dc.creator |
Sylvia Helena Souza Da Silva Batista |
|
dc.date |
2008-12-01T00:00:00Z |
|
dc.date.accessioned |
2015-08-12T11:17:23Z |
|
dc.date.available |
2015-08-12T11:17:23Z |
|
dc.identifier |
0864-2141 |
|
dc.identifier |
1561-2902 |
|
dc.identifier |
https://doaj.org/article/a0097ba3f2054279bf3250c8b0527149 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/26297 |
|
dc.description |
El trabajo tuvo el objetivo de reflexionar sobre las posibilidades de aproximación entre interdisciplinariedad y docencia universitaria. Aproximar interdisciplinariedad y docencia universitaria articula una nueva actitud frente al conocimiento, un proceso de aprender a ser profesor en la enseñanza superior y dinámicas de significación de la propia trayectoria y de referenciales teórico-metodológicos. El reconocimiento de la docencia como práctica social, posibilita el análisis crítico de las propuestas de formación que se presentan en una sociedad que pasa a dar más atención a los espacios intersubjetivos. Comprender la formación como construcción de autoria sitúa a la docencia universitaria como una profesión que tiene un trayecto histórico-científico, que trae una dimensión relacional y un enfoque de desarrollo docente permanente. Formar profesores universitarios a partir de la interdisciplinariedad, significa un proceso-proyecto. Proceso, porque los profesores se van configurando durante la vida académica, con sus historias y posibilidades. Proyecto, en la medida en que dentro de las interacciones sociales, se elaboran sentidos, se construyen espacios y propuestas que respondan a las demandas sociales.<br>The aim of this paper was to reflect on the approaching possibilities between interdisciplinarity and university teaching. This approach facilitates a new attitude towards knowledge, a process to learn to be a professor at the higher educational level and significant dynamics of the own trajectory and of theoretical-methodological references. The recognition of teaching as a social practice, allow critical analysis of the training proposals present in a society that gives attention to intersubjective spaces. To understand training as the creation of authorship places the university teaching as a profession having a historical-scientific trajectory, with a relational dimension, and a permanent focus on teaching development. To train university professors starting from interdisciplinarity means a process-project: a process, because the professor configurate themselves within the academic life, with its histories and possibilities, and a project, due to the fact that within the social interactions, senses are elaborated, and spaces and proposals are constructed answering to social demands. |
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dc.language |
Spanish |
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dc.publisher |
Editorial Ciencias Médicas |
|
dc.relation |
http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412008000400007 |
|
dc.relation |
https://doaj.org/toc/0864-2141 |
|
dc.relation |
https://doaj.org/toc/1561-2902 |
|
dc.source |
Educación Médica Superior , Vol 22, Iss 4, p 0 (2008) |
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dc.subject |
Interdisciplinariedad |
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dc.subject |
docencia universitaria |
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dc.subject |
formación |
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dc.subject |
Interdisciplinarity |
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dc.subject |
university teaching |
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dc.subject |
training |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
DOAJ:Medicine (General) |
|
dc.subject |
DOAJ:Health Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
DOAJ:Medicine (General) |
|
dc.subject |
DOAJ:Health Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
Interdisciplinariedad, docencia universitaria y formación Interdisciplinarity, university teaching and training |
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dc.type |
article |
|