Publication: Comunicación de la ciencia y acreditación académica de profesores universitarios
Authors
Barragán-Giraldo, Diego Fernando ; Munevar-Vargas, Sandro Leonardo ; Espinosa-Vega, María Camila ; Londoño-Orozco, Guillermo
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.98015
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info:eu-repo/semantics/article
Description
Abstract
En el contexto español, ANECA gestiona la acreditación de
profesores universitarios; en otras latitudes se viven
situaciones similares. Este artículo de investigación es un
aporte a la reflexión sobre la acreditación del profesorado
en relación con la comunicación de la ciencia, estudio que
evidencia percepciones de docentes-investigadores
universitarios colombianos sobre la problemática. Se trata
de un trabajo cualitativo que aborda, por un lado, el análisis
de la producción de los grupos de investigación de la
población participante y, por otro, la experiencia de los
profesores, a partir de relatos testimoniales que se trataron
desde el análisis de contenido mediante el software Atlas-
Ti. Se destaca la particularidad de la comunicación de la
ciencia como mecanismo necesario para visibilizar el saber
científico y algunas tensiones relevantes frente a ello. De
igual manera, se hace un balance sobre el desarrollo de la
acreditación académica de los profesores colombianos,
categorización regulada inicialmente por el antiguo
Colciencias y ahora Ministerio Nacional de Ciencia y
Tecnología. Se evidencia en el trabajo, por un lado, el aporte
de las exigencias en el incremento de la acreditación y el
desarrollo de la investigación profesoral y, por otro, la
necesidad de generar otras rutas de acreditación
académica de profesorado que estén más allá de la publicación de artículos en revistas top. No es menor señalar la inconformidad con las actuales políticas de
medición de la productividad científica, reflejada en la crítica del cuerpo profesoral a la creciente alineación de la universidad a políticas neoliberales que configuran la universidad managerial.
In the Spanish context, ANECA manages the accreditation of higher-education professors; in other latitudes similar situations are experienced. This research article is a contribution to the reflection on the accreditation of professors regarding the communication of science, a study that shows Colombian university teacher-researchers’ perceptions on the issue. This is a qualitative study that addresses, on the one hand, the analysis of the production of the research groups of the participating population and, on the other, the experience of the professors based on testimonial accounts, which were analyzed through content analysis using Atlas-TI software. The particularity of science communication is highlighted as a necessary mechanism to make scientific knowledge visible as well as some relevant tensions. Similarly, a balance on the development of academic accreditation of Colombian teachers is made, a categorization that was initially regulated by the former Colciencias, which nowadays is the National Ministry of Science and Technology. It is evident in the study, on the one hand, the contribution of the demands in the increase of accreditation and the development of professorial research and, on the other, the need to generate other academic accreditation pathways for professors that are beyond the publication of articles in top magazines. Finally, it is relevant to highlight the disagreement with the current policies that measure scientific productivity, which is shown in the criticism of the faculty to the growing alignment of the University to neoliberal policies that configure the managerial university.
In the Spanish context, ANECA manages the accreditation of higher-education professors; in other latitudes similar situations are experienced. This research article is a contribution to the reflection on the accreditation of professors regarding the communication of science, a study that shows Colombian university teacher-researchers’ perceptions on the issue. This is a qualitative study that addresses, on the one hand, the analysis of the production of the research groups of the participating population and, on the other, the experience of the professors based on testimonial accounts, which were analyzed through content analysis using Atlas-TI software. The particularity of science communication is highlighted as a necessary mechanism to make scientific knowledge visible as well as some relevant tensions. Similarly, a balance on the development of academic accreditation of Colombian teachers is made, a categorization that was initially regulated by the former Colciencias, which nowadays is the National Ministry of Science and Technology. It is evident in the study, on the one hand, the contribution of the demands in the increase of accreditation and the development of professorial research and, on the other, the need to generate other academic accreditation pathways for professors that are beyond the publication of articles in top magazines. Finally, it is relevant to highlight the disagreement with the current policies that measure scientific productivity, which is shown in the criticism of the faculty to the growing alignment of the University to neoliberal policies that configure the managerial university.
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Citation
Revista interuniversitaria de formación del profesorado, V. 37(1), N. 98, 2023
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