Autor/es
Descripción
ver mas
Colaborador
Carli, Sandra
Materias
Spatial Coverage
Idioma
spa
Extent
400 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
1001169
Córdoba (province)
Abstract
The thesis reconstructs the formative experiences of graduates of the Physics undergraduate program at Universidad Nacional de Córdoba, on the basis of the analysis of the ways in which those experiences have been shaped by academic styles consolidated in the institution.
The development of Physics as a discipline within national universities has gone through different moments configured by the relationship with the fields of science and the State, leading to the installation of Physics programs mostly in faculties of Natural and Exact Sciences.
In Córdoba, studies in Physics progressively gained independency constituting a singular case that emphasizes formation oriented to theoretical research, a preference that can be explained considering the characteristics of the academic body and those of the development of scientific research in the country.
This issue tackles the discussion about the peripheral nature of science in Latin-American countries as it simultaneously refers to national political processes of interruption or sustainment of democracy and their impact on universities and the scientific system. Those processes configure stages of development, consolidation, interruption or regression in the institutionalization of Physics in the university, with implications for the reproduction of the academic body and for the development of the profession in diverse contexts.
We draw attention to moments and key figures in the referred institutional processes, as well as to decisions regarding curriculum and to the variations in the availability of materials which, along with the characteristics of the period, configure the milieu of formation. That is to say, the characteristics of the discipline, the academic body reproduction strategies, the meanings given to teaching and research activities, the ways of participation in the university and in scientific worlds; are displayed in the relations between generations and in the ways in which they shape experiences.
The problem entails a complexity that led us to a historical and institutional reconstruction of the distinctions that derive from the relationship between the development of the discipline, the vicissitudes of universities and those of the scientific field in Córdoba and in Argentina.
For the definition of the academic style, we present relations in different levels: from the institutionalization of the discipline in the national universities and particularly in the UNC, the spaces for science inside and outside universities, the creation of the Mathematics Astronomy and Physics Institute in 1956 along with the processes of conformation of the scientific and technologic field in Argentina, the creation and development of specific agencies, and the installation of the research career within CONICET, to the transformation of the institute into the Faculty of Mathematics, Astronomy and Physics in the year 1983.
The process demanded the articulation of diverse theoretical perspectives in order to perform a multidimensional analysis. In consequence, we conjugated on one hand developments related to student experience, university education and curriculum, and on the other hand, studies regarding institutional histories, scientific policies and disciplinary culture. We identify and develop different edges involved in the construction of the experiences of students who entered university in the years 2005 and 2006, the singularities of the trajectories delineated in their encounter with the institution, with the curriculum and with the “professoral” modalities, until graduation time.
We concentrate on the definition of the role of scholar/fellow and in the final moments of the doctoral formation, in the cases of those who begun the journey through research work and continued in the Faculty. We expose the ways in which differential experiences have aroused in the cases of those who after graduating kept away from that hierarchical doctoral figure. We analyze identified problems of academic performance and explore the perspectives of students who could not graduate.
Those accounts of experience refer to science and technology policies current during most of the period in which the thesis was developed, as well as they speak of the reorientation of those policies since the change of the national government.
Expectations were delineated and questions about the present and future state of science and the profession of graduates and professors were formulated. However, the formation of scientists in general and of physicians in particular is understood differentially within the academic body, according to their institutional allegiances and trajectories within the specific field. In consequence, the ways in which the institution processes the referred expectations and questions are materialized in projects and actions that express diverse interpretations.
In short, the thesis makes visible the singular features of disciplinary education, and shows historical and new processes that tense the formation of scientists in the context of complex relations between “centers and peripheries” in a global present that facilitates the generation of concentrated great networks. It also offers some hints to observe greater processes concerning public university and its relationship with the scientific and technical system. It is a moment in which the deep meanings and reaches of the changes that are encouraged and of the pressures that are made, are not debated neither in their diverse edges nor in the social impacts they imply.
The development of Physics as a discipline within national universities has gone through different moments configured by the relationship with the fields of science and the State, leading to the installation of Physics programs mostly in faculties of Natural and Exact Sciences.
In Córdoba, studies in Physics progressively gained independency constituting a singular case that emphasizes formation oriented to theoretical research, a preference that can be explained considering the characteristics of the academic body and those of the development of scientific research in the country.
This issue tackles the discussion about the peripheral nature of science in Latin-American countries as it simultaneously refers to national political processes of interruption or sustainment of democracy and their impact on universities and the scientific system. Those processes configure stages of development, consolidation, interruption or regression in the institutionalization of Physics in the university, with implications for the reproduction of the academic body and for the development of the profession in diverse contexts.
We draw attention to moments and key figures in the referred institutional processes, as well as to decisions regarding curriculum and to the variations in the availability of materials which, along with the characteristics of the period, configure the milieu of formation. That is to say, the characteristics of the discipline, the academic body reproduction strategies, the meanings given to teaching and research activities, the ways of participation in the university and in scientific worlds; are displayed in the relations between generations and in the ways in which they shape experiences.
The problem entails a complexity that led us to a historical and institutional reconstruction of the distinctions that derive from the relationship between the development of the discipline, the vicissitudes of universities and those of the scientific field in Córdoba and in Argentina.
For the definition of the academic style, we present relations in different levels: from the institutionalization of the discipline in the national universities and particularly in the UNC, the spaces for science inside and outside universities, the creation of the Mathematics Astronomy and Physics Institute in 1956 along with the processes of conformation of the scientific and technologic field in Argentina, the creation and development of specific agencies, and the installation of the research career within CONICET, to the transformation of the institute into the Faculty of Mathematics, Astronomy and Physics in the year 1983.
The process demanded the articulation of diverse theoretical perspectives in order to perform a multidimensional analysis. In consequence, we conjugated on one hand developments related to student experience, university education and curriculum, and on the other hand, studies regarding institutional histories, scientific policies and disciplinary culture. We identify and develop different edges involved in the construction of the experiences of students who entered university in the years 2005 and 2006, the singularities of the trajectories delineated in their encounter with the institution, with the curriculum and with the “professoral” modalities, until graduation time.
We concentrate on the definition of the role of scholar/fellow and in the final moments of the doctoral formation, in the cases of those who begun the journey through research work and continued in the Faculty. We expose the ways in which differential experiences have aroused in the cases of those who after graduating kept away from that hierarchical doctoral figure. We analyze identified problems of academic performance and explore the perspectives of students who could not graduate.
Those accounts of experience refer to science and technology policies current during most of the period in which the thesis was developed, as well as they speak of the reorientation of those policies since the change of the national government.
Expectations were delineated and questions about the present and future state of science and the profession of graduates and professors were formulated. However, the formation of scientists in general and of physicians in particular is understood differentially within the academic body, according to their institutional allegiances and trajectories within the specific field. In consequence, the ways in which the institution processes the referred expectations and questions are materialized in projects and actions that express diverse interpretations.
In short, the thesis makes visible the singular features of disciplinary education, and shows historical and new processes that tense the formation of scientists in the context of complex relations between “centers and peripheries” in a global present that facilitates the generation of concentrated great networks. It also offers some hints to observe greater processes concerning public university and its relationship with the scientific and technical system. It is a moment in which the deep meanings and reaches of the changes that are encouraged and of the pressures that are made, are not debated neither in their diverse edges nor in the social impacts they imply.
Título obtenido
Doctora de la Universidad de Buenos Aires en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales