Tramas cronotópicas y devenires auto-biográficos en la formación doctoral: La performatividad del posgrado desde las narrativas de docentes universitarios
Doctoral training represents in itself a particular and complex educational itinerary. Its singularity lies not only in institutional, systemic or curricular aspects of each training program, but also that it crosses the subject from biographical, temporal and affective coordinates that can only be...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2022
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6576 |
| Sumario: | Doctoral training represents in itself a particular and complex educational itinerary. Its singularity lies not only in institutional, systemic or curricular aspects of each training program, but also that it crosses the subject from biographical, temporal and affective coordinates that can only be dimensioned through its own textualization and narration. Positioned from post-qualitative perspectives of social research, the biographical, auto-biographical and narrative approach emerges as a possibility to recover the experiences lived by those university professors who have undergone doctoral training, resemantize them from their life stories and reinterpret them from new senses and meanings. In this article, based on the testimonies of university professors, we focus on the biographical value of their narratives where the chronotopic plots that occur in the course of training, its formative nature, and the complex amalgamation between life, profession and training evidenced in the deployment of their stories. The narrative findings are configured in intimate interstices from which to build the field of educational research in an alternative way, make visible the more human face of postgraduate training, and produce future displacements and debates around the object of study. |
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