La formación de la competencia responsabilidad social en estudiantes de Ingeniería Química

espanolEl objetivo del trabajo consistio en valorar las principales transformaciones experimentadas en terminos de responsabilidad social, por estudiantes de Ingenieria Quimica de la Universidad de Camaguey (UC) a consecuencia de recibir la influencia de una estrategia pedagogica disenada para formar la competencia Responsabilidad Social. A partir del analisis epistemologico realizado se formulo y describio la competencia responsabilidad social para los estudiantes de Ingenieria Quimica (CRSEIQ) y se elaboro una estrategia pedagogica para su formacion. Para el analisis de los efectos de la aplicacion de la estrategia conformada se empleo un enfoque investigativo cuasiexperimental y de caracter longitudinal donde la recopilacion de los datos pertinentes se efectuo por medio de cuestionarios, de la observacion de desempenos de los estudiantes efectuada por profesores y, del analisis del contenido de los informes tecnicos entregados por los estudiantes que recibieron la influencia de la referida estrategia durante la etapa en que realizaron la Practica Laboral Investigativa correspondiente al primer ano de la carrera. Los resultados obtenidos, analizados por via cualitativa y cuantitativa-estadistica, respaldaron el reconocimiento de un incremento de la responsabilidad social de estudiantes de Ingenieria Quimica, en su formacion profesional, compromiso por la preservacion del ambiente fisico e intervencion social con compromiso ciudadano. EnglishThe objective of the work was to determine the main transformations experienced on social responsibility by Chemical Engineering students from the University of Camaguey (UC), as a result of receiving the influence of a pedagogical strategy designed to form the Social Responsibility competence. From the epistemological analysis carried out, the competence of social responsibility for Chemical Engineering students was formulated and described (CSRCES) and a pedagogical strategy for its formation was elaborated. For the analysis of the effects of the application of the abovementioned strategy, a quasi-experimental investigative approach of a longitudinal nature was used, where the collection of pertinent data was carried out by means of questionnaires, the observation by teachers of the students' performance and the analysis of the content of the technical reports delivered by the students who received the influence of the aforementioned strategy during the stage in which they performed the Investigative Practical Training in the first year of their majoring. The results obtained, analyzed by qualitative and quantitative-statistical techniques, supported the recognition of an increase in the Chemical Engineering students' social responsibility in their professional training, commitment for the preservation of the physical environment and social intervention with citizen commitment.