Teaching labor, 100 years after the Reform

The relation between differents forms of teaching labor and the reformist heritage has been the site of a tension, in some historical periods. In the Manifiesto, but also in other writings, the reformists attacked servile knowledge, the University heteronomy against the academies and other corporati...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Blanco, Javier, Medina, Leticia
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Política, Sociedad e Intervención Social (IPSIS) de la Facultad de Ciencias Sociales (FCS) de la Universidad Nacional de Córdoba (UNC) 2018
Materias:
teaching labor
Reform
teaching career
science policy
trabajo docente
Reforma
carrera docente
política científica
Acceso en línea:https://revistas.unc.edu.ar/index.php/ConCienciaSocial/article/view/20205
Aporte de:
ConCienciaSocial de Universidad Nacional de Córdoba
id I10-R314-article-20205
record_format ojs
spelling I10-R314-article-202052019-03-12T10:50:33Z Teaching labor, 100 years after the Reform El trabajo docente, a 100 años de la Reforma Blanco, Javier Medina, Leticia teaching labor Reform teaching career science policy trabajo docente Reforma carrera docente política científica The relation between differents forms of teaching labor and the reformist heritage has been the site of a tension, in some historical periods. In the Manifiesto, but also in other writings, the reformists attacked servile knowledge, the University heteronomy against the academies and other corporations. A hasty interpretation of this dispute claims that the Reform proposed periodic oppositions as the main form of teachers recruitment, besides considering the proclaimed autonomy as the mere individual right for investigating or teaching whatever one wants, without control from or discussion with the university institution. We show that both ideas are wrong, that they are not based on historical facts nor are they supported by a scientific or political rationality. On the contrary, we claim that the progress on labor legislation for university lecturers, in particular the Convenio Colectivo de Trabajo and, within this framework, the teaching career, opened opportunities of real research freedom and commitment with education, in a context where the threats to autonomy are not mainly posed by the government organs, but rather by the international division of academic work. La relación entre las formas de trabajo docente y la herencia reformista ha sido en ciertos momentos de la historia el lugar de una tensión. Desde el Manifiesto, pero también en otros escritos, los reformistas fustigan el conocimiento servil, la heteronomía universitaria frente a las academias y otras corporaciones. Una interpretación apurada de esta disputa afirma que la Reforma proponía concursos periódicos como forma de contratación docente, además de concebir a la pregonada autonomía como el mero derecho individual a investigar o enseñar lo que cada cual quiere, sin control o discusión por parte de la institución universitaria. Mostramos aquí que ambas ideas son erróneas, que no tienen sustento histórico ni se sostienen en una racionalidad científica o política. Por el contrario, afirmamos que los avances laborales de las/os docentes universitarias/os, en particular el Convenio Colectivo de Trabajo y, en ese marco, la carrera docente, abren oportunidades de libertad real de investigación y de compromiso con la educación en un marco donde la amenaza a la autonomía no está en los órganos de gobierno sino en la división internacional del trabajo académico. Instituto de Política, Sociedad e Intervención Social (IPSIS) de la Facultad de Ciencias Sociales (FCS) de la Universidad Nacional de Córdoba (UNC) 2018-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/ConCienciaSocial/article/view/20205 ConCienciaSocial; Vol. 1, Núm. especial (2018) 2591-5339 spa https://revistas.unc.edu.ar/index.php/ConCienciaSocial/article/view/20205/19876 Derechos de autor 2018 Javier Blanco, Leticia Medina
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-314
container_title_str ConCienciaSocial
language Español
format Artículo revista
topic teaching labor
Reform
teaching career
science policy
trabajo docente
Reforma
carrera docente
política científica
spellingShingle teaching labor
Reform
teaching career
science policy
trabajo docente
Reforma
carrera docente
política científica
Blanco, Javier
Medina, Leticia
Teaching labor, 100 years after the Reform
topic_facet teaching labor
Reform
teaching career
science policy
trabajo docente
Reforma
carrera docente
política científica
author Blanco, Javier
Medina, Leticia
author_facet Blanco, Javier
Medina, Leticia
author_sort Blanco, Javier
title Teaching labor, 100 years after the Reform
title_short Teaching labor, 100 years after the Reform
title_full Teaching labor, 100 years after the Reform
title_fullStr Teaching labor, 100 years after the Reform
title_full_unstemmed Teaching labor, 100 years after the Reform
title_sort teaching labor, 100 years after the reform
description The relation between differents forms of teaching labor and the reformist heritage has been the site of a tension, in some historical periods. In the Manifiesto, but also in other writings, the reformists attacked servile knowledge, the University heteronomy against the academies and other corporations. A hasty interpretation of this dispute claims that the Reform proposed periodic oppositions as the main form of teachers recruitment, besides considering the proclaimed autonomy as the mere individual right for investigating or teaching whatever one wants, without control from or discussion with the university institution. We show that both ideas are wrong, that they are not based on historical facts nor are they supported by a scientific or political rationality. On the contrary, we claim that the progress on labor legislation for university lecturers, in particular the Convenio Colectivo de Trabajo and, within this framework, the teaching career, opened opportunities of real research freedom and commitment with education, in a context where the threats to autonomy are not mainly posed by the government organs, but rather by the international division of academic work.
publisher Instituto de Política, Sociedad e Intervención Social (IPSIS) de la Facultad de Ciencias Sociales (FCS) de la Universidad Nacional de Córdoba (UNC)
publishDate 2018
url https://revistas.unc.edu.ar/index.php/ConCienciaSocial/article/view/20205
work_keys_str_mv AT blancojavier teachinglabor100yearsafterthereform
AT medinaleticia teachinglabor100yearsafterthereform
AT blancojavier eltrabajodocentea100anosdelareforma
AT medinaleticia eltrabajodocentea100anosdelareforma
first_indexed 2024-09-03T20:33:27Z
last_indexed 2024-09-03T20:33:27Z
_version_ 1809208424561377280

Ejemplares similares