El presente artículo pone en debate algunas de las concepciones de universidad, de mercado y de profesión en el diseño de comunicación visual. Se presentan algunas categorías obtenidas a partir de nuestra investigación de doctorado, como parte de un análisis etnográfico y discursivo. En esta ocasión, ponemos en tela de juicio dichas nociones en relación a los talleres de Diseño de la Licenciatura en Diseño de Comunicación Visual de la Universidad de la República.
Este artículo da cuenta de los resultados más relevantes de un estudio sobre las trayectorias de estudiantes de la Universidad de la República (Udelar) en privación de libertad, que se ejecutó en el periodo comprendido entre los años 2021 y 2023. Con el objetivo de conocer estas trayectorias para contribuir a la mejora de la política pública a partir de la evidencia, se desarrolló este estudio exploratorio de método mixto que incluye técnicas cualitativas (entrevistas y talleres participativos) y cuantitativas (cuestionario). Estas fueron aplicadas a estudiantes de unidades penitenciarias de Montevideo y la zona metropolitana. Los resultados se presentan aquí en torno a cinco ejes: 1) características sociodemográficas generales, 2) trayectorias educativas previas, 3) principales hitos y cambios que la población asocia a su ingreso a la universidad, 4) valoraciones sobre la enseñanza universitaria en cárceles y 5) condiciones de estudio, según el tipo de unidad en la que se encuentran cursando.
La metodología Collaborative Online International Learning (COIL), como estrategia de internacionalización en casa (IaH), ha mostrado resultados en el aprendizaje intercultural, sin embargo, existe evidencia limitada sobre su aplicación en procesos pedagógicos de disciplinas artísticas. Este estudio cualitativo, enmarcado en el enfoque Scholarship of Teaching and Learning (SoTL), examinó de qué manera un módulo COIL incide en el análisis reflexivo de referentes, decisiones formales y posicionamientos contextuales en estudiantes avanzados de una carrera artística universitaria donde se integra el enfoque de investigación-creación. La intervención se implementó en 2023 en un curso de metodología de investigación en arte articulado entre dos universidades latinoamericanas. El módulo duró seis semanas e incluyó sesiones sincrónicas y trabajo asincrónico guiado. Participaron diecisiete estudiantes (n=17) y el corpus analítico del estudio se concentró en la Universidad A (n=11). La secuencia didáctica contempló cartografías visuales, intercambios epistolares y reflexiones comparadas. La evidencia se recolectó mediante cuestionarios pre y pos, diario docente estructurado y análisis de artefactos. El estudio consideró indicadores documentales y comparación entre versiones, triangulados con registros reflexivos y revisión de categorías emergentes.Los hallazgos muestran desplazamientos en la jerarquización visual de referentes, la justificación de decisiones formales y la incorporación de marcadores de contextualización, junto con una reconfiguración de lo intercultural hacia comprensiones situadas de los procesos de investigación-creación en contextos artísticos específicos. El estudio aporta evidencia empírica sobre la mediación dialógica estructurada como mecanismo pedagógico en la formación artística superior, con limitaciones por tamaño del corpus y concentración institucional.
Este artigo tem como objetivo apresentar nossa compreensão da extensão universitária e dos processos de curricularização da extensão desenvolvidos por meio da educação ambiental como prática social. Para tanto, nos apoiamos em diversos autores e autoras do campo para fundamentar a trajetória do Programa de Extensão Sala Verde nas Ondas do Rio Iguaçu, que será descrito neste artigo, levando em consideração os desafios e dilemas que fizeram esse programa, que é uma chancela do Ministério do Meio Ambiente e Mudança do Clima, se tornar um caso de extensão internacional. Nesse sentido, o artigo apresenta a trajetória desse programa implementado no decorrer de 12 anos entre universidade-comunidade por meio da pesquisa-ação-participante que já promoveu a interação com mais de 3.600 participantes e possibilitou 1) que a comunidade envolvida aumentasse significativamente o seu conhecimento ambiental atuando nas formações realizadas, 2) verificar que, em função desse processo, a comunidade desenvolveu ações colaborativas que interferiramna sua qualidade de vida, 3) evidenciar a necessidade de repensarmos a forma como estamos nos organizando enquanto universidade para o desenvolvimento do ensino-pesquisa-extensão de forma indissociável, 4) realizar a primeira transferência de tecnologia baseada em solução com a natureza como modelo na escola local. Para a coleta de dados foram desenvolvidas entrevistas semiestruturadas com seis moradores locais, e por meio da análise de conteúdo evidenciou-se categorias que apontam para fragilidades e potencialidades desse processo que propõe o desenvolvimento territorial.
This article examines the role of artificial intelligence (AI) in the production of scientific knowledge from a critical perspective. It explores how AI reshapes research methods, authorship, scientific communication, and teacher education, distinguishing between traditional AI and generative AI. It addresses technical advances as well as risks such as algorithmic bias, epistemic exclusion, and discursive homogenization. Recent regulatory frameworks and the role of prompt design in research are also discussed. The paper advocates for ethical, transparent, and plural governance to ensure equity in science and higher education.
This article aims to present our understanding of university extension and the processes of integrating extension practices into the curriculum developed through environmental education as a social practice. To this end, we rely on several authors in the field to substantiate the trajectory of the extension program Sala Verde nas Ondas do Rio Iguacu that will be described in this article, taking into account the challenges and dilemmas that made this program, which is endorsed by the Ministry of the Environment and Climate Change, become an international extension case. In this sense, the article presents the trajectory of this program implemented over the course of 12 years between university and community through Participatory Action Research, which has already promoted interaction with more than 3,600 participants and made it possible to 1) the community involved to significantly increased their environmental knowledge by participating in the training provided, 2) develop collaborative actions that interfered with the quality of life of the community, 3) became clear that we need to rethink the way we are organizing ourselves as a university for the development of teaching-research-extension in an inseparable way, 4) carry out the first technology transfer on nature-based solutions as a model applied in the local school. For data collection, semi-structured interviews were conducted with six local residents and through content analysis, categories were highlighted that point to weaknesses and potentialities of this process that proposes territorial development.
This article reports the most relevant results of a study on the trajectories of students of the University of the Republic (Udelar) in deprivation of liberty, which was carried out in the period between 2021 and 2023. With the aim of learning about these trajectories in order to contribute to the improvement of public policy based on evidence, this exploratory mixed-method study was developed, including qualitative (interviews and participatory workshops) and quantitative (questionnaire) techniques. These were applied to students from penitentiary units in Montevideo and the metropolitan area. The results are presented here along five axes: 1) general sociodemographic characteristics, 2) previous educational trajectories, 3) main milestones and changes that the population associates with their entry to university, 4) evaluations of university education in prisons y 5) study conditions, according to the type of unit in which they are studying.
The Laboratorio de Vidrio is one of the eleven materials laboratories within the & Aacute;rea Tecnol & oacute;gica of the Escuela Universitaria Centro de Dise & ntilde;o, which belongs to the Facultad deArquitectura, Dise & ntilde;o y Urbanismo at the Universidad de la Rep & uacute;blica. It has been a space for teaching glass as a design material since 2010. Its curricular units have been offered as electives for students from other programs within the & Aacute;rea de Tecnolog & iacute;as y Ciencias de la Naturaleza y el H & aacute;bitat, in line with the Universidad de la Rep & uacute;blica's Movete en la Udelar initiative. This text presents the methodology and part of the results from the research project "Estudiantes en foco: Movete hacia el dise & ntilde;o", conducted in 2023. The study explored a component of the "Pr & aacute;cticas contempor & aacute;neas de dise & ntilde;o en vidrio 2020-2021"project, which was approved in the call for Innovaciones Educativas en las Distintas Modalidades de la Ense & ntilde;anza de la Udelar. It analyzed the perspective of Industrial Design students regarding the integration of entrepreneurs and students from other disciplines in the classroom. A qualitative methodological approach was employed through focus groups composed of Bachelor's in Industrial Design students who worked alongside these individuals during 2020, 2021, and 2022. Additionally, a quantitative analysis was conducted on the integration of these teams across various courses and timeframes. The focus groups highlighted a positive assessment of the inclusion of other participants in the classroom, where theoretical and practical knowledge is combined to create joint solutions. The importance of effective communication, coordination, and adaptability in teamwork was emphasized. This aims to improve teaching and learning practices not only in the curricular units linked to the Laboratorio de Vidrio but also in others impacted by the Movete en la Udelar program.
This article analyzes academic inclusion from a pedagogical perspective through the study of funded teaching projects aimed at supporting first-year university education. Based on a conceptual framework that links the dimensions of curriculum, teaching, and assessment, the strategies proposed by teaching teams are examined in response to recurring issues such as delays in academic progress, student disengagement, and low pass rates in first-year courses. The analysis focuses on intervention projects targeting first-year students, considering both the identification of critical situations that need to be addressed and the proposed strategies to do so. Additionally, the underlying pedagogical conceptions informing these actions are explored. While educational inclusion policies seek to promote student retention through peer tutoring, scholarships, or orientation activities, academic inclusion policies - considered second-generation policies according to Suasn & aacute;bar (2001)- aim not only to prevent dropout but also to support students' progress and eventual graduation. The concept of academic inclusion is grounded in approaches that address student trajectories in higher education from a pedagogical-didactic standpoint. Although the impact of individual factors on student retention or dropout is acknowledged, this study argues for a more complex, institutionally integrated pedagogical perspective. It concludes that proposals combining active teaching methodologies with support mechanisms have greater potential to positively influence student trajectories and the continuity of studies during the first year. Finally, the importance of advancing toward the implementation of a pedagogy of beginnings (Mancovsky, 2021) as an institutional policy at the University of the Republic is emphasized.
Higher education offers permanent challenges for teachers, who often assume them and face them with fewer tools than they would like. Over time, in addition, the challenges are renewed, and the teacher must reinvent himself/herself and look for new ways to reach the students to maintain their interest, their motivation and help each one to get the best out of themselves to make the most of their learning stage. This article presents a set of classroom experiences in teaching environmental engineering at the Faculty of Engineering of the Universidad de la Rep & uacute;blica, developed along more than two decades of exploring how to improve the courses, which are shared because they are considered successful. Perhaps they can be inspiring or useful to our colleagues.
This article analyzes the contradiction between the promise of universality and the selective practice that characterizes secondary education in Uruguay, a process that contributes to the persistence of social inequalities. To this end, it reviews conceptual frameworks that help to understand the relationship between institutions and educational trajectories: the notion of agency applied to educational dispositifs, the dimension of life time and the compensatory advantage in educational decisions, the idea of structural mismatch, and the concept of systemic code as a mechanism of inclusion and exclusion. Building on these contributions, the article seeks to: (i) examine how institutional structures condition trajectories and opportunities, (ii) analyze the differential effects of time and social origin on educational experiences, and (iii) discuss the codes of selection that traverse the system. It concludes that the latent function of secondary education is social selection rather than integration, which calls for a redefinition of its aims and the reconfiguration of its dispositifs toward an inclusive horizon.
The University of Guadalajara underwent a curricular innovation process carefully documented through auto ethnography, considering the subjectivity of those involved. One of the main actions of innovation was the creation and collaborative work of the Intercenter Curricular Committees (CCI), whose goal was to update existing study plans and create new ones, aiming for a more relevant educational offer and balancing traditional and innovative programs. Curricular updating is crucial because it defines what and how students learn, ensuring that the Educational Programs (PE) meet the current and future needs of society.
The objective of this article is to present the systematization of the experience of the work carried out in the practical training program "Promotion of mental health in situations of psychosocial vulnerability" that is inserted in subjects of the Psychology. The professional competencies developed by the students were considered, for which three procedural stages were considered: organization, development and final representation. Through a mixed methodology, the data obtained from 115 students during August 2021 to June 2023 are described. The students showed competencies related to the planning and execution of mental health promotion activities and expressed satisfaction in carrying them out. As a lesson learned, it is proposed to consider appropriate methods, techniques and procedures for the evaluation and impact of the competencies worked on in the training.
This article presents qualitative findings from the research project "Permanence and Disaffiliation in the First Year at the University: Instrumental Development and Integration of Predictive Models", funded by the 2021 call for Research Projects to Improve the Quality of University Teaching, organized by the Sectoral Commission on Teaching and the Sectoral Commission on Scientific Research of the University of the Republic, Uruguay. The qualitative approach aimed to understand, from the student perspective, the reasons and meanings attributed to permanence during the first year of university. The participants were 49 students from the 2022 entry generation, belonging to six faculties that represent the academic areas of this University: the faculties of Psychology, Nursing (health sciences area), Social Sciences, Economic Sciences and Administration (social and artistic areas), and Sciences and Engineering (technology and natural and habitat sciences area). The techniques used were focus groups and semi-structured interviews. A mixed categorical content analysis was conducted. From a deductive approach, an ecological model based on four levels (subject, institution, educational system, and macrosocial context) was used. Student voices highlight motivational aspects, relationships with peers, and relationships with teachers in the classroom. From an inductive approach, the category of interstice emerges as a construct that reveals the student experience in the first year of university in ongoing dialogue with their previous experiences in secondary education. The findings challenge the notion of theoretical and real trajectories, as well as the conceptualization of university permanence.
The Faculty of Psychology at Udelar is a public, open-access institution, with an active population of approximately 12,000 students by 2022, and an annual enrollment of approximately 2,500 students. One of the problems it presents is the high percentage of failures, low performance and poor class attendance. Performance according to Tejedor (2003) is associated, among others, with academic variables related to teaching programs and methodologies. This study aimed to know the performance in Mandatory Curricular Units (UCOs) of the 2013 Curriculum of the Degree in Psychology and its relationship with teaching devices. A quantitative, transversal and analytical approach was used. We worked with the intermediate minutes describing the variables: approved, exonerated, deferred, abandoning the course and the grades obtained. The teaching and evaluation modalities of the UCOs were systematized through an online form completed by teachers. The teaching devices are divided into plenary sessions (groups of 1000 students without attendance control) and seminars (groups of 40, 60 or 90 students with attendance control and continuous evaluation). This study allowed us to identify that as progress is made in training cycles, dropout rates stabilize while performance improves. It is concluded that seminar devices favor permanence, and are related to better levels of performance and grades, which can constitute a contribution to the definitions of academic policies for quality teaching.
Many universities include English as a foreign language courses due to the vitality and hegemony of this language in the academic and scientific areas. The Universidad de la Rep & uacute;blica (Uruguay) embraces an open, plural, and diverse perspective to foreign languages. Between 2019 and 2022 courses of eleven different languages were offered-English among them, and most courses were of this language: twenty-three out of seventy-seven-. By carrying out an ethnography of discourse in educational contexts (Johnson, 2011), using different research techniques (document analysis, semi-structured interviews, surveys and classroom observations), the discursive knot (J & auml;ger, 2003) regarding English language teaching, that includes an analysis concerning the way in which English language course are given at the Universidad de la Rep & uacute;blica, was analyzed. It was concluded that, although heterogeneity exists regarding the variety of courses that are being offered, they are context-specific, as they share the university's characteristics and prioritize the socio-cultural aspects of the language. The objectives, approaches and knowledge provided in them are linked to a university discursivity (Dogliotti, 2019) characteristic of the institution and to knowledge related to the disciplines that are studied in the faculties and centers where the courses are being taught.
The development of Teaching Digital Competence (TDC) continues to be a topic of interest for higher education, especially in the hybrid modality after the health emergency. This article aims to present the main recommendations proposed to promote the development of TDC in teachers who work in hybrid modality in higher education. This is why it is proposed to identify the teaching objectives, the proposed methodologies, the institutional strategies implemented and the results obtained with the proposals related to the development of the TDC. Following the stages of the PRISMA 2020 Declaration, a systematic literature review is carried out in three databases between the years 2018 and 2022 inclusive. Among the main findings the little literature dedicated to this topic, stand out the need to propose institutional strategies and the models detected in the literature analyzed, as well as the recommendation to start from the diagnosis of DC of teachers to propose training in flexible formats and linked to professional practice.
Educational inclusion requires permanent review and is therefore a permanent challenge. The reference context is the University of the Republic of Uruguay, historicizing the legal process that accompanies, enables and makes possible educational inclusion as a fundamental right. Subsequently, the focus will be on the Faculty of Psychology, detailing experiences and modalities in which educational inclusion materializes, presenting the space that is established for the singular approach: The Teaching Renewal Program (PROREn). This program addresses various areas within the framework of educational inclusion: people with disabilities, diagnosed with dyslexia, ADD, SLI and others; people deprived of liberty, people who are going through health or life situations that may compromise their educational path, gender diversity, social vulnerability and migration. Each situation requires a specific institutional response articulated with the life scenario of each student. Also think about the institution and anticipate situations that compromise the due inclusion of each singularity.
The challenges that writing represents for university students go far beyond the mere need to textualize ideas and put them in dialogue with the theoretical approaches that support those ideas. The construction of positioning as an author is a great challenge at this stage, since it involves the appropriation of academic discourse and entry into a new community. In this context, I understand that the presence of the author is linked to the notion of personal agency, that is, with the ability to act and make decisions deliberately, where one assumes that one is the maker of that text through a mediated process for reason and takes responsibility for what was said. I present an approach to the writing process of eight monographs carried out by undergraduate students of the Bachelor's Degree in Library Science (Faculty of Information and Communication, Udelar) with the purpose of knowing how they approach the construction of authorship of their own texts. In the findings I propose that students do not usually assume themselves as authors of their writings, in the sense in which it is conceived in this work. Based on this evidence, I propose some recommendations so that students can be deliberately accompanied on this path of building themselves as subjects who write with agency.
Varias universidades incluyen cursos de enseñanza de inglés como lengua extranjera debido a la vitalidad y hegemonía de esta lengua en el ámbito de la ciencia y la academia. En la Universidad de la República (Uruguay) se adopta una perspectiva abierta, plural y diversa hacia las lenguas extranjeras. Entre 2019 y 2022 se ofrecieron cursos de once lenguas extranjeras —entre ellas, inglés, lengua de la que se ofrece el mayor número de cursos: veintitrés de setenta y siete—. A partir de una etnografía del discurso en contextos educativos (Johnson, 2011), utilizando distintas técnicas de investigación (análisis de documentos, entrevistas semiestructuradas, encuestas y observaciones de aula), se analizó el anudamiento discursivo (Jäger, 2003) en torno a la enseñanza del inglés, que incluye un análisis sobre la forma en que se brindan cursos de inglés como lengua extranjera en el ámbito de la Universidad de la República. Se concluyó que, si bien existe heterogeneidad en cuanto a la variedad de cursos de inglés que se ofrecen, estos tienen una especificidad propia de la universidad, dado que se priorizan las funciones socioculturales de la lengua. Los objetivos, enfoques y saberes que se ponen en juego están ligados a una discursividad universitaria (Dogliotti, 2018) propia de la institución y a saberes vinculados a las disciplinas que se estudian en las facultades o centros donde los cursos están insertos.
