Persecution on Clio. When neoliberal presentism reached humanities
In recent decades, as a result of the accelerated processes of industrial, commercial and communication modernization, different pillars that had sustained modern societies for centuries have begun to form. These dizzying changes become even more drastic when they impact on developing societies beca...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9421 |
| _version_ | 1801706213795168256 |
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| author | Martínez Moya, Armando |
| author_facet | Martínez Moya, Armando |
| author_sort | Martínez Moya, Armando |
| collection | OJS |
| description | In recent decades, as a result of the accelerated processes of industrial, commercial and communication modernization, different pillars that had sustained modern societies for centuries have begun to form. These dizzying changes become even more drastic when they impact on developing societies because of their mechanisms of stabilization and structural strength are precarious, unequal and weak.
Starting from the situation of the Latin American panorama, these impacts are also felt in higher education, especially in the teaching of social sciences, seen in the past as a strengthening element for the analysis and interpretation of human phenomena. History, particularly, as a resource of awareness and time. But it has not been the only one resenting the silent and discreet but at the same time forceful and crude attacks of a presentist disciplinary modernity that has been displacing and re-funcionalizing curricula, professions, as well as spaces and, especially, the paradigms of the social sciences and the humanities. This, in order to insert disciplines from the field of natural, exact, and administrative sciences as alternatives and univocal purposes to give greater emphasis to contemporary university education.
The present text addresses the problem of universities, taking Mexico and in particular the University of Guadalajara as a reference. The starting point is a panoramic view of the consolidation of the humanities. History is taken as a paragon discipline along with those who were the first teachers. The difficult and painful trajectory of the construction of its paradigms is historically cleared until the point when teaching and research efforts achieved professionalization and the legitimization in Mexican universities.
However, in the last 25 years, approximately in a vertiginous and multifactorial manner, restrictive policies have been implemented to reorient budgets, programs, schools and models in accordance with the new paradigms, based on an academic neoliberalism and whose slogan is productivity, profitability, efficiency and therefore; the creation of scenarios that allow these ends. This issue has affected the social sciences. We offer here a brief account of the events that have affected many areas with respect to users, curricula, and careers.
The method of exposition of this essay is based on a series of evidence and documentary and bibliographical experiences from the humanistic trajectory and construction, as well as from the influences and implications of the neoliberal presentism |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9421 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2019 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-94212023-09-06T20:34:37Z Persecution on Clio. When neoliberal presentism reached humanities Persecución Sobre Clio. Cuando El presentismo neoliberal alcanzó a las humanidades Perseguição sobre o Clio. Quando o presentismo neoliberal atingiu as humanidades Martínez Moya, Armando University; social sciences; history; neoliberalism; curriculum. Universidad; ciencias sociales; historia; neoliberalismo; curriculum. Universidade; Ciências Sociais; história; neoliberalismo; currículo In recent decades, as a result of the accelerated processes of industrial, commercial and communication modernization, different pillars that had sustained modern societies for centuries have begun to form. These dizzying changes become even more drastic when they impact on developing societies because of their mechanisms of stabilization and structural strength are precarious, unequal and weak. Starting from the situation of the Latin American panorama, these impacts are also felt in higher education, especially in the teaching of social sciences, seen in the past as a strengthening element for the analysis and interpretation of human phenomena. History, particularly, as a resource of awareness and time. But it has not been the only one resenting the silent and discreet but at the same time forceful and crude attacks of a presentist disciplinary modernity that has been displacing and re-funcionalizing curricula, professions, as well as spaces and, especially, the paradigms of the social sciences and the humanities. This, in order to insert disciplines from the field of natural, exact, and administrative sciences as alternatives and univocal purposes to give greater emphasis to contemporary university education. The present text addresses the problem of universities, taking Mexico and in particular the University of Guadalajara as a reference. The starting point is a panoramic view of the consolidation of the humanities. History is taken as a paragon discipline along with those who were the first teachers. The difficult and painful trajectory of the construction of its paradigms is historically cleared until the point when teaching and research efforts achieved professionalization and the legitimization in Mexican universities. However, in the last 25 years, approximately in a vertiginous and multifactorial manner, restrictive policies have been implemented to reorient budgets, programs, schools and models in accordance with the new paradigms, based on an academic neoliberalism and whose slogan is productivity, profitability, efficiency and therefore; the creation of scenarios that allow these ends. This issue has affected the social sciences. We offer here a brief account of the events that have affected many areas with respect to users, curricula, and careers. The method of exposition of this essay is based on a series of evidence and documentary and bibliographical experiences from the humanistic trajectory and construction, as well as from the influences and implications of the neoliberal presentism En las últimas décadas, producto de los acelerados procesos de modernización industrial, comercial y de la comunicación, han empezado a cimbrase diferentes pilares que habían sostenido secularmente a las sociedades modernas. Estos vertiginosos cambios se hacen aún más drásticos cuando impactan en las sociedades en desarrollo, puesto que sus mecanismos de estabilización y fortaleza estructural son precarios, desiguales y débiles. Partiendo de la situación del panorama latinoamericano, estos impactos se hacen sentir también en la educación superior, sobre todo en la enseñanza de las ciencias sociales, otrora eslabón fortalecedor para el análisis e interpretación de los fenómenos humanos, particularmente la historia, como recurso de conciencia y el tiempo. Pero no solo ella ha resentido los embates silenciosos y discretos pero a la vez contundentes y crudos de una modernidad disciplinar presentista que ha venido desplazando y refuncionalizando los currículos, las profesiones, así como los espacios y sobre todo los paradigmas de las ciencias sociales y de las humanidades, a efecto de ir insertando disciplinas del campo de las ciencias naturales, exactas y administrativas, convirtiéndolas en alternativas y propósitos unívocos para darle mayor énfasis a la formación universitaria contemporánea. El presente texto aborda el problema de las universidades, tomando como referencia a México y en particular a la Universidad de Guadalajara. Se parte de una mirada panorámica de cómo se fueron forjando las humanidades, tomando como parangón la disciplina de la historia y a quienes fueron sus primeros profesores y profesoras. Se desbroza históricamente la trayectoria difícil y cuesta arriba de la construcción de sus paradigmas hasta que los esfuerzos docentes y de investigación permitieron su profesionalización y legitimación en las universidades mexicanas. Sin embargo, en los últimos 25 años, aproximadamente de manera vertiginosa y multifactorial, se fueron implementando políticas de acotamiento para reorientar presupuestos, programas, escuelas y modelos acordes con los nuevos paradigmas que se sustentan en un neoliberalismo académico que tiene como consigna, la productividad, la rentabilidad, la eficiencia y por lo tanto la formación de cuadros destinados a esos fines. Este asunto ha afectado a las ciencias sociales. Aquí se hace un breve recuento de los que efectos han repercutido en muchos ámbitos respecto a usuarios, currículos y carreras. El método de exposición de este ensayo se sustenta en un recuento de evidencias y experiencias documentales y bibliográficas tanto de la trayectoria y construcción humanística, como de las influencias e implicaciones del modelo presentista neoliberal. El método de exposición de este ensayo se sustenta en un recuento de evidencias y experiencias documentales y bibliográficas tanto de la trayectoria y construcción humanística, como de las influencias e implicaciones del modelo presentista neoliberal. Nas últimas décadas, como resultado dos processos acelerados de modernização industrial, comercial e de comunicação, diferentes pilares que haviam sustentado as sociedades modernas começaram a se formar. Essas mudanças estonteantes se tornam ainda mais drásticas quando impactam as sociedades em desenvolvimento, já que seus mecanismos de estabilização e força estrutural são precários, desiguais e fracos. Com base na situação do panorama latino-americano, esses impactos são sentidos no ensino superior, especialmente no ensino das ciências sociais, uma vez elo fortalecedor para a análise e interpretação dos fenômenos humanos, particularmente história, como um recurso de consciência e tempo.Mas não só ela sofreu ataques silenciosos e discretos, mas forte e modernidade bruto disciplina presentista foi em movimento e refunctionalizing currículos, as profissões, bem como espaços e, acima de todos os paradigmas das ciências sociais e as humanidades, a fim de inserir disciplinas do campo das ciências naturais, exatas e administrativas, convertendo-as em alternativas e propósitos unívocos para dar maior ênfase à educação universitária contemporânea. Este texto aborda o problema das universidades, tomando como referência o México e em particular a Universidade de Guadalajara. É baseado em uma visão panorâmica de como as humanidades foram forjadas, tomando como paradigma a disciplina da história e aqueles que foram seus primeiros professores. A difícil e árdua trajetória de construção de seus paradigmas é historicamente desmatada até que os esforços de ensino e pesquisa permitiram sua profissionalização e legitimação nas universidades mexicanas. No entanto, nos últimos 25 anos ou maneira tão tonta e multifatorial, as políticas foram implementadas boundedness para reorientar os orçamentos, programas, escolas e modelos em linha com os novos paradigmas que são sustentados em uma neoliberalismo acadêmica cujo lema, produtividade , a rentabilidade, a eficiência e, portanto, a formação de tabelas destinadas a esses fins. Esta questão afetou as ciências sociais. Aqui está uma breve descrição dos efeitos que afetaram muitas áreas em relação a usuários, currículos e carreiras. O método de exposição deste teste é baseado em uma contagem de provas documentais e experiência e literatura tanto caminho e construção humanista como influências e implicações do modelo neoliberal presentista.O método de exposição deste teste é baseado em uma contagem de provas documentais e experiência e literatura tanto caminho e construção humanista como influências e implicações do modelo neoliberal presentista. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2019-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9421 10.19053/01227238.9421 Revista Historia de la Educación Latinoamericana; Vol. 21 No. 32 (2019): Ramón Indalecio Cardozo; 59-84 Revista Historia de la Educación Latinoamericana; Vol. 21 Núm. 32 (2019): Ramón Indalecio Cardozo; 59-84 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9421/7945 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9421/8227 Copyright (c) 2019 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | University; social sciences; history; neoliberalism; curriculum. Universidad; ciencias sociales; historia; neoliberalismo; curriculum. Universidade; Ciências Sociais; história; neoliberalismo; currículo Martínez Moya, Armando Persecution on Clio. When neoliberal presentism reached humanities |
| title | Persecution on Clio. When neoliberal presentism reached humanities |
| title_alt | Persecución Sobre Clio. Cuando El presentismo neoliberal alcanzó a las humanidades Perseguição sobre o Clio. Quando o presentismo neoliberal atingiu as humanidades |
| title_full | Persecution on Clio. When neoliberal presentism reached humanities |
| title_fullStr | Persecution on Clio. When neoliberal presentism reached humanities |
| title_full_unstemmed | Persecution on Clio. When neoliberal presentism reached humanities |
| title_short | Persecution on Clio. When neoliberal presentism reached humanities |
| title_sort | persecution on clio when neoliberal presentism reached humanities |
| topic | University; social sciences; history; neoliberalism; curriculum. Universidad; ciencias sociales; historia; neoliberalismo; curriculum. Universidade; Ciências Sociais; história; neoliberalismo; currículo |
| topic_facet | University; social sciences; history; neoliberalism; curriculum. Universidad; ciencias sociales; historia; neoliberalismo; curriculum. Universidade; Ciências Sociais; história; neoliberalismo; currículo |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9421 |
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