This collective work collects the papers presented on August 3 and November 6, 2020 in the virtual conferences "A map of the Latin American university today", organized by the Regional Platform for University Integration (PRIU) of the Institute of Studies and Training of the National Federation of University Teachers of Argentina (CONADU) and the UNESCO University and Regional Integration Chair.
{"title":"Del Valle, D. (Comp.). (2020). La universidad latinoamericana hoy:A dos años de la CRES 2018 y frente a los desafíos de la pandemia.(Prólogo Y. Socolovsky). Buenos Aires: IEC-CONADU","authors":"J. Landinelli","doi":"10.29156/INTER.8.1.11","DOIUrl":"https://doi.org/10.29156/INTER.8.1.11","url":null,"abstract":"This collective work collects the papers presented on August 3 and November 6, 2020 in the virtual conferences \"A map of the Latin American university today\", organized by the Regional Platform for University Integration (PRIU) of the Institute of Studies and Training of the National Federation of University Teachers of Argentina (CONADU) and the UNESCO University and Regional Integration Chair.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"58 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74251537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virginia Rodés, Carolina Rodríguez Enríquez, Luciano Garófalo, M. Porta
Covid-19 pandemic sprang up a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes. The emergency situation challenged Universidad de la Republica (Udelar), which in turn designed and implemented remote teaching devices that allowed the continuity of higher education, minimizing academic impacts. Within this frame of action, the Virtual Learning Environments Program elaborated a Contingency Plan for teaching and learning, with an approach that considered pedagogy of care and critical digital pedagogy. One of the actions implemented was the Teacher Development Course “Teaching Online in Emergency Conditions”. The experience constitutes the first massive online open course in Udelar and it is one of the few of this sort in Uruguay. The article describes this innovative experience in teacher pedagogical development, presents the theoretical and methodological approach, the process and main decisions concerning the course design. Also, it describes main participation profiles and principal achievements of the experience, with the objective of identifying potential points of departure for teaching professional development initiatives based on the MOOC model. MOOCs are still at an initial stage; however, the proposal ended up being an enriching alternative to approach teacher professional development. This experience adds up empirical data, to a necessary accumulation that would in time, allow more generalizable appreciations.
{"title":"Formación docente en la emergencia: pedagogías del cuidado","authors":"Virginia Rodés, Carolina Rodríguez Enríquez, Luciano Garófalo, M. Porta","doi":"10.29156/INTER.8.1.6","DOIUrl":"https://doi.org/10.29156/INTER.8.1.6","url":null,"abstract":"Covid-19 pandemic sprang up a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes. The emergency situation challenged Universidad de la Republica (Udelar), which in turn designed and implemented remote teaching devices that allowed the continuity of higher education, minimizing academic impacts. Within this frame of action, the Virtual Learning Environments Program elaborated a Contingency Plan for teaching and learning, with an approach that considered pedagogy of care and critical digital pedagogy. One of the actions implemented was the Teacher Development Course “Teaching Online in Emergency Conditions”. The experience constitutes the first massive online open course in Udelar and it is one of the few of this sort in Uruguay. The article describes this innovative experience in teacher pedagogical development, presents the theoretical and methodological approach, the process and main decisions concerning the course design. Also, it describes main participation profiles and principal achievements of the experience, with the objective of identifying potential points of departure for teaching professional development initiatives based on the MOOC model. MOOCs are still at an initial stage; however, the proposal ended up being an enriching alternative to approach teacher professional development. This experience adds up empirical data, to a necessary accumulation that would in time, allow more generalizable appreciations.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"126 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79534439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Echeverriborda, Cecilia Espasandín, Natalia Mallada
In this article we present a teaching experience focused on guided reading and writing practices in a university course. We develop the fundamentals of the educational innovations implemented to guide reading and writing practices, we expose the instruments used and we introduce the student evaluations collected during the course in 2018. We conclude with some reflections on the strategy developed, its possibilities and its limits.
{"title":"Prácticas de lectura y escritura guiadas al inicio de los estudios universitarios","authors":"María Echeverriborda, Cecilia Espasandín, Natalia Mallada","doi":"10.29156/INTER.8.1.7","DOIUrl":"https://doi.org/10.29156/INTER.8.1.7","url":null,"abstract":"In this article we present a teaching experience focused on guided reading and writing practices in a university course. We develop the fundamentals of the educational innovations implemented to guide reading and writing practices, we expose the instruments used and we introduce the student evaluations collected during the course in 2018. We conclude with some reflections on the strategy developed, its possibilities and its limits.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"303 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77353906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Analía Rivero Borges, Camila Paleo, A. Reyes, Ana Vigna
{"title":"Educación universitaria en prisiones uruguayas","authors":"Analía Rivero Borges, Camila Paleo, A. Reyes, Ana Vigna","doi":"10.29156/INTER.8.1.10","DOIUrl":"https://doi.org/10.29156/INTER.8.1.10","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"8 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88548555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
y orientación estudiantil de la Universidad a una modalidad virtual, a la vez que se impulsan dos nuevas líneas: tutorías de apoyo al ingreso a distancia y un espacio de apoyo y contención psicológica virtual. Se sustenta en la concepción de responsabilidad institucional sostenida por el Programa, que considera que la institución es la responsable de generar las garantías para que todo aquel que esté en condiciones y así lo desee pueda desarrollar su trayectoria educativa completa.
{"title":"Estrategia de apoyo estudiantil en tiempos de pandemia","authors":"S. Duarte, Alejandro Bouzó, C. Santiviago","doi":"10.29156/INTER.8.1.5","DOIUrl":"https://doi.org/10.29156/INTER.8.1.5","url":null,"abstract":"y orientación estudiantil de la Universidad a una modalidad virtual, a la vez que se impulsan dos nuevas líneas: tutorías de apoyo al ingreso a distancia y un espacio de apoyo y contención psicológica virtual. Se sustenta en la concepción de responsabilidad institucional sostenida por el Programa, que considera que la institución es la responsable de generar las garantías para que todo aquel que esté en condiciones y así lo desee pueda desarrollar su trayectoria educativa completa.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"9 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75152769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When voices are heard about the dilemmas and challenges facing universities, they come mainly from politicians, managers, academics, businesspeople and representatives of civil society. But rarely experiences and opinions of students are made visible. In this article we set out to bring young students into the conversation, starting with the question: how do young university students situate themselves and think of themselves in an institution that, in general terms, does not take their needs and expectations into account? An institution that imagines them as consumers of knowledge and skills that, in many cases, acts as a seller of diplomas and that does not consider who they are, how they learn and how they approach their present future. To this end, after giving an account of what allows us to think about the current situation of the University, we cross-reference it with what the young people say in the meetings linked to the research project TRAY-AP.
{"title":"University dilemmas and challenges from the intersection of visions between teachers and students","authors":"Fernando Hernández-Hernández, J. M. S. Gil","doi":"10.29156/INTER.8.1.2","DOIUrl":"https://doi.org/10.29156/INTER.8.1.2","url":null,"abstract":"When voices are heard about the dilemmas and challenges facing universities, they come mainly from politicians, managers, academics, businesspeople and representatives of civil society. But rarely experiences and opinions of students are made visible. In this article we set out to bring young students into the conversation, starting with the question: how do young university students situate themselves and think of themselves in an institution that, in general terms, does not take their needs and expectations into account? An institution that imagines them as consumers of knowledge and skills that, in many cases, acts as a seller of diplomas and that does not consider who they are, how they learn and how they approach their present future. To this end, after giving an account of what allows us to think about the current situation of the University, we cross-reference it with what the young people say in the meetings linked to the research project TRAY-AP.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"42 1","pages":"3-12"},"PeriodicalIF":0.4,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88450556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. V. Arriagada, Walter Molina Chávez, Marcela Huenulao Arellano
The object of this work is to identify the different types of capital possessed by students of the 2019 cohort of Universidad Católica de Temuco who entered the university via the inclusive access program. The principal theoretical references are the works of Pierre Bourdieu on developed social and cultural capital; and Paulo Freire’s perspective of liberating popular education. The methodology used is a qualitative study with interpretative analysis of discourse. The results show that the students possess types of social and cultural capital which hinder their insertion in higher education and their social interaction, especially in a social-educational environment
这项工作的目的是确定2019年通过包容性准入计划进入universsidad Católica de Temuco大学的学生所拥有的不同类型的资本。主要的理论参考是皮埃尔·布迪厄关于发达社会文化资本的著作;以及保罗·弗莱雷解放大众教育的观点。使用的方法是质性研究和话语解释分析。结果表明，大学生所拥有的社会和文化资本类型阻碍了他们融入高等教育和社会交往，特别是在社会教育环境中
{"title":"Inclusive access to higher education in Chile: An analysis from the perspective of the social capital of vulnerable students","authors":"L. V. Arriagada, Walter Molina Chávez, Marcela Huenulao Arellano","doi":"10.29156/INTER.7.1.4","DOIUrl":"https://doi.org/10.29156/INTER.7.1.4","url":null,"abstract":"The object of this work is to identify the different types of capital possessed by students of the 2019 cohort of Universidad Católica de Temuco who entered the university via the inclusive access program. The principal theoretical references are the works of Pierre Bourdieu on developed social and cultural capital; and Paulo Freire’s perspective of liberating popular education. The methodology used is a qualitative study with interpretative analysis of discourse. The results show that the students possess types of social and cultural capital which hinder their insertion in higher education and their social interaction, especially in a social-educational environment","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46615789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The lockdown (locally known as ASPO: Social, Preventive and Compulsory Lockdown) that has been in place since March 2020 in Argentina led the institutions of higher education to start teaching in virtual modality in order to assure the implementation of the academic calendar. This situation has challenged us to revise the contents, teaching methodologies, communication with and between students and the digital tools used, among others changes.In this new scenario, the Chair of Educational Technology in the School of Humanities and Education of the Universidad Nacional de La Plata adjusted its approach to these new conditions mainly by using a virtual classroom and a videoconference system.In this article we analyze the tensions we have been experiencing during this year because of these new teaching conditions. These tensions have become opportunities since we were able to capitalize on our prior experience of working together: the reaffirmation of the teaching model centered on the student, the visibility of all pedagogical interventions, an increase in educational experiences using digital technologies, the irreducible tension between agents and tools (as expressed by Vigotsky), among others.First, we start this document with the description of the Educational Technology Chair, then we present the principal aspects of our teaching model in order for the readers to be able to identify the tensions and challenges in this situation.Last, we offer some preliminary ideas on the objectives achieved in the course during the first part of this year.
{"title":"#TecnoEduUNLP en tiempos de aislamiento: oportunidades y tensiones","authors":"Mauro Travieso, Alejandra Zangara, Micaela Massini, Manuela López, Milka Ivanoff.","doi":"10.2916/INTER.7.2.12","DOIUrl":"https://doi.org/10.2916/INTER.7.2.12","url":null,"abstract":"The lockdown (locally known as ASPO: Social, Preventive and Compulsory Lockdown) that has been in place since March 2020 in Argentina led the institutions of higher education to start teaching in virtual modality in order to assure the implementation of the academic calendar. This situation has challenged us to revise the contents, teaching methodologies, communication with and between students and the digital tools used, among others changes.In this new scenario, the Chair of Educational Technology in the School of Humanities and Education of the Universidad Nacional de La Plata adjusted its approach to these new conditions mainly by using a virtual classroom and a videoconference system.In this article we analyze the tensions we have been experiencing during this year because of these new teaching conditions. These tensions have become opportunities since we were able to capitalize on our prior experience of working together: the reaffirmation of the teaching model centered on the student, the visibility of all pedagogical interventions, an increase in educational experiences using digital technologies, the irreducible tension between agents and tools (as expressed by Vigotsky), among others.First, we start this document with the description of the Educational Technology Chair, then we present the principal aspects of our teaching model in order for the readers to be able to identify the tensions and challenges in this situation.Last, we offer some preliminary ideas on the objectives achieved in the course during the first part of this year.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"7 1","pages":"119-131"},"PeriodicalIF":0.4,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Casnati, Mariana Porta Galván., V. Solana, C. Marrero
Abstract: On March 31, 2020, the Central Board of Directors of the University of the Republic (Udelar) established that teaching be organized sustained on digital platforms during 2020, ensuring the delivery of courses on this basis, in order to maintain the measures of physical distancing that the health emergency required In response to this circumstance, in the new CENUR Northeast, a group of teachers emerged, NoresteOnline, who decided to cooperate with organizational and methodological support for emergency remote teaching, in order to provide support to the actors with greater difficulties for the development of their work in such circumstances The objective of the group was to support the teaching team in the region in the design and redesign of online teaching and learning activities through actions, assistance and advice devices, promoting the development of a learning community, making use of open educational resources Actions aimed at organizing, designing and managing these resources and proposing teaching activities according to needs identified It was also a specific objective to present various initiatives to maintain contact with students virtually, especially aiming at those who are entering the university for the first time This work shows the way that the CENUR Northeast teaching community managed to respond to the contingency, by describing the gestation process of the group, the different work strategies, a brief analysis from the pedagogical, didactic, communicative and university construction dimensions It aims to address some aspects that are considered fundamental in the context of the pandemic, in the sense of ensuring the right to higher education of all people in a framework of equal opportunities, so as not to leave any student behind, contributing to sustain education as a continuum in order to preserve the non-interruption of educational trajectories
{"title":"NoresteOnline: experiencia del CENUR Noreste en contingencia COVID-19","authors":"Ana Casnati, Mariana Porta Galván., V. Solana, C. Marrero","doi":"10.2916/INTER.7.2.13","DOIUrl":"https://doi.org/10.2916/INTER.7.2.13","url":null,"abstract":"Abstract: On March 31, 2020, the Central Board of Directors of the University of the Republic (Udelar) established that teaching be organized sustained on digital platforms during 2020, ensuring the delivery of courses on this basis, in order to maintain the measures of physical distancing that the health emergency required In response to this circumstance, in the new CENUR Northeast, a group of teachers emerged, NoresteOnline, who decided to cooperate with organizational and methodological support for emergency remote teaching, in order to provide support to the actors with greater difficulties for the development of their work in such circumstances The objective of the group was to support the teaching team in the region in the design and redesign of online teaching and learning activities through actions, assistance and advice devices, promoting the development of a learning community, making use of open educational resources Actions aimed at organizing, designing and managing these resources and proposing teaching activities according to needs identified It was also a specific objective to present various initiatives to maintain contact with students virtually, especially aiming at those who are entering the university for the first time This work shows the way that the CENUR Northeast teaching community managed to respond to the contingency, by describing the gestation process of the group, the different work strategies, a brief analysis from the pedagogical, didactic, communicative and university construction dimensions It aims to address some aspects that are considered fundamental in the context of the pandemic, in the sense of ensuring the right to higher education of all people in a framework of equal opportunities, so as not to leave any student behind, contributing to sustain education as a continuum in order to preserve the non-interruption of educational trajectories","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"7 1","pages":"132-149"},"PeriodicalIF":0.4,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46822644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Silvana A. Peralta, Silvina Carelli, M. Miguel, Alicia Millani, María Inés Díaz, Patricia Zuliani
The expansion of postgraduate careers in our country has had a sustained development in the last decades, however, the growth process falls into disharmony when we notice the few graduates that occur in the same period referred to, which does not reach 10 %. At the Faculty of Philosophy, Humanities and Arts of the National University of San Juan, Argentina, the picture is no different. This work presents a descriptive analysis of the FFHA-UNSJ master's degree discharges, considering the period 2000-2019. The temporary cut is arbitrary and the selection of careers is due to having the thesis preparation as an academic requirement to obtain the corresponding degree. In the first instance, a brief characterization of the degrees is presented, then the expenditures for the period considered and the actual duration used by the students of the degrees considered to be received are presented quantitatively (by degrees), and finally, some perceptions and meanings that graduates have about the careers mentioned.
{"title":"Análisis de egresos de posgrado en una universidad argentina","authors":"Silvana A. Peralta, Silvina Carelli, M. Miguel, Alicia Millani, María Inés Díaz, Patricia Zuliani","doi":"10.2916/INTER.7.2.9","DOIUrl":"https://doi.org/10.2916/INTER.7.2.9","url":null,"abstract":"The expansion of postgraduate careers in our country has had a sustained development in the last decades, however, the growth process falls into disharmony when we notice the few graduates that occur in the same period referred to, which does not reach 10 %. At the Faculty of Philosophy, Humanities and Arts of the National University of San Juan, Argentina, the picture is no different. \u0000This work presents a descriptive analysis of the FFHA-UNSJ master's degree discharges, considering the period 2000-2019. The temporary cut is arbitrary and the selection of careers is due to having the thesis preparation as an academic requirement to obtain the corresponding degree. \u0000In the first instance, a brief characterization of the degrees is presented, then the expenditures for the period considered and the actual duration used by the students of the degrees considered to be received are presented quantitatively (by degrees), and finally, some perceptions and meanings that graduates have about the careers mentioned.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":"7 1","pages":"79-93"},"PeriodicalIF":0.4,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46289904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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