Advanced Diploma and Continuing Education Program in University Teaching
ACADEMIC COORDINATION: Esther Levy (UBA-UNPA, Argentina) and Pablo Molina Derteano (UBA-UNMDP, Argentina)
PROFESSORS: Efraín Benzaquem (UBA, Argentina), Bárbara García Godoy (UBA – UNAJ, Argentina), Fernanda Juarros (UBA – UNPA, Argentina), Sylvia Lenz (UBA, Argentina), Damián del Valle (UNA, Argentina), Claudio Veloso (IUNMA – UCES, Argentina), Verónica Mistrorigo (UBA, Argentina), José Luis Baier (UBA, Argentina), Esther Levy (UBA, Argentina), Pablo Molina Derteano (UBA, Argentina).
ACADEMIC COMMITTEE: Sandra Carli (UBA-CONICET, Argentina), Adriana Chiroleau (UNLP-CONICET, Argentina), Eduardo Rinesi (UNGS, Argentina), Axel Didriksson (UNAM-UNESCO, Mexico), Claudio Suasnábar (FLACSO-UNQUI, Argentina), Alejandro Vassiliades (UBA-UNLP-CONICET, Argentina)
Virtual format | July to December 2022
Higher education in general, and university teaching in particular, like other levels of the Argentine education system, has been impacted by the neoliberal offensive that consolidated in the 90s and promoted privatization ideas in line with the logic of that model. However, social rights, such as the right to education, and in this case, to university education, are not commodities, and therefore the State must guarantee the conditions for their exercise. In Argentina over the last fourteen years, the policy of expanding, deepening, and restoring social rights has had a counterpart in the university system through the creation of new national universities, scholarship programs, and support for students, among other measures. Certainly, the detailed picture is much more complex and requires systematic and comparative analysis. Globally, and especially in Europe, higher education is undergoing a dual process of homogenization—via the Bologna Process—and questioning of its "universal" character and the breadth of its degree programs. In fact, we are witnessing a process of devaluation of university degrees in favor of specializations and postgraduate studies.
All these transformations can be presented at a macro level, while at a micro level, in the daily life of classrooms, teachers and students face the disruption produced by new forms of knowledge transmission that imply new subjectivities and forms of interaction. Initiatives such as so-called "virtual classrooms" pose new challenges for an institution that retains many of the academic models of the early 20th century.
We believe it is necessary to promote a postgraduate program that articulates the expansion of theoretical-practical reflection with workshop methodologies to incorporate new skills and perspectives on teaching work, as well as a broader knowledge of higher education and the Argentine university system in particular.
GENERAL PURPOSE:
To implement a training proposal aimed at providing didactic and pedagogical tools to professionals working in university teaching, as well as promoting a broad knowledge of higher education and university systems in Latin America and the Caribbean, their functioning and their context.
SPECIFIC OBJECTIVES:
- To provide teachers with tools for critical reflection on university teaching.
- To offer tools for teaching work in the context of contemporary cultural and political debates.
- To propose tools for linking the knowledge built in the various scientific disciplines with the training of new professionals in undergraduate degrees and postgraduate seminars.
The Higher Diploma in University Teaching is aimed at undergraduate and postgraduate students; teachers at all levels; activists and members of trade unions, social movements and political parties; public officials; members and managers of non-governmental organizations and professionals interested in educational issues.
- Ms. Barbara Garcia Godoy
- Claudio Veloso, Esq.
- Dr. Damián del Valle
- Dr. Efrain Benzaquem
- Dr. Esther Levy
- Dr. Fernanda Juarros
- Dr. Pablo Molina Derteano
- Specialist Sylvia Lenz
- Verónica Mistrorigo, Esq.
- Mr. José Luis Baier
The program consists of The course consists of 7 modules and a transversal, integrative module that culminates in a final assessment activity. Modules 1 and 2, modules 3 and 4, and modules 5 and 6 are taught together, with one activity serving as an assessment for both.
The modules that comprise the advanced diploma are:
Teacher in charge: Dr. Fernanda Juarros
Basic contents: The university: culture, ethos, and institutional dynamics. Critical pedagogy, its foundations and analytical frameworks. Access to the university from a historical perspective. The relationship between the State and the University and its responses to social demands in Latin America. Teaching as a political action and as a process of cultural transmission. Coexisting paradigms and the role of teaching decisions in each model. The pedagogical project: construction, constituent elements, disciplinary knowledge, and methodological frameworks.
Teachers in charge: Specialist José Luis Baier
Basic contents: Digital Divides and Higher Education / The Challenges of Virtualization / Institutionalization and Deinstitutionalization in Distance Education: The Institution as Framework or as Support. The Importance of the Institutional and State Framework. Didactic Transposition / Time and Space: Diachrony and Synchrony in Distance Education. Digital Platforms, Digital Literacy / Proposals for Virtual Education. Moodle and/or Others: How to Transfer My Course to Moodle, Possibilities for Organizing Topics and Classes / Interactive Online Resources (Compatible with Platforms).
Teacher in charge: Lic. Verónica Mistrorigo
Basic contents: The Pedagogical-Didactic: Dimensions and Epistemic Assumptions. Contributions from Critical Pedagogies and Problem-Posing or Non-Parametric Didactics: Bonsai Pedagogy vs. Pedagogy of Potential. The Political-Pedagogical in Teaching-Learning Processes. The University from a Situated, Latin American, and Decolonial Perspective. The Role of the University and Teaching Practice in Higher Education. Teachers as Intellectuals. Curriculum Planning and Programming from Different Perspectives: Normative and Problem-Posing. Objectives, Scope, and Limitations. Epistemic-Didactic Assumptions Present in Planning. Introduction to Evaluation: Challenges and Tensions.
Teacher in charge: Claudio Veloso
Basic contents: General considerations and voice and video recordings. Presentations with audio. Presentations with video. Presentations with screen recordings.
Teacher in charge: Dr. Pablo Molina Derteano
Basic contents: Concepts of equality and equity. Equal opportunities. Relationships between equality and social inclusion. The challenges in Latin America. Educational inequalities and the massification of higher education. Expansion and massification of higher education. The right to higher education perspective. Educational inequalities of origin. Social and educational mobility. Access, retention, and graduation. Social and educational inequalities. Macro dimensions of analysis. Challenges and potential in aspects of micro-level interaction. Case studies with dimensions of gender-based violence and the inclusion of indigenous peoples. The three digital divides and population structure. Challenges in the reconversion and the post-COVID scenario. Critical analysis of so-called hybrid models.
Teachers in charge: Mg Damián del Valle and Esp Sylvia Lenz
Basic contents: The higher education system, its components, and recent transformations. Growth, diversification, and fragmentation of the university subsystem in Argentina. Policy and governance of the Argentine higher education system. Coordinating and governing bodies. The Regional Conferences on Higher Education. Higher education and inequality. Notions of internal and external democratization. Mechanisms for access, retention, and graduation.
Teacher in charge: Ms. Barbara Garcia Godoy
Basic contents: The social function of the university from a historical and regional perspective. Current debates. Central dimensions of university-community engagement processes. The local and territorial as settings for social intervention. Knowledge production in academia, scientific and technological linkages, and processes of social appropriation of knowledge. The university-research relationship in the context of public policy. Challenges in the scenario created by the Covid-19 pandemic.
| In one payment by 10/07 | In one payment after 10/07 | Payment in 3 installments | |
| CM Pleno | $115 | $230 | USD 315 (3 x USD 105) |
| CM Associate | $240 | $360 | USD 540 (3 x USD 180) |
| No link | $240 | $360 | USD 540 (3 x USD 180) |
To participate, it is essential that you register using the online form.
Upon completion of the registration process, you will receive a confirmation in your email.
Classes will begin in July and will conclude in December 2022.
All registered participants will receive the necessary instructions to access the classes, bibliography and discussion forums through the CLACSO Virtual Training Space.
Accessing and navigating the Virtual Learning Environment is very simple and user-friendly. In any case, a technical and academic support team will always be available to you.
| In one payment by 10/07 | In one payment after 10/07 | Payment in 3 installments | |
| CM Pleno | $115 | $230 | USD 315 (3 x USD 105) |
| CM Associate | $240 | $360 | USD 540 (3 x USD 180) |
| No link | $240 | $360 | USD 540 (3 x USD 180) |
Payment can be made in one installment by credit card, bank deposit, or bank transfer. We also offer the option of paying in 3 installments.
Yes. There will be discounts for students belonging to CLACSO Member Centers and CLACSO Associated Centers, for CLACSO Associate Researchers, and for all those who pay within the discount period.
Queries: WhatsApp:+54 9 11 3880 – 1388
E-mail: [email protected]
