurarlo, organizarlo y dirigirlo, ya sea en un marco institucional escolar o extraescolar hacia el logro de un objetivo determinado, la preparación de la sociedad, sobre la base del trabajo político- ideológico, para ponerla en condiciones de hacer frente a las problemáticas y retos que plantean los progresos científico- tecnológicos y sociales. De hecho el desafió principal de la Pedagogía y por consiguiente, la Educación Cubanas ha sido y será cambiar razonamiento tecnológico con humanismo y elevados valores morales y modernidad, con democracia y equidad social, es generar un cambio que vaya introduciendo en el modelo pedagógico, en el proceso de enseñanza aprendizaje, dosis creciente de auto aprendizaje.Ir cultivando, además, lo humano en el hombre, en resumen producir un desarrollo en el orden cuantitativo y cualitativo de la escuela cubana desde su base y hacer más sólidos los efectos formativos y educativos, que su labor tiene en niños y jóvenes, y en especial, en los futuros educadores y en la sociedad en sentido general, con el único propósito de contribuir al desarrollo y consolidación del proyecto socialista cubano. Todo ello tiene como base las intenciones permanentes de nuestros adversarios políticos, que se esfuerzan por desarmar ideológicamente a nuestro pueblo, aspiran a separar a la juventud cubana de los problemas políticos, de su participación social activa, a sembrar en ellos una actitud indiferente ante los problemas que afectan al mundo a transmitirles el deseo de imitar el modo de vida burgués y sus egoístas aspiraciones. Pero sus intentos se estrellan, hoy la Pedagogía y Educación Cubanas trabajan intensamente para pertrechar a los niños y jóvenes con los conocimientos indispensables acerca de las tensiones políticas contemporáneas, con los argumentos necesarios para desarrollar en ellos la actitud y habilidad para rechazar los ataques a nuestra ideología.Para ello la Pedagogía Cubana delibera constantemente acerca de la efectividad del proceso de formación de valores, dentro del trabajo político-ideológico, el cual, según Chacón (1987)Es la actividad de los grupos, clases, organizaciones e instituciones sociales, encaminadas a la profundización de la conciencia política y a la transformación de las actitudes y conductas de los individuos en aras del logro de objetivos políticos o programas de acción que responden a los intereses de las clases. (p.53) La autora precisa, además, que su contenido es la ideología, que a su vez es la portadora de los valores históricos y socioculturales. El contenido de esta ideología según expresó el líder de la Revolución Cubana (Fidel Castro Ruz, 1986)Es ante todo conciencia, es actitud de lucha frente a todo lo mal hecho, frente a las debilidades, privilegios, las inmoralidades. La lucha ideológica ocupa hoy para todos los revolucionarios, la primera línea de combate, la primera trinchera revolucionaria (p.3)Uno de los contenidos esenciales del trabajo político –ideológico y objetivo de la Política Educacional Cubana, precisamente es la educación en valores, dada por su importancia social. En Cuba este aspecto ha sido considerado con profundidad desde el triunfo revolucionario, tomándose como base el código de ética de la moral socialista, que expresa la exigencia social, moralidad y ejemplaridad que deben poseer los ciudadanos cubanos en cada época histórica.De hecho, la ética es una de las disciplinas más antiguas, constituye una parte importante del saber filosófico sobre la moral según la Dra Chacón (2013) La ética, derivado del griego ethos, significa hábitos, costumbres, es el saber filosófico que reflexiona y fundamenta la moral y realiza las prescripciones normativas, sobre el comportamiento humano, es decir su objeto de estudio es la moral, las leyes generales de su surgimiento, desarrollo y funcionamiento en la sociedad. (p. 8)Y la moral la autora considera que: “es el conjunto de principios, normas, valores, costumbres y tradiciones sociales, que expresan actitud, sentimientos, la conducta y las cualidades de las personas en su vida cotidiana.” Chacón (2013, p. 16)Por lo que, al hablar de valor moral podemos decir, que es la significación positiva, buena en contraposición del mal, de las cosas, hechos, fenómenos, relaciones y sujetos, para un individuo, grupo, clase social o la sociedad en su conjunto, que orienta la actitud y conducta del hombre hacia un comportamiento adecuado. Su aparición responde a la necesidad de regular la relación de los seres humanos que conviven en sociedad, sobre la base de hacer corresponder los intereses individuales y sociales y de control de la voluntad por la conciencia.No obstante al inmenso bregar de la consolidación de los fundamentos ético-morales y su perfeccionamiento, estos se han visto transgredidos por el acontecer nacional y mundial, fundamentalmente a partir de la década del 90, donde Cuba se vio inmersa en un colapso económico, el cual trajo como consecuencia el deterioro de algunos valores en un sector poblacional, que según el Dr. García (2003, p.201) se resume en los siguientes aspectos. Reestructuración de normas y valores morales, con desgaste ético para algunos sectores de la población.Deterioro en el cumplimiento de reglamentación y normas de convivencia. Insuficiente desarrollo de hábitos de cultura social, como consecuencia de la falta de exigencia y sistematicidad en el control.No respeto a la autoridad de padres, maestros y otros funcionarios sociales. Comunicación irrespetuosa, irrespeto al otro, vocabulario inadecuado y lenguaje chabacano.Falso concepto de compañerismo, manifiesto en la ausencia de enfrentamiento ante manifestaciones de deshonestidad, ausencia de valoración ética.No comprensión del valor social del trabajo, como actividad de riqueza espiritual y material.No correspondencia del plano verbal, con la conducta de los sujetos en la práctica.Los aspectos antes mencionadas son el reflejo de deficiencias en nuestro contexto cubano donde se desenvuelve nuestro pueblo y en especial nuestros niños, adolescentes y jóvenes, manifiesto en insuficiencias de indicadores de algunos valores, tales como la responsabilidad, honestidad, solidaridad, patriotismo, humanismo, laboriosidad y dignidad entre otras.Lo que exige, que en el proceso de formación de las nuevas generaciones se conozcan las insuficiencias reales, en función de que la Pedagogía de acuerdo a nuestro contexto busque soluciones inteligentes que propicien el bienestar y desarrollo social a través de su profesión, sobre la base de una adecuada formación inicial y post-graduada. Destaca además, que no obstante a estas insuficiencias, también se evidencia en un amplio sector poblacional una marcada orientación hacia valores positivos. La necesidad de profundizar y fortalecer la educación en valores a todo el pueblo y por todos los factores socializadores, es una tarea importante hoy más que nunca en Cuba y en todo el mundo, en nuestro país esta tarea tiene bases sólidas en la batalla de ideas, donde se expresa claramente nuestra proyección futura, que debemos luchar en una guerra de pensamiento, ideas y persuasión en las condiciones actuales, la cual nuestro comandante ( Fidel Castro Ruz 1993) la define como: La batalla de la verdad contra la mentira, la batalla del humanismo contra la deshumanización, la batalla de la hermandad y la fraternidad contra el más grosero egoísmo, la batalla de la vida contra la tiranía, la batalla de la cultura contra la ignorancia, la batalla de la igualdad, contra la más infame desigualdad, la batalla de la justicia contra la más brutal injusticia.” (Ministerio de Educación p. 5-6-7)Esta idea antes expuesta, marca la decisión a elegir en cuanto el desarrollo y conciencia sociales en nuestro contexto, hace un elevado énfasis en el fortalecimiento de los valores necesarios para cualquier desempeño. Dentro del trabajo político ideológico desde la perspectiva de la formación de valores , consideramos que merece especial atención el valor dignidad, pues de actuaciones dignas de personalidades está llena nuestra historia, que sin sus obras y sus vidas, hoy quizás, no disfrutaríamos del socialismo y de las nuevas olas de resurgir de las democracias en América y el mundo y se reafirma algo que dijera , Martí, Yo quiero que la ley primera de la República de Cuba, sea el culto de los cubanos a la dignidad plena del hombre .La necesidad de fortalecer el valor dignidad se expresa en su propio contenido, el cual tiene en cuenta, la significación que tiene el hecho de la consideración y estima que merece el ser humano, la patria, la humanidad. Capta la imagen y valoración que tiene el hombre de si, de otro, y la valoración social que recibe como tal en su contexto histórico, como valor se asocia a: Los sentimientos de indignación ante un tratamiento que se considera inadecuado, injusto, humillante o indignante hacia su persona, grupo, social.Reafirmación de la integridad moral sin humillarse o degradarse en el sentido humano.La autoconciencia de si y del otro, el honor, el decoro, rebeldía, respeto, y consideración hacia otra patria.Desarrollo de la sensibilidad humana.Ejemplo personal, la correspondencia de la palabra con la acción, la comprensión, la tolerancia y el reconocimiento del otro.La comunicación persuasiva, dialogada de explicación.La relación empática, argumentativa, convencimiento etc. el cumplimiento cabal de las tareas encomendadas.Desarrollo de la sensibilidad y no indiferencia ante los humano.Como se puede apreciar el valor de la dignidad es un valor integrador, donde confluyen para su cumplimiento otros valores como la responsabilidad, honestidad, patriotismo, laboriosidad, sensibilidad, solidaridad, humanismo, justicia entre otros.Es decir ser digno es ser poseedor de un sistema de elevados valores.Por tanto a él se asocian modos de actuación tales como: (Ministerio de Educación, 1993, p. 5-6-7)Tener una conducta consecuente con la ética de la Revolución Cubana.Combatir todo tipo de manifestación inadecuada: egoísmo, individualismo, consumismo, sumisión.Mantener el proyecto de vida individual, indisolublemente ligado al proyecto social socialista y poner el talento al servicio de la revolución.Sentir orgullo de ser cubano y respetar lo símbolos patrios.En la misma medida, el marco prospectivo de la Pedagogía Cubana apunta, como señalamos previamente, a un cambio en la subjetividad individual y social, desde el trabajo pedagógico especializado en los centros educacionales, de modo que se redimensione la personalidad desde su protagonismo en la toma de decisiones, la responsabilidad ciudadana, la autonomía solidaria, el respeto a la diversidad y la apropiación de una ética basada en la justicia y la equidad y la dignidad humanas.Así, se hace necesario sentar bases sólidas a través de la educación para evitar la influencia de la planetarización de la cultura en la configuración de la subjetividad; fenómeno que conduce a que muchas personas pertenecientes a pueblos, clases y grupos apartados de los polos de poder experimenten un singular sentido de desarraigo, de pérdida de sus referentes culturales, históricos e individuales, aplastados por los modelos hegemónicos que se imponen a través de los medios de comunicación e información universalizados y por las gigantescas redes telemáticas mundiales.Al mismo tiempo, los problemas de la formación y desarrollo de la nueva generación le plantean a la Pedagogía actual grandes retos, por la complejidad de las interrogantes que se plantean hoy: ¿qué tipo de personalidad demanda nuestra sociedad?, ¿cómo contribuir a formar personas integrales, en armonía con los más elevados valores universales, preparadas para vivir en el siglo XXI, ser felices, realizarse y participar en la obra común, sin perder sus raíces y sin enajenar sus propias necesidades, capacidades y esperanzas ,sin aplastar al otro?No obstante a nuestras pretensiones, no se podrá llevar a cabo un proceso de formación de valores sin la profesionalización de los docentes de la educación, tal y como pondera la Oficina Regional de la UNESCO para América Latina, en aras de lograr un profesional más competente, entendida la competencia, no solo como el personal potencialmente capaz de realizar una actividad por la destreza adquirida, sino, aquel que la realiza de hecho y lo realiza con calidad y plena disposición, aquel que sabe y sabe hacer y moviliza todo su potencial cognitivo-afectivo y motivacional para lograrlo, pues para hablar de competencia profesional debe hablarse de acción, tomando como base sus conocimientos, valores morales y el compromiso con el progreso educacional y social. A partir de las reflexiones emitidas hasta aquí en el artículo, consideramos que a la Pedagogía y a la Educación se le han de sumar retos, en función de salvaguardar no solo nuestra sociedad socialista, sino también la humanidad, sobre la base del fortalecimiento del trabajo político- ideológico, pero son retos que podemos saltar desde alternativas creadoras e inteligentes, retos que deberán ir en función de :Sistematizar la presencia de un Proceso Pedagógico Desarrollador que garantice:Un acercamiento del trabajo político ideológico a las necesidades, características de cada territorio y en correspondencia con los tiempos que corren.Fortalecer el desarrollo de estrategias de aprendizaje y auto aprendizaje, de los contenidos políticos, sobre la base de la unidad de lo afectivo–cognitivo, motivacional, y lo conativo, que hagan al hombre apto para enfrentar, transformar y hacer crecer su yo personal y su contexto natural y social.Fortalecer las formas organizativas del Proceso Pedagógico para que faciliten el despliegue de modos de actuación acordes a nuestra sociedad y de búsqueda de alternativa inteligentes a los problemas de la práctica profesional, social, en correspondencia con los principios que sustenta la Revolución Cubana.Fortalecer la unidad de influencias educativas con los agentes socializadores de la familia y la comunidad.Elevar la conciencia de compromiso social y productividad en diferentes contextos y situaciones.Intensificar el desarrollo de cualidades ético-morales en los diferentes contextos de actuación que permitan una convivencia de paz, entendimiento, tolerancia, humanismo respeto al otro y de defensa de la Patria y la Revolución. Fortalecer la sensibilidad humana ante todos los problemas que afectan a la Patria, la humanidad y al socialismo.Mayor explotación de las nuevas tecnologías como medio de autogestión del conocimiento político.Convertir el contexto educativo en un verdadero laboratorio de investigación, sobre la base del diagnóstico de los individuos que participan en el proceso formativo.De lo abordado anteriormente, La Universidad de Guantánamo, tiene entre sus más elevados retos, la formación de educadores en diferentes generaciones, la cual debe sustentar su labor con mayor énfasis en los elementos siguientes, que resultan en ocasiones los más afectados con respecto al valor dignidad :Valentía en el combate de individualismo, egoísmo.Valentía en el combate de acciones deshonestas en exámenes.Sentir mayor orgullo de su profesión y de su Patria.Trato sin humillación al otro.Mostrar respeto al otro por sus virtudes.Mostrar respeto a si, reconocimiento de sus virtudes e insuficiencias.Lenguaje correcto acorde a su profesión.Correspondencia de la palabra y la acción.Orgullo de servir a otros.Cumplir con sus obligaciones como estudiante.Actuación decorosa en todos los contextos.Cumplimiento responsable del deber.Sugerencias de acciones a desarrollar para fortalecer el valor dignidad desde las instituciones escolares. 1- Superación para potenciar el dominio del contenido del valor dignidad y los modos de actuación asociados a él: Retomar y sistematizar el tiempo de reflexión y debate. Lectura y debate de obras literarias, análisis de la vida y obra de figuras históricas relevantes, que son representativas del valor dignidad; Martí, Grajales, y Castro, personalidades destacadas de la localidad, entre otros.Actualización del mural del grupo y debate acerca de la definición y modos de actuación del valor. Observación y debate de videos y filmes educativos.Poner a los estudiantes en situaciones diarias que exijan la aplicación consecuente del valor.2- Vinculación del valor con los contenidos y actividades del proceso docente educativo.Vincular los contenidos docentes con el valor y propiciar la creación de situaciones que exijan su aplicación. Unificar criterios en el colectivo de año, grupo, grado, sobre un accionar coherente y sistemático de docentes y tutores.Vincular el trabajo de la actividad científica e independiente de los estudios con el valor.Promover trabajos científicos de la temática. Promover concursos, exposiciones, conversatorios. Organizar y desarrollar matutinos con la temática. 3-Encuentros con la comunidad.Visitas a museos históricos.Intercambios con figuras destacadas de la localidad.5-Promover a través de las asambleas de grupos:La discusión sobre el estado del valor, fortalezas y debilidades búsqueda de soluciones para su desarrollo.Teniendo en cuenta lo abordado, se resignifica el papel en la historia revolucionaria de la Pedagogía en la formación de valores, resaltando, el valor dignidad, como integrador del sistema de valores de la Revolución Cubana, lo cual evidencia que nuestra revolución ha sido verdadera, y será perfectible en la medida que sabe y aprende a defenderse sobre la base de la formación de la conciencia política de todo un pueblo, capaz de producir y reproducir los procesos que se manifiestan en el orden social y personal y que abarcan las diferentes esferas que sostienen nuestro proyecto social socialista .A la Pedagogía Cubana le corresponde por tanto, un alto reto en el nuevo milenio; conservar las conquistas del sistema socialista, a través del énfasis y fortalecimiento del trabajo político ideológico y la formación de valores sobre la base de los principios edificados por la Revolución Cubana, con una base, marxista martiana y fidelista.A pesar de la situación mundial en que vivimos, el mundo unipolar donde prevalece la globalización neoliberal, donde otros pueblos sin cultura o sin una verdadera conciencia política, pierden o venden sus raíces o identidad, Cuba por el contrario lucha y vencerá con un pedagogía hacia la excelencia en el siglo XXI.Solo que deberá enfrentar y vencer los retos, que a ella le imponen los tiempos cambiantes y las continuas pretensiones imperiales.ConclusionesCuba adopta una nueva pedagogía la Pedagogía Socialista, que se nutrió de lo más valioso y progresista del panorama, latinoamericano, universal y cubano, de todos los tiempos contribuyendo a la unión de lo martiano y lo marxista que le confirió a esta ciencia un profundo enfoque clasista y partidista, como parte de los objetivos trazados en la Política Educacional desde el primer Congreso del PCC en 1975, la cual jugó un papel esencial en la educación política ideológica de las masas y en especial de niños, adolescentes y jóvenes a través del proceso pedagógico con el objetivo específico de garantizar la continuidad del Sistema Social Socialista de la Revolución Cubana.Para lo cual ha asumido en cada etapa retos, constituyéndose en propulsora del progreso social, en tanto que preconiza la formación y desarrollo de un hombre, que debe dominar los más elevados frutos de la ciencia y la técnica, así como los más elevados valores morales, y en especial la dignidad humana.Referencias BibliográficasAddine Fernández F. (1992). Didáctica y Curriculum. Análisis de una experiencia. Bolivia: Potosí.Álvarez, C. (1999). La Escuela en la vida. La Habana: Pueblo y Educación.Baxter Pérez, E. (1989). La formación de valores una tarea pedagógica. La Habana: Pueblo y Educación. Castro Ruz, F. (1986). Ideología, conciencia, trabajo político. La Habana: Pueblo y Educación.Chacón Arteaga, N. (1987). Dimensión Ética de la educación cubana. La Habana: Pueblo y Educación.Danilov M. A. Y M. N. Skatkin. (1980). Didáctica de la escuela media. Libros para la Educación. La Habana.González Rey, F. (1995). Psicología de la personalidad. La Habana: Pueblo y Educación.Leontiev A. N. (1985). Actividad, Conciencia y Personalidad. El problema de la actividad en la Psicología. La Habana: Pueblo y Educación.López, J. (1996). El carácter científico de la pedagogía en Cuba. La Habana: Pueblo y Educación. Martí, J. (1975). Obras Completas. La Habana: Ciencias Sociales. PAGE \* MERGEFORMAT 5Vol.2, No.4, julio-diciembre, año 2017 PAGE \* MERGEFORMAT 3Vol.2, No.4, julio-diciembre, año 2017Lilian Revé, Xiomara C. Ravelo La Pedagogía Cubana: una alternativa para el mejoramiento… PAGE \* MERGEFORMAT 1Vol.2, No.4, julio-diciembre, año 2017Lilian Revé, Xiomara C. 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