Toward a pedagogy of advanced studies in the University: the production of an inventive academic writing in the Social Sciences, Arts and Humanities

<p>This article aims to contribute to a discussion, which remains to be done in Portugal (as well as in other European countries) &ndash; and which is necessarily theoretical and practical, but ultimately pedagogical &ndash;, that seeks to understand the reflexive ways through which it...

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Autores principales: Jorge Ramos do Ó, Helena Cabeleira
Formato: article
Lenguaje:EN
ES
Publicado: Universitat Politècnica de València 2015
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Acceso en línea:https://doaj.org/article/79be9a50339b447e8cabb9564ac0b0d3
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Sumario:<p>This article aims to contribute to a discussion, which remains to be done in Portugal (as well as in other European countries) &ndash; and which is necessarily theoretical and practical, but ultimately pedagogical &ndash;, that seeks to understand the reflexive ways through which it could be effectively possible to operate &ldquo;a teaching paradigm shift&rdquo; by means of &ldquo;the transition from one educational system based on the idea of knowledge transfer&rdquo; through mimetic writing, &ldquo;to a system based on the development of competences&rdquo; of inventive writing at the level of postgraduate training. This terminology was used by the Portuguese Government when, in 2006, it introduced the Bologna Process and established &ldquo;the qualification of the Portuguese in the European area&rdquo; as &ldquo;one of the key objectives of the policy for higher education&rdquo;. Our attention will focus on the discourses produced around the third university cycle (leading to the doctorate), and on the possibility of advancing theoretical and empirical arguments in defense of a model of inventive academic writing in its potential articulations with the &ldquo;experimental and project-oriented component&rdquo; (MCTES, 2006). We emphasize postgraduate writing because this cycle of studies is "essentially a practice-oriented learning of high-level research&rdquo;. Centering our (self) reflection on the processes of academic writing in the social sciences and humanities, we seek to identify contributions and challenges offered by research in the arts as a paradigmatic case of <em>how it is possible to write an "original thesis"</em> (MCTES, 2009). Specific creative practices of the artist-researcher will be underlined.</p><p>&nbsp;</p><p><strong>RESUMEN</strong></p><p><strong>Hacia una pedagog&iacute;a de los estudios avanzados en la Universidad:&nbsp; la producci&oacute;n de una escritura acad&eacute;mica inventiva en las Ci&ecirc;ncias Sociales,&nbsp; Artes y Humanidades.</strong></p><p>Este art&iacute;culo intenta contribuir a una discusi&oacute;n, por hacer en Portugal (as&iacute; como en otros pa&iacute;ses europeos) &ndash; necesariamente te&oacute;rica y pr&aacute;ctica, pero en &uacute;ltima instancia pedag&oacute;gica &ndash; por la comprensi&oacute;n de las vias reflexivas a trav&eacute;s de las cuales ser&iacute;a efectivamente posible &ldquo;cambiar el paradigma de ense&ntilde;anza&rdquo; por la &ldquo;transici&oacute;n de un sistema basado en la idea de la transmisi&oacute;n de conocimientos&rdquo; mediante una escritura mim&eacute;tica, &ldquo;para un sistema basado en el desarrollo de competencias&rdquo; de escritura inventiva&nbsp; a nivel de la formaci&oacute;n de posgrado. Esta fue la terminolog&iacute;a utilizada por el Gobierno Portugu&eacute;s cuando, en 2006, implant&oacute; el Proceso de Bolonia y defini&oacute; &ldquo;la calificaci&oacute;n de los portugueses en el espacio europeo&rdquo; como &ldquo;uno de los objetivos esenciales de la pol&iacute;tica para la ense&ntilde;anza superior&rdquo;. Nuestra atenci&oacute;n se concentra en los discursos producidos alrededor del tercer ciclo universitario (para obtener el grado de doctor), y en argumentos te&oacute;ricos y emp&iacute;ricos para avanzar en la defensa de un modelo de escritura acad&eacute;mica inventiva en sus articulaciones potenciales con &ldquo;la componente experimental y de proyecto&rdquo; (MCTES, 2006). Enfatizamos la escritura de posgrado porque es en este ciclo de estudios que hay &ldquo;esencialmente un aprendizaje orientado a la pr&aacute;ctica de investigaci&oacute;n de alto nivel&rdquo;. Centraremos nuestra (auto)reflexi&oacute;n alrededor de los procesos de escritura acad&eacute;mica en las ciencias sociales y humanidades, identificando algunos aportes y desaf&iacute;os de la investigaci&oacute;n en las artes como un caso paradigm&aacute;tico de <em>c&oacute;mo se puede escribir una &ldquo;tesis original&rdquo;</em> (MCTES, 2009). Subrayaremos pr&aacute;cticas creativas espec&iacute;ficas del artista-investigador.</p>