Health Education

General Concepts

Education is to shape, develop, and train each and every aspect of the
individual personality, to make him productive on a personal as well as professional level;
individual or in groups, such as man/woman or as citizens.

Educational role: it is the role or function that someone fulfills with the purpose of
transmit knowledge, values, customs, and ways of acting.

Educational role of nursing: corresponds to the transmission of knowledge in the

training of human resources in nursing, in health education in the
training and in continuous education, based on needs, risk factors and
teaching-service integration.

Health: it is the state of physical, mental, and social well-being with the capacity to
functioning and not just the absence of conditions or diseases; that is to say, the
Health is a dynamic and changing state, which involves a certain balance and incorporates
relational elements that go beyond the individual subject. Health is balance and the
harmony of all the possibilities of the human person biological, psychological and
social. This balance demands, on one hand, the satisfaction of needs
fundamentals of man, which are qualitatively the same for all beings
humans (affective, nutritional, health, educational, and social needs), and another
It is a constant adaptation of man to an environment in perpetual mutation.

Health education: it is any activity freely chosen that participates in a

learning of health or illness, that is, in a relatively permanent change of the
provisions or the abilities of the subject. An effective health education can
thus producing changes at the level of knowledge, understanding, or ways of
to think; it can influence or clarify values; it can determine changes in attitudes and
of beliefs; it can facilitate the acquisition of competence and can even produce changes.
of behaviors or ways of life.

In a nutshell, health education can be understood as any

combination of learning opportunities aimed at facilitating adoption
voluntary behaviors that improve or support health maintenance.

Life: life is a form of energy, it is the active, spatial externalization and

temporal of an organization; that is to say, it is an individualized phenomenon characterized by
growth, reproduction, and response to stimuli.

Quality of life: it is the result of the relationships between objective conditions of

life and certain more subjective and personal variables that have a specific purpose
index of satisfaction and happiness in individuals thus, the quality of life is a concept
inclusive that encompasses all aspects of life, as experienced by the
individuals, including aspects such as health, marriage, family, work, housing,
financial situation and educational opportunities, self-esteem, creativity, competence,
sense of belonging to certain institutions and trust in others. It can also be added
that quality of life is a quality that can be possessed in varying degrees which refers to
to the extent that one is able to achieve the most favorable balance between risks and
benefit.

The organic relationship - individual, individual - individual, social and ecologically

defined, governing the interactions at different levels and in situations
particulars.

PRECEDE / PROCEED Method

PRECEDE: Predisposing, Reinforcing, and Enabling causes in Educational

Diagnosis and Evolution.

PROCEED: policy, Regulatory, and Organizational Constructs in Educational and

Environmental Development.

The PRECEDE method is a planning model for educational activities for

health and evaluation of educational programs in health. This method or model was
designed and published in the years 1980, 1991, and 1999 by Lawrence Green and Marshall
Kreuter. It is important to note that given the structure of this educational tool
based on the incorporation of social and behavioral sciences; in the
epidemiology; in administration in education and in the environmental - ecological
recognizes the health-disease process in its various expressions, which allows for the
incorporation of multiple approaches ensuring an adequate educational intervention for
the promotion of health, as well as its systematically integrated approach, demands the
continuity of the processes that are initiated, as it establishes that in the planning of a
educational intervention in health must be approached from the identification of the problem
health, until the short, medium, and long-term evaluation, going through intermediate stages,
forming each of them into a system of interconnected networks which is full of
relativism and uncertainty that imparts such complexity to education that it questions
trivialism and short-termism. That said, we will now mention the phases of
model which consists of five diagnostic phases, one execution phase or
implementation and three phases of evaluation:

First phase: social diagnosis - quality of life (social needs, desires and
perceptions).

Second phase: epidemiological and social diagnosis: for the identification of the
priority health needs in a community require a review
broadens the social and epidemiological indicators this review is based on the information
published, now available. The identified issues must be classified as issues
of health and in issues that are not health-related; to subsequently move on to prioritization of
health problems, according to their importance and the degree of changeability.
 Third phase: diagnosis of behavior and the environment: this phase focuses on the
identification of the most priority health problem causes and their classification in
causes that are not behavioral and related causes of behavior
human. At this moment, there are a series of behaviors that are
decisively influencing the health problems of the community is the central objective of
The educational intervention is aimed at modifying such behaviors.

Fourth phase: educational diagnosis: consists of the identification of the factors

that predispose (knowledge, values, perceptions, experiences, etc.) the factors
that facilitate (availability of resources, accessibility, recommendations, skills,
etc.) and the factors that reinforce (attitudes and behaviors of health personnel and
other companions, parents, etc.) all these factors are identified in relation to each one
of the behaviors that need to be modified. With this analysis, there is access to the
main objectives and components to focus the intervention in the program of
health education.

Fifth phase: administrative and policy diagnosis: corresponds with phases

later in educational programming, as it focuses on the analysis of resources
necessary the training of educators, the design of intervention methods and the
design of the program evaluation.

Once a thorough analysis of the starting situation and its characteristics has been conducted
the group or community to which the program is addressed is willing to move on to
the next phase.

Sixth phase: execution or implementation.

Seventh phase: process evaluation.

Eighth phase: impact assessment.

Ninth phase: evaluation of the results.

To conclude, the precede method is a tool that takes into account the factors
determinants of health and serves as a guide in the planning of programs and interventions
of health promotion and health education, facilitating planning,
implementation and comprehensive evaluation of programs, as well as the development of policies and
legislation. It also emphasizes that health and behaviors are determined by
multiple factors and that multisectoral and multidisciplinary actions are
fundamentals for achieving behavioral changes; also, with all these
characteristics this method allows for the reconceptualization of the teaching process
learning, as well as producing an expansion in which health professionals
they build the learning of their educator role.

Lifestyles: Influence on health

 The lifestyle encompasses our attitudes and values as well as our behavior.
in areas such as exercise, diet, tobacco, alcohol, and sexuality. Now then,
The lifestyle is not a vague concept that refers to something that can be modified.
voluntarily, but rather, the lifestyle is developed closely
interaction with living conditions nevertheless, despite the fact that the determinants of the
health interactions do not mean that they refer to them as one; since these are
classified into four groups:

1. human biology (aging, genetic inheritance).

2. the physical and social environment (pollution, poverty, marginalization...)

3. lifestyle (drug use, physical exercise, diet, stress)

violence, unhealthy sexual behavior...

4. the health system (quality and accessibility).

Having clarified this, it is important to highlight that I will refer to the lifestyle.
personal habits and the peculiar lifestyle constitute the main substrate in which it
the dog's roots these risk factors, without whose control it is impossible, in the
practice, the prevention of the 10 main diseases that cause death in the
man / woman of our time. It is if we talk about a little healthy lifestyle
drug use, inadequate nutrition, lack of physical exercise, reckless driving
vehicles, etc.) are considered responsible for 40% of deaths.

Now then, to have a clearer idea of carving out some habits in

our lifestyle.

Tobacco and its harmful effects on health

Smoking is the leading health problem in developed countries.

public susceptible to prevention. The mortality attributable to smoking which is avoidable
it has a significant magnitude and follows an upward trend, both in men and in
women. It is associated with more than twenty diseases, notably cancer of
lung, heart ischemia, cerebrovascular diseases and diseases
chronic obstructive pulmonary diseases also promote osteoporosis.

Alcohol and its harmful effects

The consumption of alcohol is attributed to a high number of traffic accidents and

labor issues, as well as high rates of morbidity due to liver cirrhosis, alcoholic psychosis,
pancreatitis, etc., which cause deaths and disabilities and result in significant costs.
family and social. Alcohol also contributes to violence and activities
criminals are also related to esophageal, mouth, colon cancer, about the
nervous system, about the offspring of alcoholic mothers
 Development of inadequate diets

Nutrition is one of the factors that most influence health.

individuals. Thus, the growth, intellectual development, resistance to diseases and
its lethality and work performance, physical and intellectual, are conditioned by a good
secondary nutrition to a good diet throughout life. For this reason, they are influential.
in health. It is now worth noting that there is currently an increase in obesity in
the society for the excessive caloric contribution of the diet in it. Its impact as
such is the current high prevalence of cardiovascular diseases, diseases
digestive issues, cancer, dental caries, type 2 diabetes in adults, and hypertension.

Lack of physical exercise and sports activity

Nowadays there is a general agreement on the health benefits that

has the usual practice of physical exercise. The effects on prevention and control in
cardiovascular diseases, high blood pressure, diabetes mellitus, osteoporosis, health
mental (stress-related disorders), constipation, and obesity among others.

Abuse and dependence on toxic substances.

Drug consumption is one of the most harmful habits in society.

it affects individuals at a very young age, afflicting the family unit and society already
that affects all the activities performed by the individual, in addition to their personality.
To be more specific, it can interfere with the ability to remember new information.
hinder reflexes, cause depression and nervousness, cause problems similar to those
smoking tobacco such as: bronchitis and lung infections, can cause spasms
muscular, chest pain, embolisms or strokes, it can accelerate the heartbeat of
heart and cause an irregular rhythm, which in turn can lead to sudden death.

Continuum of health - illness: Concept and Stages.

The health-disease continuum can be defined as a dynamic relationship.

between health and illness as a process of different degrees where illness
it would occupy the negative pole at whose end there would be death and health would occupy the pole
positive at whose end the health optimum would be, in the center there would be a neutral zone
where it would be impossible to separate the normal from the pathological. It's worth noting that this dynamic
the relationship is characterized by the presence of interactions of numerous variables such as:
 Agents: biological (microorganisms); Physical: (heat, cold, electricity, etc..);
Chemicals (toxic etc.). Host: nutritional status, organic defenses, age, sex, etc.
Environment: temperature, humidity, water, food, vector insects, etc.

Natural stages or periods of the health-disease continuum. These are divided into:

Prepathogenic period: in this stage, man as a social being begins to

be part of history by interacting with the environment that surrounds it and with
the physical, chemical, biological, social, psychological agents present in their
environmental circumstances, observing the interaction of these three elements (triad
ecological). During this period, the disease has not yet developed, one can speak of
that the guest is healthy and interacting with the agent and the environment (stages of
susceptibility.

Pathogenic period: if all the previous circumstances and characteristics match

in a susceptible host and at a specific moment in time, break the balance
ecological and the host is directly affected, initiating the pathogenic period, thus
two phases are presented in this period:

1. presymptomatic or subclinical phase: this initial phase takes place from the moment of
stimulation and the adaptation of signs and symptoms known as the incubation period in the
transmissible diseases and, as a latency period in chronic diseases
(both physical and mental).

2. symptomatic or clinical phase: when the agent has produced sufficient anatomical changes
and functional, their manifestations are recognizable by the host itself (symptoms) and
by an observer (signs).

Resolution period: this entire process can ultimately conclude with: the referrals
exacerbations, spontaneous resolutions, or evolve towards chronicity,
complications, sequelae, and even death, this will depend on the type of disease, the
characteristics of the guest, medical attention, socio-cultural conditions and the level
of knowledge about the natural history of the disease.

Application of health education

At the restorative level: health education is applied by making distinctions.

according to the framework of activity development - hospital, health center or according to the type of
problem or need. This group would initially be very receptive to education for
health, since the recovery of health becomes a motivating element
important. This receptiveness extends to the family, which is also
it is essential to intervene. It is fundamental that the education of patients and families is
carried out with participatory methods, promoting the understanding of the causal factors of
problem and particularly focusing on improving therapeutic compliance. Finally
the individual is reintegrated as a useful factor by educating both him and the family based on
its residual capacities.

At the community level: due to the increasing complexity of treatments and

therapeutic regimens that are currently prescribed to patients with diseases
chronicles as well as the vision of promotion and prevention of current diseases have been
created various primary care programs that provide health education.
Some of these programs are:

Adult hygiene program that promotes healthy habits in general such as

the importance of good nutrition, exercising, vaccination, and of the
prevention of sexually transmitted infections.

Immunization program that promotes the importance of vaccination,

(What are they? What are they for? And what effects do they have?).

Nutrition program that teaches the relevance of maintaining an adequate state

nutritional. (what does a healthy and balanced diet consist of, what are the groups
nutritional, etc..)

Breastfeeding program where they highlight the importance of it.

the effects they have on the baby's health at an organic and psychological level.

Tuberculosis program in which educational sessions related to the

tuberculosis prevention signs and symptoms of the disease, tests to be performed for
detect the disease etc.

Prenatal control program that instructs the pregnant woman on care

what they should have during pregnancy (nutrition, vitamin intake, monitoring of their
tension and weight etc.). Additionally, it provides guidance to women of childbearing age on family planning.
familiar.

Therefore, health education for the healthy population is one of

the main fields of action, since educational action is fundamental for
the community recognizes the determining factors of disease and develops habits and
healthy styles. Not all individuals considered 'healthy' have the same degree of
behavioral development. A first group, young, that has not yet acquired
unhealthy behaviors, in which Health Education must be carried out in the
school forming part of their secondary socialization, and aimed at the Promotion of the
Health and the acquisition of healthy behaviors. It is primarily developed through the
educational methodology. A second group, adults, who have already acquired unhealthy habits, in
those in which Health Education is carried out in the workplace or in the community itself
through persuasive communication, aimed at promoting and protecting
health through the modification of unhealthy habits. This delimitation allows for distinction
three areas of action in the healthy population; health education in schools, in
the work environment and in the community. This educational action must be accompanied by
environmental modifications, through influences on decision-making bodies or
raising awareness among the population through the media.

Philosophy of health education

A hallmark of today's society is change; transformations

social environment in which the current world is immersed demands continuous education.
adaptation to different lifestyles, requiring the development of intervention strategies
educational that responds to the problems that are generated. The needs
they change and today more than ever, we know that healing medicine is insufficient as
health system since it does not respond solely to biological conditions, but
also psychosocial, on the other hand, health education provides information
aimed at influencing the behavior of a subject or individual for the benefit of health. Thus
Well, health education promotes health and prevents diseases by avoiding the
onset of the disease process.

From this appreciation, we understand that health education implies a

important tool to promote health in a single formula capable of producing a
change and serve as a base in one direction.

Indeed, the task of developing better living conditions for individuals and
human groups require an open appreciation of the complexity of the factors that
they intervene in the practical development of those conditions. Making them effective is the objective
that, from an educational perspective, raises the field of knowledge and social action
what has been called health education.

Now, in this complex context, health education is shaping up as a

configuring element of the new ways to locate the issues surrounding health
humanity that emanates from the proposals suggested by the ecological perception of the
health. And, to achieve its goal, along with the incorporation of new forms of
behavior that affects individual and collective lifestyles, advocates a
critical analysis and an individual action on the factors that hinder or prevent the
development of healthy lifestyles, that is, of ways of living and actions that
contribute to the improvement of the individual and community context.

It is based on these premises that health education is shaped.

disciplinarily as the field of study and training capable of generating processes of
social incidence regarding the ability of populations to improve their quality of life
life in its broadest dimension.

Objectives of health education

Health education focuses on the knowledge of human beings and on

its interaction with its environment. It covers topics such as sexual education, which is of great
importance of contributing to prevent unwanted pregnancies or sexually transmitted diseases
sexual, such as AIDS, syphilis, or HPV. It also emphasizes the development of
habits for our care (personal hygiene) and that of our surrounding environment in order to
to prevent the spread of diseases. Of course, it also gives us an idea of the
diseases to which we are exposed today and their methods of
prevention.

Thus, health education aims to improve the health of the

people, this, of course, is considered from two perspectives:

From a preventive point of view, training people to avoid

health problems through self-control of risk situations, or by avoiding
its possible consequences
 From a health promotion perspective, empowering the population to
can adopt healthy lifestyles.

Therefore, the approach that drives this orientation consists, therefore, in developing the
action capabilities of the population regarding the issues that affect them in all
plans (individual, community, or institutional), with the ultimate goal of achieving
the emancipation of the conditions that constrain their social and individual development and the
improvement of their living conditions. In short, health education has two
tareas

The first is to develop and promote the quality of life of all citizens; the
second, to apply prevention strategies for causes, that is, to serve as an instrument of
development and improvement of social and personal life.

Trends in health education

The interest in health education has a long tradition. According to the species
humanity has shown great concern for health since time immemorial and its
transmission; however, the structuring for it to be maintained has gone through
many evolutionary and scientific processes.

From this perspective, health education in not too distant times was
found herself locked in the routine of classic public health, where the population to which
the educational actions directed at him behaved only as a passive subject,
receiving information and putting very little or nothing into achieving the
proposed objectives. Thus reflecting a distancing from the realities of the services and
the needs of society. This ideology has led health education to a
change, as a consequence, to the evolution of the criteria on which it is based
concept of health education.

It is then proposed that health education be a process of

training, of individual accountability so that they acquire the knowledge, the
attitudes and basic habits for the defense and promotion of individual health
collective.

Thus, creating a sense of responsibility for one's own health and that of the
family and community, is the most important contribution of the new Education for Health
in contrast to traditional Health Education.

Health education thus involves information from the outset.

adequate on the topic being addressed, and as a consequence of that, an awareness
individual about personal responsibility in relation to their health status and a change
of behavior and attitudes towards healthier ones. Consequently, this modern
The concept of health education leads us to change certain interventions in the
community, an example of this is the planning of education that is now carried out in the
initial phases of life.
 That is to say, as an attempt to hold the student accountable and to prepare them to.
little by little, I adopted a lifestyle as healthy as possible and positive behaviors of
health.

Scientific Bases of Health Education

Health Education is a discipline whose theoretical foundations are based on

four major scientific blocks: health sciences, which inform us about the
behaviors that improve health; the behavioral sciences (Psychology, Sociology)
and Anthropology), which explain to us how behavioral changes occur and
they allow health education to investigate social phenomena that influence the
culture in health; the sciences of education (Pedagogy) that allows us to facilitate the
learning of a behavior and the communication sciences that allow us
identify how people communicate.

Now, the economic, political, social, and demographic transformations

operated in the world have complicated and identified new problems in the
health conditions, oriented towards health education with a more social approach,
hence the inclusion of the previous scientific foundations of health education
other scientific foundations that support it, these are: the philosophical foundations, which study the
orientation of education, having a multidisciplinary character based on unity and
the social and biological interpenetration when investigating hygienic phenomena
sanitary; and the legal economic bases, which instructs on the scientific conclusions of
the economy and the sciences of law and the state on legal interrelationships,
policies and state reflecting in a planned economy, where the relationships
state and legal frameworks constitute a part of the social structure, being conditioned by the
economic foundation of society. Ensuring the right to health of its citizens.

Sciences that influence the individual's state of health.

The knowledge of the multiplicity of the factors involved in achieving

health improvements allow for establishing the role to be played in achieving health
optimal. Health is considered a dependent variable due to various factors or
determinants, among which can be mentioned: the science of biology, the
psychology, social sciences, geography, etc.

Biology. As we already know, biology is a science that has as its object of

I study living beings and, more specifically, their origin, their evolution and their
properties: genesis, nutrition, morphogenesis, reproduction, pathogenesis, etc. By
Consequently, this affects the health of the individual, as some of the
these biological functions of the human being, we would find ourselves in the process of
disease. Thus, an imbalance in the absorption of nutrients can cause,
fatigue, tremors, cardiac arrhythmias or even death, etc.

Psychology is the science that studies the behavior of individuals and their processes.
mental, including the internal processes of individuals and the influences that
they produce in their physical and social environment. Therefore, the individual, upon coming into contact with
situations that can cause a psychological imbalance (such as stress)
it will increase the risk of infection.
 Social sciences are thosesciencesor scientific disciplines that deal with
aspects of human behavior and activities, generally not studied in
thenatural sciencesIn social sciences, both manifestations are examined.
materials as well as immaterial ones (culture, customs, beliefs, fashion, etc.) of the
societiestherefore, personal habits conditioned by cultures or customs
they can become the main substrate of risk in the development of diseases that
they cause death. Example: the habit of tobacco, the consumption of beer or too much
spicy, etc. Likewise, if there is little economic income, there is less purchasing power.
which can in turn be transformed into limited or even null nourishment, which leads to
in malnutrition, as well as the fact that one cannot go to a hospital when needed
necessary.

Geography is thesciencewhat studies theearth's surface, thesocietiesthat the

they inhabit and theterritories,
landscapes, places orregionsthat form when they relate to each other. In
consequence, if the environment in which one lives presents various alterations; such as
for example, water pollution can cause diarrhea; if it is the air that is
contaminated can cause respiratory problems, among others.

Fields of action of Health Education

The scope of Health Education encompasses the entire Community,

group and individually. Every individual has the right to benefit from Education
Sanitary, and the cultural and social reality of the different groups must be taken into account.
that directs the educational action. The analysis of reality studies the determinants
behavioral and their consequences will give us an idea of the diversity of needs and
will justify the existence of Programs with differentiated objectives and strategies.

Now, we can consider the areas of action of Health Education

from two different perspectives, either by addressing the Health-Illness status or to
the stages of the life cycle.

Thus, both the 'healthy' and 'sick' population groups have the right to
to benefit from health education actions, regardless of the context in which
that they find themselves, but it must be taken into account the need to respect the rules of
coordination between the different areas of action. These are not considered as
watertight compartments, but rather closely interrelated and complementary. It is
fundamental therefore that the contents addressed in the different areas of action
be coincident, avoiding contradictory messages as this is the most harmful element
of the process of achieving or modifying behaviors. Thus, in order
to convey health education to the entire community. Well, considering this
we can distinguish the following areas of application:

The family environment

The family environment is an essential element to consider when

integrate the different programs into a National Health Education Plan, as it brings together
in their environment to the different population groups in their various stages of development. The
family constitutes a fundamental source of learning for the child, serving as a framework
for primary socialization, the result of which the model of attitudes will develop
behaviors. As the child grows, this model expands to the influence received in
the school environment (secondary socialization), which becomes extremely important when
beginning of adolescence. During this period, most of the
risky behaviors, some of them severe, that they will develop in adulthood, for this reason
the importance of integrating education and collaboration in its development both in
family like at school. We must therefore consider those responsible for education
familiar as true agents of Health Education, by the influence,
fundamentally informal, that can exert on the different components.

The school environment

Health education in the school environment aims to instill

knowledge, attitudes, and positive health habits to the individual during their early
stages of development, focused on health-promoting behaviors and prevention
of the main diseases in this age group. Efforts should be made for the development of
skills for adopting healthy lifestyles in adulthood. The fact that
working with a group of population in a period of physical, mental, and social development makes
of the health education program. in school one of the most efficient, as in
At this age, one is more receptive to the student. Furthermore, the school environment implies a setting
common for this group of population, which also makes the program the most extensive in
as for covered population. The strategies should not be directed exclusively towards
school, but also to parents and teachers so that they can participate in the
planning and development of actions.

The work environment

Health education in the workplace targets its strategy at the

awareness of workers about the health risks they are exposed to
for the performance of their work. These risks are of three essential types;

Risk of suffering physical injuries due to work accidents.

Risk of suffering illness from workplace toxins.

Risk of developing psychological imbalances due to the performance of the type of

work being done.

In this sense, health education aims to inform the

workers' main risks and their rights in relation to them, promoting
positive behaviors related to safety, primarily mechanical risks,
on disease prevention, physical, chemical and social risks. It should also
take advantage of the labor environment to enhance the development of education programs for
health aimed at widespread problems in the population, although not specific to the environment
labor. It would consist of preventive actions against the main chronic diseases.
Finally, it is important to emphasize that activities must also be oriented towards
to raise awareness among managers, union representatives, members of the Occupational Health Committee
to achieve a common awareness of the problem.

The social environment

 The main purpose of community health education programs is
it constitutes the promotion and protection of the health of the "healthy" population, eradicating
knowledge, attitudes, and harmful habits and promoting the maintenance of the
Health reached one of the top places in the social value scale. These Programs
They are planned from the foundation of primary and secondary levels of prevention. From the
primary viewpoint of prevention promotes the contents aimed at fostering
positive behaviors. From secondary protection the contents are directed towards
to raise awareness among identified at-risk groups to promote behavior changes in the
desired sense and awaken interest in the early detection of processes, through the
information on early symptoms and guidance towards care services
suitable. It also involves motivating the population to increase participation.
active in decision-making that affects the health of the community.

Concepts: Learning and Teaching

Teaching is the transmission of information through direct communication or

supported in auxiliary media, which present a greater or lesser degree of complexity and
cost.

Learning, for its part, can be considered a process of nature

extremely complex characterized by the acquisition of new knowledge,
skill or ability, it should be clarified that for such a process to be considered
really as learning, instead of a simple mark or fleeting retention of the
same, must be susceptible to manifest itself in a future time and also contribute to the
solution to specific situations, even different in essence from those that motivated
initially the development of knowledge, skill or ability.

Concept: Teaching process

The teaching process consists, fundamentally, of a set of

systematic transformations of phenomena in general, subjected to a series of
gradual changes whose stages occur and happen in ascending order, hence
should be considered as a progressive process that is constantly moving, with a
dynamic development in its continuous transformation.

Teaching and learning process

Teaching methods rest on the theories of the learning process and

One of the great tasks of modern pedagogy has been to study experimentally.
the effectiveness of such methods, while attempting their theoretical formulation.

In a few words, teaching and learning are part of a single process that
It aims for the training of the student.

Now, the fundamental basis of any teaching-learning process lies

represented by a conditioned reflex, that is, by the associative relationship that exists between
the response and the stimulus that provokes it. The subject who teaches is responsible for provoking
said stimulus, in order to elicit the response in the individual who learns.
 To be clearer, the etymological reference of the term "to teach" can serve as
initial support: to teach is to point something out to someone. It is not to teach just anything; it is to show what
that is unknown. This implies that there is a subject who knows (the one who can teach), and
another who is unaware (the one who can learn). The one who can teach, wants to teach and knows
to teach (the teacher); The one who can learn wants to and knows how to learn (the student). It must
There must be a willingness on the part of both the student and the teacher.

Apart from these agents, there are the contents, that is, what is to be taught or
to learn (curricular elements) and the procedures or instruments to teach them or
learn them (means). Likewise, when something is taught, it is to achieve some goal.
(objectives).

On the other hand, the act of teaching and learning takes place within a framework defined by
certain physical, social, and cultural conditions (context).

Elements of the Teaching-Learning process

According to what has been stated, we can consider that the process of teaching is the act
through which the teacher shows or evokes educational content (knowledge,
habits, skills) to a student, through certain means, based on specific objectives and
within a context. And the process of learning is the complementary event of teaching.
Learning is the act by which a student tries to grasp and elaborate on the content.
exposed by the professor, or by any other source of information. He reaches it through
about some methods (study techniques or intellectual work). This process of learning
It is carried out based on objectives that may or may not align with those of
professor and takes place within a certain context.

Factors that condition learning

 There are several determinants when an individual learns, and the fact is that
there are some students who learn certain subjects more easily than others, for
To understand this, the analysis of the learning mechanism must be transferred to the factors that
they influence, which can be divided into two groups: those that depend on the subject that
learn (the intelligence or intellectual capacity, the motivation, the participation or attitude
active, the age or maturity, the material difficulty, time distribution and state of
fatigue.

Motivation: it is the interest that the student has in their own learning or in
activities that lead to him. Interest can be acquired, maintained, or increased in
function of intrinsic and extrinsic elements. It must be distinguished from what
Traditionally, what has been called motivation in classrooms is nothing more than what
The teacher does this so that the students become motivated.

Psychological maturation: it is important to know how to help learn, since

depending on the age of the student, they will learn, or not, in an easier way, and know what
topics to discuss or talk with him.

The material difficulty: another factor that can influence learning is the material.
and this is very important because many times the education of our depends on money
children, we need to find a way to help them financially in the best way possible so that
have all the materials, otherwise they would fall behind and not learn properly.

The dynamic and active attitude: this part is one that we have to take a lot into account.
account, since it is easier to learn in a dynamic class, that is to say with games and
questions that help to better understand the topic, but of course, the student is in a
attitude of learning.

Your state of fatigue or rest: it is very important that the student is in.
conditions for learning, what does this mean, that you are rested, have slept well,
to pay the necessary attention in class.

Intellectual capacity: this ability is different in each individual.

good, average, bad, and excellent. We must explain the topic very well for a better
learning.
Time distribution for learning: take into account that the distribution of your
Time is very important for your mind to always be active to learn.

Finally, there are the factors inherent to the modes of presentation of the
stimuli, that is to say, there are favorable modalities for learning when the
response to the stimulus is followed by a reward or punishment, or when the individual has
knowledge of the outcome of his activity and feels guided and controlled by a hand
expert.

Steps in the learning process

According to Peter Belohlavek, in his book on the natural evolution of learning; the
The learning process is described in three steps or stages:
 1. Syncretic stage: it is the starting point of every learning process, in which
a syncretic perception of the topic that the student has is obtained, regardless of
how far it is from reality. That is to say, the syncretic stage is intended to
organize the global perception of the problem in the most truthful way possible.
2. Analytical stage: Once a realistic perspective has been achieved by the learner, the
The analytical stage aims to break down reality into its component parts.
During the analytical stage, the individual examines all the variables that contribute to the
problem. This stage ends when the individual understands the problem in their
parts and manages to solve, at the simulation level, problems similar to those in the
who are involved.
3. Synthetic stage: in this stage the individual experiences the learning process by forming
permanent synthesis on the topic being analyzed. This synthesis, which is the object of
I work in the relationship between student and teacher, ending in a final synthesis that
replaces the syncretic vision that the individual had at the beginning of the topic. This synthesis
It is such when the individual has managed to integrate it into their reality.
4. The synthesis marks the end of the learning process from two points of view. Because
on one side, it implies the learning of the learned object according to the contract
established. On the other hand, it involves preparing the individual to handle in
adapted and independent form, problems with similar characteristics.

Concepts: Motivation and Communication

Motivation is, in essence, what causes an individual to act and behave.

a certain way. It is a combination ofprocessesintellectual, physiological and
psychological factors that decide, in a given situation, how vigorously to act and in whataddress
the energy is channeled.

Communication is a social phenomenon that encompasses all acts

through which living beings communicate with their peers to transmit or
exchange information. To communicate means to share and implies sharing.
Communication is a phenomenon associated with group biological species.