Hacia una pedagogía de los estudios avanzados en la Universidad: la producción de una escritura académica inventiva en las Ciências Sociales, Artes y Humanidades

Autores/as

  • J.R. Ó University of Lisbon
  • H. Cabeleira University of Lisbon

DOI:

https://doi.org/10.4995/redu.2015.6456

Palabras clave:

Pedagogía, formación avanzada, educación superior, escritura académica, investigación artística, universidad

Resumen

Este artículo intenta contribuir a una discusión, por hacer en Portugal (así como en otros países europeos) – necesariamente teórica y práctica, pero en última instancia pedagógica – por la comprensión de las vias reflexivas a través de las cuales sería efectivamente posible “cambiar el paradigma de enseñanza” por la “transición de un sistema basado en la idea de la transmisión de conocimientos” mediante una escritura mimética, “para un sistema basado en el desarrollo de competencias” de escritura inventiva  a nivel de la formación de posgrado. Esta fue la terminología utilizada por el Gobierno Portugués cuando, en 2006, implantó el Proceso de Bolonia y definió “la calificación de los portugueses en el espacio europeo” como “uno de los objetivos esenciales de la política para la enseñanza superior”. Nuestra atención se concentra en los discursos producidos alrededor del tercer ciclo universitario (para obtener el grado de doctor), y en argumentos teóricos y empíricos para avanzar en la defensa de un modelo de escritura académica inventiva en sus articulaciones potenciales con “la componente experimental y de proyecto” (MCTES, 2006). Enfatizamos la escritura de posgrado porque es en este ciclo de estudios que hay “esencialmente un aprendizaje orientado a la práctica de investigación de alto nivel”. Centraremos nuestra (auto)reflexión alrededor de los procesos de escritura académica en las ciencias sociales y humanidades, identificando algunos aportes y desafíos de la investigación en las artes como un caso paradigmático de cómo se puede escribir una “tesis original” (MCTES, 2009). Subrayaremos prácticas creativas específicas del artista-investigador.

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Biografía del autor/a

J.R. Ó, University of Lisbon

Associate Professor at the University of Lisbon’s Institut of Education and guest Professor at the University of São Paulo-Brazil, where he has mainly taught in the areas of history of education, cultural history and discourse theory. His writings have included studies in political and cultural history, with particular emphasis given to the Estado Novo period in Portugal (1933-1974), as well as history of Portuguese education and pedagogy, analyzed over a longer time span (19th-20th centuries). Editor of Sisyphus: Joyrnal of Education.

H. Cabeleira, University of Lisbon

Post-doctoral research fellow, Unit for Research and Development in Education and Training, Institute of Education, University of Lisbon (UIDEF/IE/UL), Portugal; Ph.D in History of Education, Institute of Education, University of Lisbon (2013), Master in Artistic Education, Faculty of Fine Arts, University of Lisbon (2007); Bachelor in Fine Arts (Sculpture), Faculty of Fine Arts, University of Oporto (2002). Since 2005, she has collaborated in research projects in the fields of Sciences of Education, History of Education and Art Education. Main areas of specialization/ research interests: plastic arts, history of art education and pedagogy, history of the university and student culture in Portugal (XIX-XX centuries), artistic research education, arts-based educational research, archival research, visual cultures and methodologies.

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Publicado

28-03-2015