Autor/es
Descripción
ver mas
Colaborador
Tello, César
Asprella, Gabriel
Materias
Spatial Coverage
Temporal Coverage
2010
Idioma
spa
Extent
127 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
ARG
2010
Abstract
This dissertation refers to the current university tutorial as part of a process that incorporates the notion of the right to education: university democratization. In 1998, it was designated as a public service at the World Conference on Higher Education, an event that activates the public space and the policymaking that guarantees this tutorial. At the same time, it creates a type of tension at the university level, which had been shaped by neoconservatism and its concomitant notion of efficiency in terms of delivery and individualism. This tension is also seen in the changes in discussions at the university level, where issues such as access to education, educational quality, relevance and social responsibility, among others, are revived and updated.
Quite apart from the various positions, what is apparent is that, along with the expansion of the university system and of enrolment, a high dropout rate is registered, as well as difficulties in the course of study such as repetition, lagging and a low completion rate. Hence, in the present context of democratization of university education, fairness becomes relevant as far as access policies are concerned. The issues relating to access to higher education are well-known. In France, they were raised by Bourdieu and Passeron in 1964 in their work The Inheritors: French Students and Their Relations to Culture, which has now been positively reassessed. Currently, the French philosopher Renaut broaches this educational issue; and in our region Chiroleu, Ezcurra, García de Fanelli, Gentili, Gonzales Fiegerhem, Hernández Aponte, Mollis y Rama also provide accounts of it.
The University Policies Secretariat (SPU) of the National Ministry of Education (ME), created in 1995, is the public area that implements university policies such as the Quality Program. It is within this framework that the tutorial comes into light, an institutional device embedded in an academic policy that seeks to bridge academic differences and that, by the year 2010, had already been in place in 39 of the 41 state universities: a novel approach for the incorporation of the notion of student-subject in its educational dimension, rather than merely political (as in former times), and that constitutes an approach not only cognitive but also relational.
A descriptive, cross-sectional study was conducted with a quali-quantitative approach for the construction of the object of research: a university tutorial in Argentine state institutions during 2010. Writing of the dissertation required the compilation of material on tutorials, which due to their scarcity in Argentina recessitated an expansion of the search. Two countries that have had a considerable production on this issue were selected: one from Latin America, Mexico; and the other from Europe, Spain.
In this dissertation the theoretical orientation of critical reproductivism is assumed, which holds the potentiality of action as it incorporates the idea of conflict and recognizes the existence of tensions. It is within these tensions today, in the present context of change, that the dissertation acquires dimension in the tutorial device.
The recent process of democratization is not replicated identically in the various institutions and their units. For this reason, even if the tutorial appears as a device democratizing access whose distinctive characteristic is to reach out to the students, it was found that context tension existing in the institutional intent (which is expressed in the type of tutorial objective: support, orientation and integration) has a bearing on the student-centered approach, as it establishes degrees: attention, follow-up and guidance. It was empirically observed that efficiency-based and individualistic signifiers persist – a technical intent aiming at control – although to a lesser extent than the democratization associated with the practical intent of comprehension, and that an emancipatory intent has no presence. Confirmation of the hypothesis was even sustained when it was related to another variable of the democratizing conception: the presence of linkage functions with other institutional areas. For this assessment, the survey of tutorial cases carried out at a nation-wide level by the SPU-ME Quality Program was employed; it counted 75 cases in 34 out of the 41 state universities operating in 2010. The statistical technique and Lazarsfeld‟s model were used.
As for equity, three types of tutorial modalities were constructed: remedial, promoter and renovating. It was empirically found that, even though the promoter modality predominates with a community conception of fairness that aims at a level playing field and regards students as multidimensional persons, there is also a remedial modality characterized by an individual notion of equity as the support of equal oportunities. By contrast, the renovating modality (associated with collective construction) is nonexistent. Although this points to the absence of a collective notion of construction, predominance of the promoter modality and the comprehension intent indicate a favorable trend for democratization.
Quite apart from the various positions, what is apparent is that, along with the expansion of the university system and of enrolment, a high dropout rate is registered, as well as difficulties in the course of study such as repetition, lagging and a low completion rate. Hence, in the present context of democratization of university education, fairness becomes relevant as far as access policies are concerned. The issues relating to access to higher education are well-known. In France, they were raised by Bourdieu and Passeron in 1964 in their work The Inheritors: French Students and Their Relations to Culture, which has now been positively reassessed. Currently, the French philosopher Renaut broaches this educational issue; and in our region Chiroleu, Ezcurra, García de Fanelli, Gentili, Gonzales Fiegerhem, Hernández Aponte, Mollis y Rama also provide accounts of it.
The University Policies Secretariat (SPU) of the National Ministry of Education (ME), created in 1995, is the public area that implements university policies such as the Quality Program. It is within this framework that the tutorial comes into light, an institutional device embedded in an academic policy that seeks to bridge academic differences and that, by the year 2010, had already been in place in 39 of the 41 state universities: a novel approach for the incorporation of the notion of student-subject in its educational dimension, rather than merely political (as in former times), and that constitutes an approach not only cognitive but also relational.
A descriptive, cross-sectional study was conducted with a quali-quantitative approach for the construction of the object of research: a university tutorial in Argentine state institutions during 2010. Writing of the dissertation required the compilation of material on tutorials, which due to their scarcity in Argentina recessitated an expansion of the search. Two countries that have had a considerable production on this issue were selected: one from Latin America, Mexico; and the other from Europe, Spain.
In this dissertation the theoretical orientation of critical reproductivism is assumed, which holds the potentiality of action as it incorporates the idea of conflict and recognizes the existence of tensions. It is within these tensions today, in the present context of change, that the dissertation acquires dimension in the tutorial device.
The recent process of democratization is not replicated identically in the various institutions and their units. For this reason, even if the tutorial appears as a device democratizing access whose distinctive characteristic is to reach out to the students, it was found that context tension existing in the institutional intent (which is expressed in the type of tutorial objective: support, orientation and integration) has a bearing on the student-centered approach, as it establishes degrees: attention, follow-up and guidance. It was empirically observed that efficiency-based and individualistic signifiers persist – a technical intent aiming at control – although to a lesser extent than the democratization associated with the practical intent of comprehension, and that an emancipatory intent has no presence. Confirmation of the hypothesis was even sustained when it was related to another variable of the democratizing conception: the presence of linkage functions with other institutional areas. For this assessment, the survey of tutorial cases carried out at a nation-wide level by the SPU-ME Quality Program was employed; it counted 75 cases in 34 out of the 41 state universities operating in 2010. The statistical technique and Lazarsfeld‟s model were used.
As for equity, three types of tutorial modalities were constructed: remedial, promoter and renovating. It was empirically found that, even though the promoter modality predominates with a community conception of fairness that aims at a level playing field and regards students as multidimensional persons, there is also a remedial modality characterized by an individual notion of equity as the support of equal oportunities. By contrast, the renovating modality (associated with collective construction) is nonexistent. Although this points to the absence of a collective notion of construction, predominance of the promoter modality and the comprehension intent indicate a favorable trend for democratization.
Título obtenido
Magister de la Universidad de Buenos Aires en Políticas Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales