Algunas representaciones docentes acerca de la sostenibilidad en las currículas de grado en Ciencias Económicas
Fecha
2018-12-11
Autores
Ledesma, Alicia Beatriz
Cavallo, Marcela Analía
Facco, Silvina María del Luján
Díaz, Liliana Patricia
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Resumen
El rol de las universidades en este siglo XXI impone, en todas las carreras impartidas y particu-larmente en las de ciencias económicas, repensar las consecuencias de las asimetrías entre economía y ética en la conducción de las organizaciones. En este contexto, las modalidades de incorporación del tema Responsabilidad Social Empresarial en los planes de estudio de carreras de grado han sido extensamente estudiadas por este equipo de investigación en los últimos años, con hallazgos que dan cuenta de una inclusión curricular que parece no haber logrado sustanciarse completamente.
Es por ello que en este trabajo se plantean nuevos interrogantes referidos a las motivaciones de los docentes y las instituciones para incluir estos contenidos partiendo de la hipótesis de que las nociones sobre el paradigma de la sostenibilidad y otros aspectos vinculados al tema pudieran estar influenciando en la efectiva incorporación del tema en las currículas.
Los resultados presentados permiten inferir, como hallazgo destacado, que la gran mayoría de los docentes adhiere a la incorporación del tema de la sostenibilidad en las currículas de grado en las carreras que se dictan en la Facultad de Ciencias Económicas y Estadística (UNR) dando cuenta de su capacidad para percibir la importancia de este contenido en sintonía con el interés de muchos otros universitarios en otros lugares del mundo.
Si bien se han podido detectar en las respuestas de los docentes interrogados algunas inconsis-tencias entre representaciones de sostenibilidad y pensamientos acerca de algunos supuestos subyacentes a la misma, también se puede vislumbrar la necesidad de generar estrategias que acerquen a docentes interesados a la visión de sostenibilidad. En definitiva, se destaca princi-palmente el hallazgo de proponer acciones ligadas a la noción de sostenibilidad que apuntan a diferentes públicos de interés, entre ellos los estudiantes, el medio ambiente ecológico y la co-munidad toda.
The role of the universities in this 21st century imposes, in all the careers imparted and the eco-nomic sciences in particular, to rethink the consequences of the asymmetries between econom-ics and ethics in the management of organizations. In this context, the ways the Corporate Social Responsibility topic can be included in the undergraduate curricula, have been extensively stud-ied by this research team in recent years, with findings that account for a curricular inclusion that seems not to have been able to fully substantiate himself. That is why in this paper new questions are raised regarding the motivations of teachers and in-stitutions to include these contents based on the hypothesis that notions about the paradigm of sustainability and other aspects related to the topic could be influencing the effective incorpora-tion of the subject in the curricula. The results presented allow us to infer, as a remarkable finding, that the great majority of teach-ers adhere to the incorporation of the topic of sustainability in the degree curricula in the courses taught at the Faculty of Economic Sciences and Statistics (UNR). of his ability to perceive the importance of this content in tune with the interest of many other university students in other parts of the world. While some of the inconsistencies between sustainability representations and thoughts about some underlying assumptions have been detected in the responses of the teachers questioned, the need to generate strategies that bring interested teachers to the vision of sustainability can also be discerned. In short, the finding of proposing actions linked to the notion of sustainability that point to different public of interest, among them the students, the ecological environment and the whole communi-ty, stands out.
The role of the universities in this 21st century imposes, in all the careers imparted and the eco-nomic sciences in particular, to rethink the consequences of the asymmetries between econom-ics and ethics in the management of organizations. In this context, the ways the Corporate Social Responsibility topic can be included in the undergraduate curricula, have been extensively stud-ied by this research team in recent years, with findings that account for a curricular inclusion that seems not to have been able to fully substantiate himself. That is why in this paper new questions are raised regarding the motivations of teachers and in-stitutions to include these contents based on the hypothesis that notions about the paradigm of sustainability and other aspects related to the topic could be influencing the effective incorpora-tion of the subject in the curricula. The results presented allow us to infer, as a remarkable finding, that the great majority of teach-ers adhere to the incorporation of the topic of sustainability in the degree curricula in the courses taught at the Faculty of Economic Sciences and Statistics (UNR). of his ability to perceive the importance of this content in tune with the interest of many other university students in other parts of the world. While some of the inconsistencies between sustainability representations and thoughts about some underlying assumptions have been detected in the responses of the teachers questioned, the need to generate strategies that bring interested teachers to the vision of sustainability can also be discerned. In short, the finding of proposing actions linked to the notion of sustainability that point to different public of interest, among them the students, the ecological environment and the whole communi-ty, stands out.
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Palabras clave
Sostenibilidad, Currículas de grado, Ciencias Económicas, Sustainability, undergraduate curricula, Economic Science