Los ciclos de complementación curricular y la formación en investigación ¿Nuevos problemas para la didáctica universitaria?
Fecha
2018
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Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
Resumen
Descripción
La investigación que se presenta, se enmarca en el Programación Científica de UNTREF 2016-2017 y tiene como objetivo generar conocimiento en torno a la enseñanza universitaria, continuando la línea seguida por el equipo de investigación en esa institución. En este caso se trata de indagar sobre la formación que se brinda en las licenciaturas de complementación de la UNTREF, con especificación en el área de enfermería; estas licenciaturas presentan una organización curricular diferente a las tradicionales carreras de grado, no solo por su duración y estructura, sino que para ingresar a ellas se requiere haber obtenido un título anterior.
Se parte de la afirmación que uno de los fines centrales de las licenciaturas universitarias es ofrecer un recorrido formativo de calidad para que los alumnos adquieran las habilidades necesarias para desempeñarse como profesionales en un área específica, en este caso las relativas a la formación en investigación, núcleo importante para la preparación profesional de un licenciado. En este proyecto se pretende conocer las características didácticas que adoptan las licenciaturas de complementación en cuanto a la formación en los quehaceres investigativos. La mirada del objeto de estudio se realiza a partir de un análisis didáctico curricular y con especial interés en torno al eje articulación teoría y práctica, siguiendo una metodología cualitativa con instancias participativas.
The research presented is part of the UNTREF 2016-2017 Scientific Program and aims to generate knowledge about university education, continuing the line followed by the research team at that institution. In this case, it is a question of investigating the training provided in the UNTREF supplementary degrees, with specification in the area of nursing; these degrees present a curricular organization different from the traditional degree courses, not only for its duration and structure, but to enter them is required to have obtained an earlier degree. It is part of the assertion that one of the central purposes of university degrees is to offer a quality training course so that students acquire the necessary skills to perform as professionals in a specific area, in this case those related to training in research, an important nucleus for the professional preparation of a licensee. In this project, we intend to know the didactic characteristics adopted by the undergraduate degrees in terms of training in research tasks. The aim of the study is based on a curricular didactic analysis and with special interest around the axis articulation theory and practice, following a qualitative methodology with participatory instances.
The research presented is part of the UNTREF 2016-2017 Scientific Program and aims to generate knowledge about university education, continuing the line followed by the research team at that institution. In this case, it is a question of investigating the training provided in the UNTREF supplementary degrees, with specification in the area of nursing; these degrees present a curricular organization different from the traditional degree courses, not only for its duration and structure, but to enter them is required to have obtained an earlier degree. It is part of the assertion that one of the central purposes of university degrees is to offer a quality training course so that students acquire the necessary skills to perform as professionals in a specific area, in this case those related to training in research, an important nucleus for the professional preparation of a licensee. In this project, we intend to know the didactic characteristics adopted by the undergraduate degrees in terms of training in research tasks. The aim of the study is based on a curricular didactic analysis and with special interest around the axis articulation theory and practice, following a qualitative methodology with participatory instances.
Palabras clave
Ciclos de complementación curricular, Formación, Investigación, Didáctica, Universidad, Curricular complementation cycles, Training