Aproximación teórica sobre gestión del conocimiento gerontológico - gerontagógico desde la formación continua en Educación Superior.

Theoretical Approximation about Gerontological and Gerontagogical Knowledge Management since the Continuous Formation in Higher Education.

PROFESSIONAL employee training; POPULATION aging; DEMOGRAPHIC change; HIGHER education; KNOWLEDGE management; VALUES (Ethics); GERIATRIC psychiatry

El presente artículo, aborda tendencias actuales relacionadas con los cambios demográficos y sus efectos significativos en el envejecimiento poblacional mundial, centrándose especialmente en el contexto de Cuba y Mayabeque. El objetivo es sistematizar los fundamentos teóricos y metodológicos de la gestión del conocimiento gerontológico y gerontagógico desde la formación continua en Educación Superior. El estudio identifica la creciente necesidad de aprendizajes en profesionales desde procesos formativos de pregrado y posgrado, donde adquieran conocimientos, habilidades y valores; fortalezcan competencias comunicativas en lo académico, investigativo y laboral e impacten como gestores sociales, logrando participación activa e inclusiva de los ciudadanos en las transformaciones sustentables inherentes en sociedad envejecida. Las contribuciones teórico-metodológicas de este estudio representan novedad científica y una aproximación actualizada en la concepción de la gestión del conocimiento declarada. La investigación destaca su relevancia y sugiere idoneidad para futuros estudios, enfocándose en su actualidad; pertinencia; y factibilidad para investigaciones posteriores. [ABSTRACT FROM AUTHOR]

This article approaches related current tendencies with the demographic changes and their significant effects in the population worldwide aging, with a particular focus about the context of Cuba and Mayabeque. The purpose of this research is to systematize the theoretical and methodological foundations of gerontological and Gerontagogical knowledge management through continuous education in Higher Education. The study identifies the growing need for learning among professionals throughout their educational processes, both at the undergraduate and postgraduate levels, with the aim of acquiring knowledge, skills, and values that enhance communicative competencies in academic, research, and professional contexts. This, in turn, enables professionals to make an impactful intervention as social actors, facilitating the active and inclusive participation of all citizens in the sustainable transformations and demands inherent in aged society. The theoretical and methodological contributions of this study represent a scientific novelty and an updated approach to the conception of gerontological and gerontagogical knowledge management declared. The research underscores the importance of this topic and suggests its suitability for future studies, emphasizing its currency, relevance, and feasibility for further research. [ABSTRACT FROM AUTHOR]

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