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

J.R. Ó, H. Cabeleira

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.

Palabras clave

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

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