Revisitando la perspectiva biográfica en clave educativa: un estudio de caso de la formación de posgrado en Argentina a partir de programas curriculares
Revisitando la perspectiva biográfica en clave educativa: un estudio de caso de la formación de posgrado en Argentina a partir de programas curriculares
Authors
Muñiz Terra, Leticia
Authors
Date
2014-09-07
Datos de publicación:
Cultura - Hombre - Sociedad CUHSO, Vol 23, N°2, 83-107, 2013
Keywords
Perspectiva biográfica - Enseñanza de posgrado - Formación metodológica - Argentina
Collections
Abstract
La utilización de la perspectiva biográfica en Argentina ha ido
creciendo en los últimos años de manera considerable. Numerosos estudios
e investigaciones adscribieron a esta perspectiva teórico-metodológica desde
distintas disciplinas de las ciencias sociales, reconstruyendo y analizando en
sus trabajos historias de vida de diversos actores sociales. En este artículo
nos preocupamos por esta problemática analizando de qué manera las materias
sobre la perspectiva biográfica se inscriben en los planes de estudios de las carreras de posgrado públicas. Más específicamente, nos centramos
en las particularidades que presentan estos programas de formación de posgrado,
abordando los siguientes interrogantes: ¿cómo están organizados los
programas? ¿Cuáles son sus objetivos explícitos? ¿Qué contenidos cubren
y cómo están éstos organizados? ¿Qué bibliografía utilizan? ¿Qué tipo de
evaluación prevén? Con el objeto de responder a estas preguntas, realizamos
una investigación cualitativa documental, utilizando fundamentalmente archivos
institucionales, programas de seminarios sobre el campo biográfico,
páginas web y entrevistas. Para abordar los programas identificados y el
resto del material escrito recurrimos a la técnica de análisis de documentos.
El análisis de los programas consistió en una clasificación basada en una
diferenciación respecto de los contenidos incluidos en los mismos: 1) los
programas que abordan el campo biográfico desde miradas generales, es
decir, que buscan transmitir lo biográfico en tanto perspectiva teórico-metodológica;
2) los programas que parten de miradas específicas sobre temas
diversos, incluyendo lo biográfico como una técnica para su comprensión.
Estos últimos abordan así distintas problemáticas sociales incluyendo en su
interior, en alguna de sus unidades, la enseñanza de la técnica.
In Argentina, use of the biographical perspective has been growing considerably in recent years. Numerous studies and research have followed this theoretical-methodological perspective in different social sciences by reconstructing and analysing the life histories of a variety of social actors. In this article, we consider this problem by examining how material from the biographical perspective fits into the study plans of public post-graduate courses. More specifically, we concentrate on the features of these postgraduate training courses and address the following questions: How are the course syllabi organised? What are their explicit objectives? What contents do they cover and how are these organised? What kind of bibliography do they use? To what type of assessment are they subject? In order to answer these questions we carried out qualitative documentary research, basically using institutional archives, seminar programmes in the field of biography, web pages and interviews. Documentary analysis was applied to the syllabi identified and to the rest of the written material. Analysis of the syllabi entailed classifying them based on a differentiation of their contents: 1) syllabi which address the field of biography from a general viewpoint,i.e. one which seeks to transmit biographical information as a theoreticalmethodological perspective; 2) those which start from specific viewpoints on various subjects and include biographical material as a technique for comprehension. The latter thus address different social problems including –in some cases– the teaching of technique.
In Argentina, use of the biographical perspective has been growing considerably in recent years. Numerous studies and research have followed this theoretical-methodological perspective in different social sciences by reconstructing and analysing the life histories of a variety of social actors. In this article, we consider this problem by examining how material from the biographical perspective fits into the study plans of public post-graduate courses. More specifically, we concentrate on the features of these postgraduate training courses and address the following questions: How are the course syllabi organised? What are their explicit objectives? What contents do they cover and how are these organised? What kind of bibliography do they use? To what type of assessment are they subject? In order to answer these questions we carried out qualitative documentary research, basically using institutional archives, seminar programmes in the field of biography, web pages and interviews. Documentary analysis was applied to the syllabi identified and to the rest of the written material. Analysis of the syllabi entailed classifying them based on a differentiation of their contents: 1) syllabi which address the field of biography from a general viewpoint,i.e. one which seeks to transmit biographical information as a theoreticalmethodological perspective; 2) those which start from specific viewpoints on various subjects and include biographical material as a technique for comprehension. The latter thus address different social problems including –in some cases– the teaching of technique.