THE INSTITUTIONALIZATION OF DISTANCE EDUCATION IN THE ARGENTINE PUBLIC UNIVERSITY. POST-PANDEMIC DEBATES, MEANINGS AND CHALLENGES

This article synthetically explores the process of institutionalization of distance education in Argentine national universities. It is sociologically analyzed through the practices of agents/agencies and the construction of its own field with internal struggles and connections with other fields, wh...

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Detalles Bibliográficos
Autor principal: Moretta, Maria Rosana
Formato: Artículo revista
Lenguaje:Español
Publicado: Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2024
Materias:
Argentine public university / distance education / democratization of higher education / university education as a right / free / open admission / university citizenship
universidad pública argentina / educación a distancia / democratización de la educación superior / educación universitaria como derecho /gratuidad / ingreso irrestricto / ciudadanía universitaria
Universidade pública argentina; Educação a distância; Democratização do ensino superior; Ensino universitário como direito; Ingresso gratuito e irrestrito; Cidadania universitária.
Acceso en línea:https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45905
Aporte de:
Integración y Conocimiento de Universidad Nacional de Córdoba
Descripción
Sumario:This article synthetically explores the process of institutionalization of distance education in Argentine national universities. It is sociologically analyzed through the practices of agents/agencies and the construction of its own field with internal struggles and connections with other fields, while defining the contested good, its legal identity, and thereby its place in the Argentine university system. The theoretical-methodological perspectives of Pierre Bourdieu's reflexive sociology and Basil Bernstein's sociological theory of education are used as conceptual references for the study. Based on these perspectives, the social space to be studied is constructed, defined as the object of research: aspects related to the formation of the university distance education field – leading to its institutionalization – in direct connection with the university educational political field. This is achieved through the analysis of the practices of agents – and their academic habitus – agencies' practices, and the trajectory of policies and regulations that impact them. On the other hand, through relationships with other fields such as the university educational political and the influence of the intellectual and pedagogical education fields, Argentine university distance education defines the contested good – the meaning of university education: the understanding of the right to education – while simultaneously undergoing the process of redefining its legal identity and consolidating its institutionalization in Argentine universities.

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