Study of university social responsibility, a review of the literature / Estudio de la responsabilidad social universitaria: una revisión de la literatura

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ABSTRACT University social responsibility is a set of actions that helps to promote the active participation of students in their university education, with ethical conduct to create a culture of social commitment based on values and academic quality. The main role of the university is to develop the functions of teaching, research and social responsibility; this allows creating a broader vision of the needs in the community, generating competent professionals and causing a positive impact (Palomino, Vázquez, Vicente, & Tomás, 2019). Objective: To identify the main authors of the subject from the systematic review of the literature, to point out the four axis that RSU has and the four university impacts. Materials and methods: This research is exploratory and documentary with a qualitative approach. The information sources used correspond to consultation pages, among which are: Google academic, and Lens.org. Likewise, inclusion and exclusion criteria were used to collect information and the results obtained were delimited after adding search conditions such as the year interval from 2017 to 2023. Another limitation is that they were only review articles and in any language. Results: The results obtained were 10 definitions of prominent authors which haves an impact on the fact that the University social responsibility has 8 dimensions among which are: Responsible Campus, Citizen Education, Social Knowledge Management, and Mutual Learning Communities for Development, Organizational, Educational, Cognitive and social. The four axis of the RSU are the basis of the organizations to be able to fulfill the mission that each university community pursues. Within the responsible campus, care is taken to ensure that environmental and sustainable care is met and students are taught to participate in it. , responsible citizen and professional training, deontology, which is the duty of people, this helps the university community to do things ethically and with good morals inside and outside universities, knowledge management is a of the main tasks of higher education institutions, social work, the reason for being of various organizations, thanks to which they can disseminate their knowledge and contribute to the development of community and group culture, and finally the need for The society of inclusion and communication between people occur within communities of mutual learning for development. The organizational impacts, within the RSU, impact people, management and sustainability. The educational impacts are related to the training of students (their ethics, their way of interpreting the world and the social role that corresponds to them) and involves all university processes (curriculum, central administration and knowledge management policies). Cognitive impacts are the dissemination of knowledge and social impacts are the relationship within and on the university campus, the treatment and participation of students; Students in the different branches offered. When reviewing and reading the different existing articles, it was observed that there is little information regarding the RSU, focusing on a chronology of the different authors from 2014 to date. Within the articles reviewed, it can be defined that RSU trains, teaches, supports, promotes, guides and organizes; involving the student community, teachers, administrative and managerial staff. The RSU transmits responsible knowledge, ethical principles and helps to train responsible citizen professionals. Conclusion: After studying the literary review, it can be mentioned that all the axis of the RSU must have the participation of the students and all the people who make up the university community in order to have a responsible university, both internally and externally, according to the different concepts that are mentioned of University Social Responsibility; In other words, it is a way to help the professional and civic training of all students, since this is part of what social responsibility seeks. It is mentioned that university students must get involved in real problems within their professional and civic training, since this helps to create links between learning and social responsibility and thus be able to promote human development, both ethically and morally, as that participation in the different projects that the same institution carries out in its activities will grow.Ramírez (2020),Quezada and Rodríguez (2019),Arauco and Apaza (2022),Évora (2017), agree that RSU is reflected in the existence of four axis for the socially responsible management of universities, so that the students are aware that everything that is done within the institution will be reflected outside of it. Complying with Social Responsibility in higher education is a transformation resource that promotes compliance with transparent practices and ethical conduct for sustainable development, generating social well-being on the university campus for the comprehensive and ideal training of its students. Currently, globalization leads to constant changes in organizations and forces them to be able to identify their challenges for the new trends that their environment requires. Therefore, globalization, competition, technology, social responsibility, knowledge and intangible assets demand serious modifications in their structures and strategies from companies.Niebles Nuñez et al. (2018)the universities have the important mission of equitably distributing knowledge and social information. That is why universities must assume the position of University Social Responsibility and analyze whether effective or null knowledge is being provided. The current era is characterized by its constant change, in social demands, in the role of traditional actors, in the situation at the regional and international level, in development approaches (Uribe et al., 2020). Addressing the issue of RSU requires articulating the various parts of the institution in an equitable and sustainable social promotion project, for the production and transmission of responsible knowledge and the training of equally responsible citizen professionals (Mosquera Tayupanta and Alba Granados, 2021; Peña y otros, 2017). There is a proposal for university social responsibility that provides a space for participation in the activities carried out and that are adapted to the new acquisition modalities for students, in addition to the fact that university social responsibility seeks not only to work on the axis of transformation within of the institution, but is also aimed at the entire society that is involved (Pedró, 2019). The university must promote the participation of its students in cultural, social, sports and environmental activities.

Enfoque intersectorial y responsabilidad social universitaria en la gestión del conocimiento sobre actividad física y salud / Intersector approach and university social responsibly in managing knowledge about physical activity and health

Introducción: La inactividad física constituye uno de los principales factores de riesgo de morbimortalidad a nivel mundial y son causa fundamental de las enfermedades no transmisibles. En cambio, la actividad física regular durante el curso de la vida proporciona beneficios para la salud física y mental. No obstante, aun resultan insuficientes las acciones intersectoriales que potencien alianzas estratégicas, en aras de evidenciar el rol de la actividad física como componente del estilo de vida saludable. Objetivo: Identificar la responsabilidad social del Centro de Estudio para la Actividad Física, el Deporte y la Promoción de la Salud, en la formación de capacidades para la producción, la transferencia, la diseminación y la aplicación de conocimientos en el contexto de la actividad física para la salud. Desarrollo: La inactividad física, por su estrecha relación comórbida con la obesidad y el sobrepeso, la diabetes, la hipertensión, la hipercolesterolemia, entre otras, da al traste con los principales problemas de salud durante el curso de la vida, lo cual reclama de un enfoque sistémico, integrador e intersectorial, así como de la formación de recursos humanos competentes para ello. Conclusiones: El Centro de Estudios para la Actividad Física, el Deporte y la Promoción de Salud evidencia su pertinencia académica e investigativa, al devenir en un actor clave en la producción, la distribución y el uso del conocimiento sobre la actividad física para la salud, y articular las necesidades del contexto social y el proyecto universitario, alineados con las prioridades nacionalmente establecidas(AU)

Introduction: Physical inactivity is one of the main risk factors for morbidity and mortality worldwide and its fundamental cause is non-communicable diseases. In contrast, regular physical activity during the span of life provides physical and mental health benefits. However, there are still insufficient intersector actions for strengthening strategic alliances, in view of demonstrating the role of physical activity as a component of the healthy lifestyle. Objective: To identify the social responsibility of the University of Physical Culture and Sports Sciences, particularly its Center for Studies on Physical Activity, Sports and Health Promotion, in the formation of capacities for knowledge production, transfer, dissemination and application in the context of physical activity for health. Development: Physical inactivity, due to its close comorbid relationship with obesity and overweight, diabetes, hypertension, hypercholesterolemia, among others, disrupts into the main health problems during the lifespan, which demands a systemic, integrative and intersector approach, as well as the training of competent human resources for it. Conclusions: The Center for Studies on Physical Activity, Sports and Health Promotion proves its academic and research relevance, insofar as it becomes a key stakeholder in the production, distribution and use of knowledge about physical activity for health, and articulates the needs of the social context and the university project, aligned with nationally established priorities(AU)

Investigación formativa y prácticas académicas integradoras en el marco de la Responsabilidad Social Universitaria: Un análisis a partir de metodología mixta / Formative research and integrative academic practices within the framework of the University Social Responsibility: An analysis based on mixed methodology / Pesquisa formativa e práticas acadêmicas integrativas no âmbito da responsabilidade social da universidade: uma análise baseada em metodologia mista

Resumen Objetivo: Proponer directrices para el desarrollo de prácticas académicas integradoras con base en la investigación formativa y la responsabilidad social universitaria. Metodología: Investigación mixta con aplicación de dos instrumentos de recolección de información: cuantitativo (encuesta) y cualitativo (grupo focal). Para el análisis de la información se utilizó la triangulación metodológica. En el análisis cualitativo se utilizó el software Atlas-ti, Versión 5.0 y en el cuantitativo, el Programa Estadístico para Ciencias Sociales (SPSS), versión 22, 2012. Resultados y discusión: La formación integral en los perfiles diversos de las prácticas académicas en varios contextos (industrial, clínico, investigativo, comunitario y normativo) debe articularse con las experiencias de formación de diversas universidades a escala nacional e internacional. Se evidencia la necesidad de desarrollar una cultura investigativa, integrando el desempeño en la docencia, la investigación y las actividades de extensión solidaria. Conclusión: Las prácticas académicas deben fomentar en los estudiantes capacidades y habilidades comunicativas que conduzcan al desarrollo social. Es necesario reorientar las prácticas hacia el logro de una mayor autonomía y flexibilidad en la investigación formativa. Se requiere crear conciencia en la comunidad académica de la necesidad de debatir en torno a la definición del objeto de estudio disciplinar y la responsabilidad social universitaria.

Abstract Objective: To propose guidelines for the development of integrating academic practices based on formative research and university social responsibility. Methodology: Mixed research with application of two instruments of information collection: quantitative (survey) and qualitative (focus group). Methodological triangulation was used to analyze the information. In the qualitative analysis we used the Atlas-ti software, Version 5.0 and in the quantitative one, the Statistical Program for Social Sciences (SPSS), version 22, 20l2. Results and discussion: The integral formation in the different profiles of the academic practices in several contexts (industrial, clinical, investigative, communitarian and normative) must articulate with the experiences of formation of diverse universities at a national and international scale. The need to develop a research culture is evident, integrating the performance in teaching, research, and solidarity extension activities. Conclusion: Academic practices should encourage students' communication skills and abilities that lead to social development. It is necessary to reorient the practices toward achieving greater autonomy and flexibility in formative research. It is necessary to create awareness in the academic community of the need to debate around the definition of the subject of disciplinary study and university social responsibility. Academic practices should encourage students' communication skills and abilities that lead to social development. It is necessary to reorient the practices toward achieving greater autonomy and flexibility in formative research. It is necessary to create awareness in the academic community of the need to debate around the definition of the subject of disciplinary study and university social responsibility

Resumo Objetivo: Propor diretrizes para o desenvolvimento de práticas acadêmicas integrativas baseadas em pesquisa formativa e responsabilidade social universitária. Metodologia: Pesquisa mista com a aplicação de dois instrumentos de coleta de informações: quantitativa (pesquisa) e qualitativa (grupo focal). Para a análise das informações foi utilizada a triangulação metodológica. Na análise qualitativa, utilizou-se o software Atlas-ti, versão 5.0 e, no quantitativo, o Programa Estatístico de Ciências Sociais (SPSS), versão 22, 20l2. Resultados e discussão: Treinamento abrangente nos diversos perfis de práticas acadêmicas em vários contextos (industrial, clínico, investigativo, comunitário e regulatório) devem ser articulados com as experiências de treinamento de várias universidades em nível nacional e internacional. A necessidade de desenvolver uma cultura de pesquisa é evidente, integrando atividades de desempenho docente, pesquisa e extensão solidária. Conclusão: As práticas acadêmicas devem incentivar os alunos com habilidades de comunicação e habilidades que levam ao desenvolvimento social. É necessário reorientar as práticas para alcançar maior autonomia e flexibilidade na pesquisa formativa. É necessário conscientizar a comunidade acadêmica sobre a necessidade de discutir a definição do objeto de estudo disciplinar e de responsabilidade social da universidade.

Responsabilidad Social Universitaria Un Actor Ignorado: El Personal No Docente

El momento histórico que viven los países en Latinoamérica, está reclamando con urgencia el aporte de la educación superior. En este sentido el presente trabajo muestra los resultados de una investigación llevada a cabo con un grupo de actores universitarios, personal no docente, de cinco universidades de América Latina. El objetivo fue conocer las creencias que sobre el ámbito organizacional de la RSU, tienen 350 personas vinculadas al sector administrativo de cinco universidades de América Latina: Católica de Colombia, Loja de Ecuador, Tecnológica de Paraguay, Yucatán de México y Francisco Gavidia de El Salvador. Se aplicó la encuesta elaborada para tal fin, por Valleys, De la Cruz y Sasia (2009) de cinco dimensiones, ajustada para este propósito. Los resultados muestran que la valoración más positiva de los participantes, se ubica en el componente denominado relaciones interpersonales con 4.71 en la opción de acuerdo. Este proceso básico y fundamental en la vida y construcción socio- afectiva de las personas, da cuenta del grado en que influimos y somos influidos por el comportamiento de los demás, de ahí su importancia para la materialización de los planteamientos de la Responsabilidad social universitaria.

The historical moment that countries live in Latin America, is calling urgently the contribution of higher education. In this sense, the present work shows the results of a research carried out with a group of university actors, non-teaching staff, five universities in Latin America. The objective was to know the beliefs about the organizational environment of the RSU, 350 people linked to the administrative sector of five Latin American universities: Catholic of Colombia, Loja of Ecuador, Technological of Paraguay, Yucatan of Mexico and Francisco Gavidia of El Salvador. The survey developed for this purpose by Valleys, De la Cruz and Sasia (2009) of five dimensions, adjusted for this purpose. The results show that the most positive evaluation of the participants is located in the component called interpersonal relations with 4.71 in the agreement option. This basic and fundamental process in the life and socio-affective construction of people accounts for the degree to which we influence and are influenced by the behavior of others, hence their importance for the materialization of the approaches of university social responsibility.

Orientaciones socialmente responsables para la permanencia estudiantil en programas de educación a distancia de la Universidad Industrial de Santander - UIS

Ante las dinámicas sociales del mundo actual, la educación a distancia se ha convertido en la principal estrategia orientada al aumento de capacidades y oportunidades para alcanzar niveles óptimos de bienestar social. No obstante, a pesar de programas flexibles que facilitan la vinculación universitaria como Tecnología y Gestión Empresarial, ofertados por el Instituto de Proyección Regional y Educación a Distan-cia-IPRED de la Universidad Industrial de Santander - UIS, el número de graduados en comparación con los ingresantes no es el esperado: durante el periodo 2007-2009 se identificó un índice de abandono del 55 % y 28% respectivamente. Este estudio cuantitativo de diseño descriptivo a partir de la muestra aleatoria estratificada permite la identificación de características, patrones de conducta y actitudes, para señalar los comportamientos concretos de los desertores. Como resultado, se estableció que las motivaciones socioeconómicas de abandono escolar están interconectadas con otras variables, afirmando un fenómeno multicausal que orienta a la construcción de estrategias socialmente responsables de seguimiento y permanencia, en procura de su disminución, en el marco de la Responsabilidad Social de la UIS.

In light of the social dynamics in today's world, Distance Education has become the main strategy aimed to increase capacities and opportunities, in order to achieve optimal levels of social welfare. However despite of the flexible programs that facilitate university linkage such as Technology and Business Management, offered by Instituto de Proyección Regional y Educación a Distancia - IPRED of Universidad Industrial de Santander-UIS, the number of graduates compared to the number of newcomers is not the expected: during the period of 2007-2009 it was identified a dropout index of 55% and 28% respectively. This quantitative study of descriptive design it's based in a stratified random sample, and allows the identification of characteristics, behavior patterns and attitudes, in order to indicate the specific behavior of the deserters. As a result, it was established that socioeconomic motivations of dropout are interconnected with other variables, affirming a multi-causal phenomenon that guides the construction of socially responsible strategies of monitoring and permanence, in the pursuit of its decrease, in the framework of Social Responsibility of UIS.

Dada a dinâmica social do mundo de hoje, a educação a distância se tornou a principal estratégia destinada a aumentar as capacidades e oportunidades para atingir níveis ideais de bem-estar social. No entanto, apesar dos programas flexíveis que facilitam a ligação universidade como Tecnologia e Gestão de Negócios, oferecido pelo Instituto de alcance regional e Educação a Distância-IPRED da Universidade Industrial de Santander - UIS, o número de graduados em comparação com ingresantes não se espera: durante o período de 2007-2009 uma queda do índice de 55% e 28%, respectivamente, foi identificado. Este projeto estudo descritivo quantitativo a partir de amostra aleatória estratificada permite a identificação de características, padrões de comportamento e atitudes, para indicar o comportamento específico dos desertores. Como resultado, foi estabelecido que as motivações socioeconómicas das desistências estão interligadas com outras variáveis, alegando um fenômeno multicausal que visa a construção de estratégias de monitoramento e permanência socialmente responsável, em busca de seu declínio, no âmbito da Responsabilidade Social a UIS.

La Responsabilidad Social Universitaria en Estudiantes de América Latina

La universidad latinoamericana está en deuda con las grandes mayorías poblacionales, que le reclaman por su rol protagónico en la sociedad. Le cuestionan el fin del conocimiento construido en las aulas y laboratorios, y le pide que se mire así misma, si realmente quiere hacer realidad los principios Misionales que la mayoría plantea, de ser aliadas del progreso social y humano. Este reclamo se recoge en lo que hoy día se llama el movimiento de la Responsabilidad social universitaria-RSU- el cual comparte vínculos ontológicos, políticos y éticos con la psicología comunitaria. La participación como proceso fundamental en estos paradigmas, tiene en cuenta a uno de los actores principales de la educación superior, cual es el estudiante. El objetivo fue conocer las creencias que sobre el ámbito organizacional de la RSU, tienen 500 estudiantes de cinco universidades de América Latina: Católica de Colombia, Loja de Ecuador, Tecnológica de Paraguay, Yucatán de México y Francisco Gavidia de El Salvador. Se aplicó la encuesta elaborada para tal fin, por Valleys, De la Cruz y Sasia (2009) de cinco dimensiones: derechos humanos, equidad y no discriminación; desarrollo personal y profesional; campus sostenible; buen gobierno, comunicación y marketing responsable. El hallazgo más importante es que el 45,2% de los estudiantes de las cinco universidades, están totalmente de acuerdo en afirmar que no perciben discriminación por género, por raza, nivel socioeconómico, u orientación política o sexual. Este es un dato alentador, ya que la discriminación es una condición que debe desaparecer por completo de la vida universitaria y de la sociedad en general.

The Latin American university is indebted to the large population majorities, who have begun to reclaim its leading role in society. You question the purpose of constructed knowledge in classrooms and laboratories, and asks her to look at herself, if you really want to make the principles Mission pose reality that most, if allies of social and human progress. This claim is reflected in what today is called the movement of university-RSU- social responsibility which shares ontological, political and ethical linkages with community psychology. Participation as a fundamental process in these paradigms into account in this investigation one of the main actors in higher education, which is the student. The objective was to know the beliefs on the organizational level of the RSU have 500 students from five universities in Latin America: Católica de Colombia, Ecuador Loja, Technology Paraguay, Mexico and Yucatan Francisco Gavidia of El Salvador. The elaborate survey for this purpose by Valleys, De la Cruz and Sasia (2009) was applied five dimensions: human rights, equality and non-discrimination; personal and professional development; sustainable campus; Good Governance: responsible communication and marketing). The results show that the most important finding is that 45.2% of students of the five universities were totally agree that no perceived discrimination by gender, race, socioeconomic status, or political or sexual orientation. While this is a fact that at first glance is encouraging, discrimination is a condition that must disappear completely from university life and society in general.

Responsabilidad social universitaria: influencia de valores y empatía en la autoatribución de comportamientos socialmente responsables / University Social Responsibility: Influence of values and empathy on self-attribution of socially responsible behaviors

La formación de profesionales socialmente responsables en la universidad se ha convertido en una misión reconocida por la UNESCO. El artículo realiza una revisión del estudio de la responsabilidad social universitaria desde la psicología, y desarrolla una propuesta novedosa de análisis para evaluar la incidencia de la educación superior en adquirir comportamientos de responsabilidad social, basada en un análisis de ecuaciones estructurales de múltiples indicadores y múltiples causas. Con base en un muestreo no probabilístico accidental y un diseño de investigación de encuesta de carácter transversal, se administraron tres escalas: de valores humanos, de empatía multidimensional y de autoatribución de comportamientos socialmente responsables a 860 estudiantes de universidades iberoamericanas. Resultados: los universitarios muestran gran frecuencia de comportamientos socialmente responsables pero no una intencionalidad más prosocial de los mismos. En relación con la frecuencia de los comportamientos socialmente responsables influyen las dimensiones de valor conservación y apertura al cambio, junto con las subescalas de empatía, toma de perspectiva y malestar personal. Respecto a la intencionalidad, las variables que contribuyen a la autoatribución de comportamientos socialmente responsables son las dimensiones de valor conservación y autotrascendencia, junto con las subescalas de empatía y fantasía. Conclusión: esta investigación aporta conocimientos acerca de las variables psicológicas que incidirían en ser socialmente responsable y permite, de esta forma, atender desde la universidad el impacto de la formación de profesionales cualificados y con alta consideración a su deber con la sociedad.

Training socially responsible professionals at university level has become a UNESCO recognized mission. This paper reviews the study of Academic Social Responsibility from the Psychology standpoint, and develops a novel analysis approach for assessing the impact of higher education in acquiring social responsibility behaviors, based on a MIMIC analysis. Three scales were administered, based on an accidental non-probabilistic sampling and a transversal survey research: human values, multidimensional empathy and self-attribution of socially responsible behaviors. The sample included 860 students from Ibero-American Universities. The results show that university students display a high frequency of socially responsible behaviors but not a more prosocial intentionality in these behaviors. As regards frequency scale of socially responsible behavior, influence is evident of value dimensions, such as conservation and openness to change with the subscales of empathy perspective taking and personal distress. Regarding the intentionality scale, the variables that contribute to the self-attribution of socially responsible behavior are value dimensions: conservation and self-transcendence, along with the subscales of empathy appertaining to fantasy. Conclusion: This research provides information on the psychological variables that have implications for humans to be socially responsible, which will allow the University to respond to the impact of training qualified professionals with great respect to their duty in the society.

De la responsabilidad social en la sociedad de riesgo: más allá de la libertad de ser empresarios de sí mismos / Social responsability in the society of risk: farther freedom of themselves be entrepreneurs / A responsabilidade social na sociedade de risco: mais além da liberdade de ser empresários de si mesmos

La reproducción neoliberal de la forma-empresa hacia el ámbito de la intimidad del sujeto que se consagra como "empresario de sí mismo" en un espacio de riesgos, de acuerdo con Foucault, obedece a cambios impredecibles e intempestivos; a un "medio ambiente" de incertidumbres, donde cada quien se asegura a sí mismo un escenario de nuevas formas de calcular, programar o planear el ejercicio de su autonomía. Las grandes empresas eluden sus responsabilidades con los riesgos biotecnológicos y la responsabilidad social deviene como categoría apropiada al emprendimiento, la competitividad y el mercadeo que genera buena imagen corporativa para la perdurabilidad de las empresas. La biopolítica se asume como un concepto provisional que sirve de puente entre el modelo bélico de Nietzsche y otro modelo gubernamental, propiamente político; entre las tecnologías políticas de soberanía, disciplina y regulación, como formas preliberales de gubernamentalidad, para atender finalmente los estudios arqueológicos sobre la gubernamentalidad del neoliberalismo expandido como Capitalismo Mundial Integrado, otra manera más depurada de gobernar por "acción a distancia" con estrategias tecnológicas de autorresponsabilización individual desde el espacio o medio (milieu) que se convierte en un emplazamiento de intervención que busca modificar las determinaciones con el fin de conducir la conducta de los gobernados. De otro lado, para Bourdieu, la producción de bienes culturales en el medio reviste una forma particular de enclasamientos, se ejerce un efecto de imposición simbólica desde el gusto ya constituido culturalmente; el deseo implícito de los sujetos se ejerce como un mecanismo en los sistemas de los bienes ofrecidos en el mercado. Se reconoce así la dimensión reproductiva del deseo, en tanto que se dejan "circular" no tanto los flujos de mercancías, sino los flujos de deseos que impactan sobre los beneficios e intereses gubernamentales del Estado...

Neoliberal reproduction enterprise-way towards the field of privacy of the subject that is enshrined as “entrepreneur of himself” in an area of risk, according to Foucault, due to unpredictable and untimely changes, to an “environment” of uncertainties, where everyone is assured himself a stage for new forms of computing, program or plan to exercise their autonomy. Large enterprises shirk their responsibilities with biosafety risks and social responsibility becomes as appropriate category entrepreneurship, competitiveness and marketing that generates good corporate image for the sustainability of enterprises. Biopolitics is assumed as a provisional concept that bridges between the military model of Nietzsche and other governmental model, strictly political; among political technologies of sovereignty, discipline and regulation, as pre-liberal forms of governmentality, to finally meet archaeological studies about governmentality of neoliberalism expanded as integrated world capitalism, otherwise the most refined of rule by “action at a distance” self-responsibility with technology strategies individually from space or environment (milieu) that becomes a site of intervention seeking to modify the determinations In order to direct conduct of the governed. In addition to Bourdieu, cultural production in the middle is of a particular form of enclasamientos, it has an effect of symbolic imposition from taste and made culturally implicit desire of the subjects exercised as a mechanism in systems goods offered in the market. It recognizes the reproductive dimension of desire, while left “circular” not only goods flows, but also flows desires that impact on the benefits and interests of the state government...

Neoliberal reproduction enterprise-way towards the field of privacy of the subject that is enshrined as “entrepreneur of himself” in an area of risk, according to Foucault, due to unpredictable and untimely changes, to an “environment” of uncertainties, where everyone is assured himself a stage for new forms of computing, program or plan to exercise their autonomy. Large enterprises shirk their responsibilities with biosafety risks and social responsibility becomes as appropriate category entrepreneurship, competitiveness and marketing that generates good corporate image for the sustainability of enterprises. Biopolitics is assumed as a provisional concept that bridges between the military model of Nietzsche and other governmental model, strictly political; among political technologies of sovereignty, discipline and regulation, as pre-liberal forms of governmentality, to finally meet archaeological studies about governmentality of neoliberalism expanded as integrated world capitalism, otherwise the most refined of rule by “action at a distance” self-responsibility with technology strategies individually from space or environment (milieu) that becomes a site of intervention seeking to modify the determinations In order to direct conduct of the governed. In addition to Bourdieu, cultural production in the middle is of a particular form of enclasamientos, it has an effect of symbolic imposition from taste and made culturally implicit desire of the subjects exercised as a mechanism in systems goods offered in the market. It recognizes the reproductive dimension of desire, while left “circular” not only goods flows, but also flows desires that impact on the benefits and interests of the state government...

Alianza de universidades por la salud pública / Alliance of universities for public health

Introducción: La salud pública es el abordaje de los problemas de salud desde una perspectiva colectiva poblacional. Pensar, saber y hacer salud pública en Colombia implica lograr cambios en los órdenes político, económico y social, para la afectación de los determinantes de los procesos de salud y enfermedad en las dimensiones, proximales, intermedias y estructurales, que obliga a la interacción entre actores civiles e institucionales, con diferentes roles y responsabilidades. Objetivo: Contribuir al fortalecimiento de la formación y capacitación del talento humano, de pregrado y posgrado en salud pública, mediante alianzas estratégicas entre la Secretaría Distrital de Salud de Bogotá, unidades y organizaciones académicas, la OPS/ OMS y otros actores sociales del Distrito Capital. Método: Desarrollo de procesos solidarios y de cooperación técnica, en lo conceptual, operativo e instrumental, de lo que abarca la salud pública y la definición de los contenidos mínimos que debe contemplar un proceso de formación en este aspecto. Discusiones y encuentros académicos que han incluido directivos, docentes, estudiantes, aseguradoras y prestadoras de servicios de salud. Investigaciones del estado del arte de la salud pública en los procesos de formación de profesionales en pregrado y posgrado. Conclusión: la Alianza por la Salud Pública es una oportunidad para fortalecer la formación y prestación de servicios en salud pública, individuales y colectivos, en el marco de una política que se fundamenta en el derecho a la salud, la igualdad social y la participación.

Introduction: Public health is basically to address health problems from a collective population perspective. Thinking, knowing and doing public health in Colombia involves making political, economic and social changes, in order to influence the determinants of health and disease processes in their proximal, intermediate and structural dimensions, which leads to an interaction between civil and institutional actors with different roles and responsibility levels. Objective: To contribute to the strengthening of the training of human talent, both at undergraduate and raduate levels on public health by means of strategic alliances between the District Secretariat of Health of Bogotá, academic organizations and organizations, PAHO/ WHO and other social actors of the District Capital. Method: Development of solidarity and technical cooperation processes, taking into account conceptual, operational and instrumentation aspects dealing with public health and the definition of the minimum contents which must be included by a training process in this regard. There were discussions and meetings which have included directors, scholars, teachers, students, insurance companies and health care service providers, as well as research about the state-of-the-art of public health in the training of professionals atndergraduate and graduate levels. Conclusion: The Alliance for Public Health is an opportunity to strengthen the training and provision of public health services, both individual and collective, as part of a policy based on the rights to have health care service, social equality and participation.