Abstract
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Alternating cycle education, widespread in non-university levels, has only a few decades of life in the universities of Europe and North America. From 2001, several institutions that demanded higher education for their rural teachers of secondary schools, promote educational university projects in several Latin American countries. The results are very satisfactory. On the one hand, University works in partnership with other local actor in an unusual cooperation in the academic circles. On the other hand, educational innovations are carried out and allow the students?experienced adults?transforming action problems into research projects. This paper focuses only on some aspects of experiences: the cooperative production of knowledge between students and professors; the student, moving from being an ?actor? to ?researcher-author?, as the center of the system; and the break-transdisciplinary rigid classic paradigms of college by putting in motion a true ?education-action-research?. These achievements require a cultural and a competencies change of university professor, and a complex pedagogical engineering. The observed changes in some personal and professional attitudes both in the students and in the professors, suggests that alternating cycle education can be proposed as a systemic alternative of training/development close to the postulates of Bologna, opposite the transmisive type college approaches. | |
International
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Si |
Congress
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XV Congreso Internacional de Ingeniería de Proyectos |
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960 |
Place
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Reviewers
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Si |
ISBN/ISSN
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978-84-615-4543-8 |
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Start Date
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06/07/2011 |
End Date
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08/07/2011 |
From page
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2478 |
To page
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2492 |
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XV Congreso Internacional de Ingeniería de Proyectos |