THEORETICAL FRAMEWORK OF THE POSTGRADUATE TRAINING PROCESS FOR THE AGRONOMIST ENGINEER

Abstract

This article presents an analysis of the main epistemological positions that have directed the postgraduate courses in their historical evolution, which, being the bearer of a system of laws, theories and principles of pedagogy, allow to give a scientific foundation to the postgraduate training process of the agricultural engineer. Accordingly, permanent training, postgraduate education, professional improvement and advanced education are revealed as categories that allow understanding the evolution and development of the postgraduate training process. Similarly, motivation, internalization, appropriation, integration and interdisciplinary nature, presented as psychological and didactic categories, allow the interpretation of the postgraduate training process from a comprehensive conception. Furthermore, in line with the aforementioned aspects, the university-company relationship, the objective of the profession and the agro-productive systems represent systems of relationships that acquire significance when related with the current trends in agronomic training that indicate the increasingly close relationship between training and employment.