This investigation has as an objective the establishment of a socio-educative syllabus for the sociological, psychological, and pedagogical permanent teleformation of teachers. It responds to the problem: insufficiencies that the teachers from the meso-universities (a revolutionary pedagogy whereby there is a representation of the university in all the boroughs of the province) in the boroughs in Las Tunas province manifest in the development of tasks as teachers in correspondence to the pedagogical model of universalizing the higher education, this affects the work they do. From practice point of view, it is offered a socio-educative syllabus, for permanent teleformation of teachers form the meso-universities according to the pedagogical model, which articulates the modalities of distance and week postgraduate education though the negotiation of knowledge and the usage of ICT. This model is based on the relations of structuring, constructing, collaborating, and feedback that are established among the components: guidance-teacher and virtual context for pedagogical teleformation; this will allow the active and responsible participation of the students in the construction of the content and in the formation of a curriculum in accordance to their needs, interests, and potentialities.