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El presente articulo muestra un acercamiento a la autoformacion como una via de superacion de los docentes en la Educacion Preuniversitaria. Los autores proponen aspectos esenciales que posibilitan que el profesor dirija su autopreparacion a partir de un trabajo metodologico individual y personologico, basado en sus necesidades pedagogicas y el constante reanalisis de la informacion acerca de los modos de actuar, los procedimientos, motivaciones y conceptualizaciones sobre su labor profesional, que genera procesos de busqueda y transformaciones, a partir de la propia experiencia y la ajena, que recodifica, reorganiza y sistematiza su experiencia de trabajo hacia estadios superiores de desarrollo conscientemente determinados. ABSTRACT This article shows an approximation to the self-formation process as a way to upgrade teachers in senior high. The author proposes a valuation about the essential aspects to take into account so that this process makes possible that teachers guide their self-preparation towards the teaching functions, upon the basis their own pedagogical necessities. The self-formation process will favor the constant reanalysis of the information about students acting ways, procedures, motivations and conceptualizations related to the pedagogical labor in order to bring forth necessary transformations through retrospective experiences, collaboration and interactions which will permit encode, re-organize, and systematize all the system of work toward higher studies at college.  KEY WORDS: Self-formation, methological work, students acting ways, selfpreparation.

LA AUTOFORMACIÓN COMO PROCESO DE SUPERACIÓN A PARTIR DEL TRABAJO METODOLÓGICO EN LA EDUCACIÓN PREUNIVERSITARIA