Teacher training: systematization of the work of Lesbia Cánova Fabelo from the science-technology-society perspective

Abstract

This article addresses teacher training in Cuba from the Science-Technology-Society (STS) perspective, centering on the pedagogical work of Dr. Lesbia Cánova Fabelo. The study is motivated by the need to recover and value the contributions of prominent 20th-century educators whose work has received little systematic analysis, despite its impact on the advancement of Cuban pedagogy. The general objective is to systematize the theoretical, methodological, and practical contributions of Dr. Lesbia Cánova Fabelo's work regarding educator training in Cuba, viewed through the STS lens. The methodological approach, based on qualitative and participatory research, combined interviews, surveys, workshops, and document analysis. The results reveal that Cánova Fabelo's work serves as an essential reference point for understanding Cuban pedagogy during the transition from the 20th to the 21st century—by articulating tradition, innovation, and social commitment—and offers insights for strengthening the educator's social role in building a more just and solidary society.