INTEGRATION OF THE SALESIAN CHARISM INTO THE MICROCURRICULAR LEVEL OF TECHNICAL AND VOCATIONAL EDUCATION IN THE DOMINICAN REPUBLIC

Abstract

This article offers an in‑depth analysis of the integration—or limited incorporation—of the Salesian charism within the microcurricular level of technical and vocational education in three Dominican Republic institutions: Padre Bartolomé Vegh, Cristo Rey de Barahona, and the Instituto Politécnico de Santiago (IPISA). Using a qualitative interpretative approach, the study conducted a systematic documentary review of curricular plans, institutional guidelines, syllabi, pedagogical orientations, and records of academic and technical practices to determine how consistently the principles of the preventive system are embedded in technical training. Findings reveal a vibrant Salesian identity at relational and symbolic levels, particularly through educational closeness and community-building practices. However, this identity is scarcely systematized in formal microcurricular structures, where employability, operational competencies, and productivity demands predominate. This misalignment produces a fragmentation between technical training and the holistic formation central to Salesian pedagogy. The analysis highlights structural tensions, gaps in pedagogical articulation, and opportunities for innovation through the inclusion of socio-emotional learning outcomes, ethical criteria, pedagogical accompaniment strategies, and formative assessment mechanisms aligned with the preventive system. The study concludes that a contextualized microcurricular framework would enable a more balanced integration of technical skill‑building with the ethical, spiritual, and human development of young technicians, strengthening institutional coherence and reinforcing Salesian identity within technical and vocational education.