Formarse para…formarse con…: la formación del ingeniero agrónomo en relación con el otro
The formation of the agronomist in Argentina takes more than 130 years. Although the content and methodologies of teaching and learning have been updated, training remains disciplinary: teachers / agronomists specialize in the knowledge of a specific object of study (animal production, agrarian administration, etc.), dominate and transmit it. This training, sequenced and cumulative, allows us to form, understand production and understand production systems.But what happens when we face that system of knowledge with another, which has an undisciplined and informal character? “In a meeting in the countryside, talking with producers, I realized that I have an answer for the students but not for the producers”, commented a teaching colleague, researcher and extensionist. Do not they collide, in that statement, systems of construction of knowledge that start from different logics, beyond which they can reach similar results? What is it that allows us to think in relation to our practices as extensionists and in relation to our practices as teachers? What does it mean to say I have no answer? Perhaps we have to review the matrices that form us as agricultural engineers, an enabling title to be teachers and extensionists. The rural world, the one of the agricultural production, does not necessarily follow the route that follows the university world. To validate through education a system of knowledge over others - literally invisible - limits our gaze, hierarchizes our relationships separating us from others and obturates our understanding of the productive system. What happens to local and undisciplined knowledge in an intervention?
| Main Authors: | , |
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| Format: | Digital revista |
| Language: | spa |
| Published: |
Facultad de Ciencias Agrarias y Forestales de la Universidad Nacional de La Plata
2018
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| Online Access: | https://revistas.unlp.edu.ar/revagro/article/view/6143 |
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