The Role of University Educators in the Demand of Higher Democratization of Knowledge

Universidad Nacional de Río Cuarto - Facultad de Ciencias Humanas

August 24, 2015 | 4 ′ 14 ′′


The Role of University Educators in the Demand of Higher Democratization of Knowledge


In a talk to Argentina Investiga, Professor Silvia Nicoletti reflecte don the role of university educators nowadays, who has to consider “the demand of more democratization of knowledge that guarantees the real access to university education and that promotes authentic training in knowledge and citizenship”. The specialist remarked the need to rethink teaching strategies and evaluation modalities.

Professor Silvia Nicoletti, teacher and researcher from the Department of Educational Sciences of the School of Human Sciences of the Universidad Nacional de Río Cuarto, analyzed the role of university educators and remarked that “It is necessary to think the role of university educators in the framework of dimensions teaching practices go through and it emerges from the socio-political-economic and cultural transformation processes that have impact on the Universidad and in the relations established with disciplinary and pedagogical knowledge, ethics and institutional contexts”.

“This -she added- has an implicit constant reflection on the tensions originated in the relation of the University with the different sectors of society. Especially in face of the demand for democratization of knowledge that ensures the possibility of having access to university education and promoting teaching in knowledge and citizenship, which makes it necessary to think about new teaching and learning ways”.

From this frame, Professor Nicoletti considered that being a university educator “in much more than transmitting information. It implies putting emphasis on the trainer’s task that has to promote active knowledge constructions through innovation in teaching, critical reflection on its own actions intending to favor understanding in the students. We try to help them learn and achieve autonomy in knowledge without leaving aside the value of socio-affective bonds beyond the use of new communication and information technologies to reach effective training”.

“In this complex framework which links the role of the university educator, the question of what are students today becomes important; the understanding of the heterogeneity of those who learn, their different understanding and knowledge profiles in the frame of new youth cultures. In addition to recognizing that multiple emotions favor or object teaching and learning processes. That is why it is indisputable to rethink teaching strategies, evaluation modalities and exchanges in the classroom. If we accept that our role as educators has to be more inclusive socially and educationally, we have to question the sense of our actions” remarked the researcher.

“To face the complexity of the scenario in which we perform our role -added Nicoletti- we have to be committed to self-critique and teacher training, which articulates the disciplinary element with the pedagogical and didactic, political and institutional through a systematic, continuous and collaborative process”.

The university teacher remembered Professor Miguel Boitier, for many people “a master, not only of his students, but also of his colleagues and teaching workers; he exerted his role of educator from a deep sense of commitment to the public university and society. Through him, we could come close to an understanding of social, education and political reality from a critical perspective. Through him we still think that education is not only access to information and knowledge, but the answer to the self awareness of the incomplete self. That is why liberating education always points to ethics and aesthetics. Can there be anything more beautiful than transforming society into a fair and solidary social space?” concluded the teacher.

Alberto Ferreyra
prensa@rec.unrc.edu.ar
Fredy Dutra
Departamento de Prensa y Difusión


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