Observaciones a la actual configuración del proceso de trabajo docente en la Educación Superior.
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Los últimos quince años de trabajo en nuestra cátedra del Núcleo Antropológico
Educativo de la carrera de Ciencias de la Educación de la UNR, su relación con el plan
de estudios, y la responsabilidad sindical asumida primero como Secretario Gremial de
nuestra Asociación Gremial de Docentes e Investigadores de la UNR -COAD- (2005-
2007) y luego como Secretario General (2007-2009); motivó la necesidad de sistematizar
de manera aproximativa, un conjunto de aportes conceptuales construidos con la
perspectiva teórico-metodológica de un trabajo de campo de carácter etnográfico. La
meta del presente artículo es introducir a la identificación de algunos de los cambios
operados en el proceso de trabajo docente universitario a partir de nuevas regulaciones
producidas por el modelo neoliberal demandado por el Banco Mundial para la educación
superior, que han ido modificando la noción misma de trabajo docente, su organización
y la cultura académica, impactando en la subjetividad del docente universitario como
trabajador, en su triple condición de asalariado, profesional e intelectual desplegada
en el contexto de la mercantilización y enajenación del conocimiento.
The work for the last fifteen years in our chair of the Educational-Anthropological Nucleus of the Educational Sciences career at Universidad Nacional de Rosario (UNR), its relationship with the curriculum, and the trade union responsibility undertaken first as Union Secretary of our Trade Union of UNR Teachers and Researchers, COAD, (between 2005 and 2007), and then as General Secretary (between 2007 and 2009), prompted the need to systematize in an approximate way, a set of conceptual contributions built from the theoretical and methodological point of view of an ethnographic field work. This paper aims to provide an introduction into the identification of some of the changes taking place in the process of teaching work at University based on the new regulations introduced by the neoliberal model demanded by the World Bank for higher education that have been modifying the notion of teaching work” itself, its organization and the academic culture”, affecting the subjectivity of the university teacher as worker, in their triple condition of wage-earner, professional and intellectual displayed in the context of mercantilization and the alienation of knowledge.
The work for the last fifteen years in our chair of the Educational-Anthropological Nucleus of the Educational Sciences career at Universidad Nacional de Rosario (UNR), its relationship with the curriculum, and the trade union responsibility undertaken first as Union Secretary of our Trade Union of UNR Teachers and Researchers, COAD, (between 2005 and 2007), and then as General Secretary (between 2007 and 2009), prompted the need to systematize in an approximate way, a set of conceptual contributions built from the theoretical and methodological point of view of an ethnographic field work. This paper aims to provide an introduction into the identification of some of the changes taking place in the process of teaching work at University based on the new regulations introduced by the neoliberal model demanded by the World Bank for higher education that have been modifying the notion of teaching work” itself, its organization and the academic culture”, affecting the subjectivity of the university teacher as worker, in their triple condition of wage-earner, professional and intellectual displayed in the context of mercantilization and the alienation of knowledge.
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