Acceso usuarios
Julia Andrea Bernik
Una complejidad sustancial constituye a las prácticas de la enseñanza en la universidad: amalgaman procesos de constitución de los campos de conocimientos y procesos de transmisión de esos campos, a la vez que se desenvuelven en una institución a la que le ha sido dado el mandato fundacional de construir conocimientos, además de transmitirlos.Es una cuestión que, a los fines de un estudio, presenta la exigencia de vérselas con dos territorios de indagación relacionados, aunque diferentes: el campo científico y el académico, marcados ambos por profundas mutaciones. Desde estos puntos de partida, se configura el objeto de estudio de una tesis doctoral que procura ahondar en los (a veces) desapercibidos hilos que tejen las decisiones en torno a la enseñanza y advertir los itinerarios
A substantial complexity constitutes teaching practice at University: they amalgam the constitution processes of knowledge fields and transmission processes of those fields; at the same time they are managed in an institution that has been given the foundating mandate to form and transmit knowledge. That is, with the aim of a study, it presents the requirement of dealing with two related fields of investigation, very different between them: the scientific field and the academic one. Both marked by deep mutations. From these starting points, the object of study of a doctoral thesis configured and tries to delve into the (sometimes) unnoticed threads that weave the decisions around the teaching. Warn the itineraries of transformation of one knowledge field that becomes available in the frame of formation at public universities. The present work exposes to interchange, a group of considerations about the current teaching practices at University, exposed in the frame of the thesis and constructed in heated discussions with diverse theoretical framings, with teachers-investigators, with self bets and interrogations, and necessary dialogs that amplify the didactic analysis that support this study.
