El Pensamiento Divergente Como Competencia Transversal y Permanente en Estudiantes de Décimo Semestre de Licenciatura en ERE, de la Universidad Santo Tomás, Modalidad A Distancia

Abstract

Creativity, as a competence for academic environments, permeates various human-educational dimensions. For its part, Divergent Thinking is understood as the creative capacity for problem solving. In this aspect, such thinking underlies, in a transversal way, not only a comprehensive formation, but also transcends the professional and daily life of the teacher in formation. In this context, the present research provides recurrent elements, such as spiritual intelligence, comparable to Divergent Thinking, specifically, in the scenario of the ERE, undergraduate degree offered by the Santo Tomás University, in Distance learning mode. The general research object infers the examination of the relevance and applicability of Divergent Thinking as a transversal and permanent competence, evidenced in the aforementioned population, in its tenth semester students. As specific actions, the identification of qualitative data on problematization; the conceptual deconstruction of the relationship between comprehensive formation and the concept of Divergent Thinking; and, finally, the inference of comprehensive, pedagogical and curricular strategies applicable to the aforementioned academic spaces.

Regarding the theoretical apparatus, the aforementioned antecedents (10 international and 2 national), gather general concepts, such as Divergent Thinking, Transversal Competence, Teacher formation, and ERE; from which, the main and emerging categories are proposed. From this approach, the methodological framework is outlined; namely, a qualitative approach, with a non-experimental design, of a descriptive-exploratory type, of a socio-critical epistemological paradigm, where action-research is encouraged. From the sampling, the non-probabilistic method is implemented. The data collection instruments refer to the descriptive systematic literary reviews of the institutional literature and public records of the MEN; and, for the population sample, a qualitative survey of open questions. For data tabulation, the use of the Microsoft Office Excel tool is planned, and for processing, the Atlas ti software is implemented.