Una experiencia de formación cara a cara. Los estudiantes de Física y sus visiones acerca de la autoridad.
Fecha
2011
Autores
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Editor
Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Investigaciones En Ciencias de la Educación
Resumen
Descripción
Este artículo propone explorar las visiones de estudiantes universitarios sobre la
autoridad de los profesores, como cuestión problemática en la escena pedagógica contemporánea. Específicamente, se recuperan avances de una investigación
centrada en el análisis de relatos de estudiantes próximos a culminar sus estudios
universitarios y jóvenes recientemente egresados de la Licenciatura en Física de la
Universidad Nacional de Rosario. Para ello se realizará, en primer lugar, un breve
desarrollo del concepto de autoridad desde el punto de vista teórico, profundizando
en algunas particularidades de la institución universitaria como espacio en el que
las relaciones asimétricas entre profesores y estudiantes están signadas básicamente
por la relación con el conocimiento y las responsabilidades institucionales diferenciales. En segundo lugar, se explorarán los rasgos identificados por los estudiantes
en aquellos profesores de la carrera reconocidos como autoridades. Por último,
atendiendo a la reciente inserción de los jóvenes graduados en equipos de investigación, se recuperarán sus visiones sobre la autoridad de los directores. Planteamos
como hipótesis que en los relatos de los estudiantes se identifican tanto expresiones de deslegitimación de los vínculos asentados en diferencias jerárquicas, como
modos de reconocimiento de la autoridad en los que predominan características
vinculadas al compromiso con el conocimiento y su transmisión, al saber hacer y
el saber orientar y a la personalidad de profesores y directores.
This article aims to explore the views of university students on the authority of teachers, as a problematic area at pedagogic contemporary scene. Specifically, it regains progress of an investigation focused on the analysis of accounts of university students about to complete their studies and young recently graduated in Physics in the National University of Rosario. This will involve, in the first place, a brief development of the concept of the authority from the theoretical standpoint, deeply considering the peculiarity of university institution, as an area in which the asymmetric relations between teachers and students are marked primarily by the relationship with knowledge and institutional responsibilities differentials. In the second place, we will explore the features identified by students in those teachers recognized as authorities. Finally, following the recent integration of young graduates in research teams, their views on the authority of the directors will be regained. We state as a hypothesis that into the accounts of students are identified as expressions of delegitimization of links settled in hierarchical differences, as modes of recognition of the authority in which the predominant factors are relating with the commitment to knowledge and its transference, the expertise and direct knowledge and personality of teachers and directors.
This article aims to explore the views of university students on the authority of teachers, as a problematic area at pedagogic contemporary scene. Specifically, it regains progress of an investigation focused on the analysis of accounts of university students about to complete their studies and young recently graduated in Physics in the National University of Rosario. This will involve, in the first place, a brief development of the concept of the authority from the theoretical standpoint, deeply considering the peculiarity of university institution, as an area in which the asymmetric relations between teachers and students are marked primarily by the relationship with knowledge and institutional responsibilities differentials. In the second place, we will explore the features identified by students in those teachers recognized as authorities. Finally, following the recent integration of young graduates in research teams, their views on the authority of the directors will be regained. We state as a hypothesis that into the accounts of students are identified as expressions of delegitimization of links settled in hierarchical differences, as modes of recognition of the authority in which the predominant factors are relating with the commitment to knowledge and its transference, the expertise and direct knowledge and personality of teachers and directors.
Palabras clave
Universidad, Autoridad de los profesores, Estudiantes de Física, University, Teachers authority, Physics students