Epistemological structural changes are required in universities in terms of use and value of knowledge to train new researchers. The essay on the didactics of research training processes is developed, according to a support of epistemological approaches, such as those exposed by Miguel Chajín and José Padrón with his Dialogic Dialectics, as well as William James, Immanuel Kant and John Dewey in Pragmatism. Structuralism and positivism in development are described as a complement to the model at the Federico Villarreal National University (FVNU). The didactic approach of investigative training processes is supported by methodological strategies proposed as material and communication tools: forums, workshops, dialogues, through the application of Project Based Learning (PBL). From these methodological perspectives, epistemological and dialogic teaching processes result through the quadrilateral, which the teacher must master and instrumentalize in the development of competences for the students' investigative and professional training.

Keywords: Didactics; Research Training Processes; FVNU

During the last decades, the university in Peru has modified its curricular plans according to the emergence of new paradigms in the economic and scientific field for a globalized world; moreover, because it does not have specialized cadres to respond to this challenge. They must know and master the didactics, the process and the strategy required by the university to train qualified researchers under the development of the dialogic and pragmatic approach to develop new knowledge. De Pinotti (1997) states about knowledge, "when a strong difference is established between what is perceived through the senses and what we can get to know through reasoning called "forms" or "ideas" and combined with a proper language (dialectical method), they form the basis of scientific knowledge".

In the 1990s, the concept of "knowledge society" was adopted in university education, which seeks to innovate in formative education, in order to promote basic and applied research. There should be a permanent communication between the company, society, state, and university in the productive and social chain. Develop and implement in the educational process through materials, activities and multidisciplinary projects and turn the creation and transfer of knowledge into a tool for society (Fandiño, 2011); however, it is required to complement a comprehensive training of the student with the knowledge of processes and strategies to reason, think, dialogue and experiment on reality in a freeway according to their respective specialties.

Accordingly, the student with his innate experience of the facts and phenomena observed, by understanding the reality that surrounds him and the permanent communication in his environment with society, tends to increase his knowledge being of benefit to achieve his objectives and develop his proposed capabilities during his learning. From this point of view, many times there is not enough knowledge to teach how to do research and much less to have adequate didactics in research to train researchers. The main objective of university work, which is understood here as the one whose object is dialogue, experience, training processes, specifically teaching and learning, and the other curricular processes of the teaching function. As is evident, dialogical didactics in research can transcend its purely practical and applied purpose. In order to become a systematic study of the pedagogical educational fact, oriented to help teachers, to improve the quality of teaching the student to optimize the learning processes to investigate.

In this sense, do the didactic processes allow for research training at the Federico Villarreal National University? Didactics has an instrumental purpose, but not negligible; since the quality of teaching is a key factor for the promotion and retention of the student to generate a demanding and formative academic environment. The purpose of research didactics carries a primary value to have a theoretical-practical support in didactic strategies in the training of researchers at FVNU as a new and applied learning for the benefit of the company and society. In addition, it allows the teacher to make the student discover new knowledge through the development of research projects.

Theoretical framework

University training under a didactic model in the researcher training processes with a critical, flexible and dialogic approach; effectively develops the competencies established in the graduate's profile. For Piaget (2013), intellectual development is a process of restructuring knowledge, which begins with an external change, creating a conflict or imbalance in the person, which modifies the existing structure, elaborating new ideas or schemes as the human develops.

Research training

University research training, according to Padrón (2002), "is a cohesive collective process of searching for new knowledge, a process characterized by the creativity of transmitting experience and knowledge in the practice of the act, by the innovation of ideas, by the rigorous methods used and by the validation and critical judgment of peers". Teaching should be based on the needs of the students in order not to have limitations when it comes to the theoretical basis of the relevance and pertinence of the problem to be presented. We should not only look at the methodology to teach in the training of researchers; but we must follow the logical rules that experience gives us and present strategies adapted to provide the empirical evidence necessary for the execution of the research project looking for the errors or shortcomings of what we want to solve.

Guerrero (2007) defines "research training as a set of actions aimed at favoring the appropriation and development of the necessary knowledge, skills and attitudes. So that students and teachers can successfully perform productive activities associated with scientific research, technological development, and innovation, either in the academic or productive sector" (p.1). Having this definition, we can understand that through the years it has been taught following a traditional theoretical pattern using a somewhat orthodox methodology so that students can understand how to solve a problem, starting with an idea, then the purpose of the topic and the target population. Applying the experience in the field of the teacher's specialty, what is researchable is the kind of facts that can be experienced, that can be analyzed from one's own intimate consciousness. This means that, in general terms, the research work is a resultant of the contextual conditions already explained and that, in turn, in more specific terms, it is also a resultant of certain accommodations or internal relationships among its own constituent elements (Padrón, 2001, p.12).

Pragmatism - Experience

Pragmatism, as a new current, appeared in North America, whose first representatives were Charles S. Peirce, William James and John Dewey. In this way, James was the first to coin the term "pragmatism".

Gonzalez (2011) states:

That there is a single material in the world of which everything is composed and which he calls pure experience. According to this, knowledge can be explained as a relation between different parts of that single experience in which one of the terms of knowledge plays the role of object and another of subject. The cognitive relation itself would also be part of pure experience. This new way of conceiving knowledge does not take up a definitive reality in the style of traditional metaphysical realism. James introduces by placing knowledge before being, subordinates the configuration of reality to the concrete interests of the knower (p. 16).

The result is that our experiences of reality can be manipulated according to the focus to which we direct it according to our specialty. Nothing prevents us from supposing an object to which both minds refer; but, of course, nothing prevents our particular experiences from differing either, for inasmuch as they are transitory, they have not arrived at the ultimate truth about the object and are subject to possible variations determined by further experiences (Fernandez, 2019, p.5).

Methodological approach

The university is committed to the permanent improvement of the quality of its educational offerings to contribute to the development of Peruvian society, where the objective has been maintained: to train its members so that it can contribute to the development of its countries and the improvement of the quality of life of its inhabitants.

Congress of the Republic (2014) states:

This makes it possible to question education and its teaching and learning process, forcing institutions, teachers and students to evaluate themselves more objectively in relation to the training processes they are undertaking, beyond content and grade reports.

We teachers know that knowledge is available in a variety of physical sources -online; therefore, we are committed to adapt education to this digital era so that our students clearly perceive the value of the contents offered to them and the skills they will incorporate in their integral formative process. In this sense, we have to adapt education to the uses and customs of the 21st century because we need to train thinking, critical, decisive, technological and research professionals with the ability to learn how to learn and with professional skills adapted to today's needs.

Education contributes to the country's development with graduates who are innovative, enterprising, and open to dialogue (Chajín, 2009). It is intended to be done by addressing what today constitutes generating a dynamic of research, didactic-pedagogical training processes with the positioning of rationalism, constructivism, and pragmatism. This theory, initiated by W. James and later continued by J. Dewey and other authors of the pragmatist movement, affirms that ideas or concepts are gnoseological instruments that, as paths or gulas, allow us an efficient, easy, and adequate transit between experiences.

In this way, Pragmatism is an epistemology that makes Experience its ultimate foundation, emphasizing that it constitutes the origin and the limit of human knowledge. Gonzalez (2011) "knowledge, whenever we take it in a concrete sense, means a certain 'walk' through intermediaries from a 'terminus a quo' to, or did, a 'terminus ad quem'.... They fall entirely within experience; we need not use, in their description, any categories except those we employ in describing other natural processes." There is no way to create new knowledge about a subject, whether to solve the small or large enigmas of our reality, if one does not have intuition and imagination, if one does not explore with an open mind the various paths that can lead to the answer (Sabino, 1992, p.2).

This creative disposition, which is truly indispensable, is of no use if it is not directed through a rigorous process of analysis, organization of the available material, ordering and criticism of the ideas; otherwise, we would not obtain scientific knowledge, but simple opinions of similar value to those that anyone can express without further reflection on a given subject. And it is at this point, where to do a scientific didactic work, we start from a context of the investigative formation with which the investigative competences are favored through didactic strategies by means of the transmission of experience and knowledge to the engineering students according to the following methodological strategies:

Didactic strategy for research training processes

Eco-formative

Referred to the nature of the individual as a manager of his ideas interrelated with his habitat to constitute a learning process in his beginnings to discover facts or phenomena of his reality (natural and social science).

Humanist

The characterization of learning that the teacher leads to integrally form people as such, to turn learners into useful members for themselves and for the other members of the Society (Logical-social reasoning).

Dialoguing
The participation of teachers has to be of permanent communication with the student and in a reciprocal way through participative understanding (Didactic Dialogic).

Innovative

The teacher must let the student's ideas flow on their own and without restrictions, making a continuous follow-up to direct or better direct their ideas.

Critical

The teacher's action will be directed to the critical intellect, expressed as a formal opinion, founded and reasoned, necessarily analytical, with the connotation of a sentence when a truth is established before a subject or object usually concrete, but that can be directed towards the abstract (Metaphysics).

Logical - methodological

The teaching of the teacher as a promoter in the management of the empirical and theoretical structures typical of research. It is impossible to do research without a way of doing or how to do it, so methodology is to research what theory is to an object of study or disciplinary field and method is to epistemology. If one of the ingredients is removed, there is no science (Chajín, 2009).

Experience - reality

To be interested in facilitating and accompanying the student in his work of building his knowledge, training his skills (professional, social and affective) and developing his attitudes (values and preferences); prioritizing his autonomy, maturity and his life project, in a pragmatic way. According to James, where his doctrine is the capacity that the so-called true ideas have to guide us in an effective and satisfactory way through experience, which makes possible, in turn, a better performance and, therefore, adaptation to reality.

University training under an educational model with a focus on professional competencies requires a university pedagogical model that is coherent with the educational model and that effectively develops the competencies established in the graduate's profile.

Figure 1. Basis of the new Didactic Strategy for Research Training Processes 

This university pedagogical model complements the FVNU educational model and is characterized by:

1. Being student-centered.
2. Being focused on the development of the competencies of the established profile.
3. Be interested in facilitating and accompanying students in their work of building their knowledge (undergraduate and graduate), training their skills (professional, social and affective) and developing their attitudes (values and preferences), prioritizing their autonomy, maturity and life project.
4. Create and use critical and collaborative learning conditions, as well as individual and teacher-independent conditions.
5. Use multiple didactic and dialogic strategies that are pertinent to the learning to be developed, prioritizing those that produce experiential learning.
6. Use appropriate real-time technologies to make learning more effective.
7. Evaluate students' achievement and performance, as well as their knowledge, skills and attitudes in all and during class sessions, with relevant evaluation instruments for each learning process, mainly through forums and workshops.

In order to master this model, it is necessary to understand and properly use the basic and central concepts: pedagogical quadrilateral, experience, pedagogical interaction and feedback; they are the main pedagogical tools that the teacher must know, understand, apply, evaluate, improve and master for research training.

Basic concepts

Dialogic pedagogical quadrilateral

This didactic model of university pedagogical research training processes assumes that the research training processes of experience, teaching, learning, and evaluation are integrated and work as a whole. They must be carried out permanently, always and influence each other.

In order to achieve the objectives of the learning experience, teachers' teaching modes and strategies must be adjusted, while teachers must consider the characteristics of how their students learn. Likewise, evaluation must consider the ways in which the teacher taught and the ways in which the students learned, as well as the nature of the objectives of the learning experience established.

The objectives of the evaluation are:

1. To facilitate the student's adjustment of his learning to the new information technologies, in order to make it effective in situ.
2. Facilitate the teacher during the teaching-learning process with new information technologies, the identification of their teaching mistakes and successes in order to accept them and adjust them to the characteristics of their students.
3. To facilitate to the education administrators in the use of new information technologies the identification of the mistakes and successes of the teaching, learning and evaluation system; in order to establish corrections and continuous improvements.
4. To locate the level of development of the student's dialogic learning, grading according to established objective criteria.
5. To locate the level of comprehensive and critical development of the teacher's teaching, grading according to established objective criteria.
6. To locate the level of effectiveness of the teaching, learning and evaluation process, grading according to established objective criteria.

Figure 2. Main quatriad as the basis of the new Pedagogical Model of the Curriculum.

The Didactic Model of Pedagogical Research Training that the teacher must master and use for the development of competencies for the research and professional training of their students.

1. Dialogic pedagogical interaction

The scenario in which learning occurs and in which several learning processes are integrated is the dialogical pedagogical interaction.
Dialogical pedagogical interaction occurs when a student interacts with him/herself, with the teacher, with other students, with other teachers; with all kinds of information, with objects, people, environments, social situations, concepts and any event. Its sole purpose is to achieve an educational objective, consciously, technically, and explicitly established in a pedagogical document by a person trained in the role of teacher. This teacher may interact directly with students or mediate between them and situations, concepts or materials. This person may preferably be the teacher but may also be a partner.

The students must have the purpose of achieving the educational objective established. This educational purpose may be to obtain information, develop skills, attitudes, competencies and the like.

In order to promote effective dialogical pedagogical interactions, the teacher must develop advanced social skills; such as empathy, pedagogical feedback, emotional control, disciplined execution of plans; among others, as well as establish spaces and periods to get to know the students inside and outside the classroom, in person and virtually.

c. Feedback

A very frequent characteristic among undergraduate and graduate students is the need to know what teachers think of them and their performance because they want to be better and learn what is established in the syllabus. Therefore, it is important to develop a very important didactic skill in pedagogical research training: feedback according to their experiential realities.

Pedagogical feedback is the interaction in which the teacher lets the student know some characteristic about him or his performance with the purpose that he readjusts his behavior to achieve the established objective according to his circulating reality.

The teacher also uses it so that the student knows his successes, his potentialities, his limitations and allows him to reflect on his mistakes and establish new learning strategies.

The teacher can provide the student with the required information, by different means, using different materials at different times, in person or virtually, the important thing is that the information must be clear and sufficient; while the way of providing the information must be positive and challenging.

It is proven that didactics in research is not a fixed or predetermined path and even less a recipe book of actions to be followed as a routine. Teaching and learning to do research is not acquired through a process of readings or transmission of videos or internet; it is developed thanks to academic quality, autonomy, pluralism, tolerance, intercultural dialogue, experience, criticism, rigorous analysis, overcoming mistakes and discussion. That is why the teaching and learning process must be constant, tutored by the professor-researcher and in an objective way; because with this we try to obtain a knowledge that agrees with the reality of the object, that describes or explains it as it is and not as others would like the researcher to be. 

The Peruvian university and the Federico Villarreal National University have managed to update their educational model according to the legal norms given by the Ministry of Education, which allows them to be in an alternative situation at a national and international level to provide teaching and learning of educational quality and to be among the first ranked universities of the university educational system. However, the pandemic situation has not allowed it to be complemented with a didactic model of research training processes, which allows it to have teachers who know the processes to be followed in teaching-learning for research training.

The universities have a vice-rectorate for research which, among its functions, includes the elaboration and execution of the plan for the promotion of research and internationalization, improvement of the competence and positioning of the university to contribute to society and the technological advancement of the country. However, so far, they have not been able to have research teachers, they lack research knowledge, they do not carry out research and they do not manage to transmit their experiences to the students.

According to Dr. Miguel Chajín and José Padrón, on the Dialogic Didactics there is a proposal for a didactic model approach of investigative training processes, based on the theories and epistemological approaches proposed by William James, Immanuel Kant and John Dewey, pragmatism; as well as structuralism and positivism among others in the development of the model.

Some strategic processes have been determined as: Eco-formative, Humanist, Innovative, Logical-methodological, Experience-reality and as a didactic-pedagogical proposal, practical experience, teaching, learning and Evaluation in the proposal of the model with a methodology that allows teachers to transmit their experiences as a researcher and teach more successfully to students, which will ensure a more comprehensive and human formation at FVNU.

It is necessary and sometimes disturbing to modify the curricular plans every time a new paradigm or research model is announced, but what should remain permanent is the didactics used to acquire scientific knowledge and the way of investigating events. Therefore, no one should be discouraged or demotivated if at the end of this essay, it is not possible to understand the process of teaching how to investigate, according to the experience in the university, it is only the beginning; since, only by investigating, one learns how to investigate.