El papel del profesorado universitario español ante el nuevo modelo europeo de educación superior y el despliegue tecnológico en la docencia
Over the last decade, there has been a constant increase in regulations of various types that affect the tasks of university professors, as well as the extension of academic freedom as an individual freedom and, to a lesser extent, university autonomy. These limitations mainly affect the planning, o...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/22363 |
| Acceso en línea: | http://hdl.handle.net/10256/22363 |
| Access Level: | acceso abierto |
| Palabra clave: | Universitats -- Cos docent -- Espanya Universities and colleges -- Faculty -- Spain Autonomia universitària -- Espanya University autonomy -- Spain Llibertat d'ensenyament -- Espanya Teaching, Freedom of -- Spain Espai Europeu d'Educació Superior European Higher Education Area |
| Sumario: | Over the last decade, there has been a constant increase in regulations of various types that affect the tasks of university professors, as well as the extension of academic freedom as an individual freedom and, to a lesser extent, university autonomy. These limitations mainly affect the planning, organization and even decisions on content and teaching methodology. This paper identifies some of the main areas in which these limits are increasing, especially the deployment of the regulations that configure the European Higher Education Area in Spain. The continuous extension of the powers of organization of teaching that the institutions are obtaining from this regulation are, in most cases, to the detriment of the decision-making capacity of the teaching staff. Along with years of deployment of a multitude of technological possibilities and tools, their choice and implementation have also remained in the hands of universities, while teachers must usually adapt to those technologies that the institutions allow or force them to use. Once again, teachers' opportunities to choose the teaching methodology they use are mediatized. The text exposes the primacy with which the organizational powers of state, regional or even university institutions have been endowed, always in exchange for restricting teachers' individual academic freedom. I intend here to warn, in short, that the implementation of a modern university, consistent with the EHEA, does not mean and should not imply excessive imposition from public powers over professors: a prevention that is precisely the reason for the existence of academic freedom |
|---|