la educación superior en américa latina: ¿problemas insolubles o recetas inadecuadas? higher education in latin america: unsolvable problems or misleading recipes?
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ID: 236355
2011
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Abstract
Este texto presenta algunas tendencias comunes en el ámbito regional y varios de los principales nudos problemáticos que obstaculizan un desarrollo armónico de su educación superior. Consideramos al respecto, que la continuidad de las políticas públicas pergeñadas en los 90, ha bloqueado la posibilidad de resolver problemas medulares. Focalizaremos especialmente en tres procesos: la expansión de la cobertura sin reducción de las desigualdades sociales ni inclusión plena en la educación superior, el desarrollo de procesos de evaluación institucional sin mejoramiento efectivo de la calidad de los aprendizajes y el énfasis otorgado a la formación de profesionales que subalterniza el compromiso y la responsabilidad social de los universitarios.
This paper points out some common tendencies of the Latin America region and several troublesome aspects that hinder a harmonic development of its Higher Education. We consider that the sustainability of the public policies sketched out in the '90s, has blocked the possibility of solving major problems. We will pay extra attention to the three following processes: the expansion of the outreach without the reduction of either social inequalities or a fully inclusion in Higher Education; the development of institutional evaluation processes without an improvement on the quality of the learning processes; and last but not least, the emphasis given to professional trainings instead of the commitment and the social responsibility of the university actors.
This paper points out some common tendencies of the Latin America region and several troublesome aspects that hinder a harmonic development of its Higher Education. We consider that the sustainability of the public policies sketched out in the '90s, has blocked the possibility of solving major problems. We will pay extra attention to the three following processes: the expansion of the outreach without the reduction of either social inequalities or a fully inclusion in Higher Education; the development of institutional evaluation processes without an improvement on the quality of the learning processes; and last but not least, the emphasis given to professional trainings instead of the commitment and the social responsibility of the university actors.
| Reference Key |
chiroleu2011avaliao:la
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| Authors | ;adriana chiroleu |
| Journal | rheumatology (oxford, england) |
| Year | 2011 |
| DOI |
10.1590/S1414-40772011000300008
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| URL | |
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