TEACHER´S WORK PROCESSES AND KNOWLEDGE: AN EXPERIENCE OF POSTGRADUATE FORMATION AT UNIVERSIDAD NACIONAL DE SAN LUIS, ARGENTINA

Abstract

Researches about higher education in Latin America and the current educational policies show profound influences on the daily life of university professors, with the consequent configurations of their job. Teachers´ practices reveal high degrees of individualism, competitiveness and subordination to a business productive logic that affects the identities historically developed as regards the conception of knowledge as a social right, the public character of education and its institutions. Being the work of professors the focus of our studies, a qualitative methodological perspective is required in order to make our analysis possible concerning their work processes, practices and knowledge generation. This article aims at sharing a formation experience of a postgraduate course at Universidad Nacional de San Luis that was organized by the authors´ research project (2018 and 2019). Its value lies in promoting interchanges and reflections about the multiple and heterogeneous realities of everyday teachers´ work, making the complexity in which they generate knowledge evident in view of the present institutional conditions. Therefore, the attempt aims at creating possibilities for the constitution of a space where a collective of teachers can reflect on relevant social practices in favor of a public educational project.