Construyendo consensos sobre el perfil de los estudiantes ingresantes a medicina veterinaria de la Universidad Nacional del Litoral

The objective of this article is to socialize the teaching perceptions of the initial stage of future professionals training, about the characteristics that Veterinary Medicine career’s incoming students show. Historically, the curricular designs of veterinary sciences in Argentine universities have responded to a professional profile of the mid-twentieth century, developed on the basis of disciplinary fragmentation and for a student’s population whose culture was molded into a society which doesn’t exist today. The intervention logic turned out to be linear: the teacher gave the class and the student memorized. The approach methodology consisted of a qualitative analysis in relation to the teachers' point of view of the basic cycle of Veterinary Medicine about the real characteristics that they perceive in the students and those that they propose they should have. The discussion group technique (GD) was selected because it allows knowing the position of a certain social group in relation to a specific topic and accentuate the interaction between the participants in an established work environment. In conclusion, it is evident that the teacher perceives an ideal student (one who does not exist in the classroom but in their expectations), affirming non-existent cognitive attributes and abilities, giving classes to an image that comes from their perception, waiting for a student who should have sufficient capabilities to take on this training challenge. El objetivo del presente artículo es socializar las percepciones docentes de la etapa inicial de la formación de los futuros profesionales, acerca de las características que evidencian los estudiantes ingresantes a la carrera de Medicina Veterinaria. Históricamente, los diseños curriculares de las ciencias veterinarias en las universidades argentinas han respondido a un perfil profesional de mediados del siglo XX, elaborados sobre la base de la fragmentación disciplinar y orientados a una población de alumnos cuya cultura se moldeaba en una sociedad hoy inexistente. La lógica de intervención resultaba ser lineal donde el docente daba la clase y el alumno memorizaba. La metodología de abordaje consistió en un análisis cualitativo en relación con el punto de vista de los docentes del Ciclo Básico de Medicina Veterinaria sobre las características reales que perciben en los estudiantes y las que ellos proponen que deberían tener. Se seleccionó la técnica de grupos de discusión (GD) por cuanto permite conocer el p