Cuadernos Universitarios

The expansion of postgraduate programs in Argentina. From macrostructural indicators to biographies narrated by university professors.

Jonathan Aguirre, Luis Porta, Carolina Vargas Pisani — Mon, 17 Nov 2025 15:05:39 -0300

Postgraduate education and its material and symbolic links to the beginning, development, and consolidation of the university academic profession are central to research in the field of higher education. The reasons for this centrality lie in its constant dynamism and ongoing thematic and methodological expansion. The work presented here proposes, first, a statistical and documentary exploration of the postgraduate expansion processes in Argentina based on the analysis of the 2023 and 2025 reports of the National Evaluation and Accreditation Commission (CONEAU) and the latest Statistical Yearbooks of the current Undersecretariat of University Policies. Second, macrostructural indicators are complemented by biographies narrated by academics from the National University of Mar del Plata. The combination of approaches between structural issues at the level and the narrated biographies of those who build it daily enters the concert of productions to qualify conclusions and project new lines of inquiry into the subject. The findings we present are the result of a larger study conducted within the framework of CONICET-Argentina, which seeks to understand the expansion of postgraduate training and its impact on the national academic profession.

La Espanol

IANNI MACEDO — Mon, 17 Nov 2025 00:00:00 -0300

El ensayo aborda el fenómeno contemporáneo de la creciente inscripción de categorías diagnósticas en la vida cotidiana, analizando cómo el lenguaje clínico se integra al repertorio simbólico desde el cual los sujetos interpretan el malestar y configuran sus experiencias. Desde una perspectiva psicosocial, y a la luz de la Teoría de las Representaciones Sociales de Moscovici, se exploran los procesos de objetivación, anclaje e inferencia inductiva como mediaciones que permiten traducir lo incierto en elementos comprensibles y culturalmente compartidos. Lejos de asumir una postura crítica hacia los marcos diagnósticos en sí, el texto propone una reflexión sobre los sentidos atribuidos al comportamiento humano, con el fin de ampliar las posibilidades de significación subjetiva. En este sentido, se invita a repensar la patologización no como un límite, sino como una oportunidad para revisar las formas de nombrar, sentir y comprender lo humano, en clave de pluralidad, reconocimiento y expansión.

Influencers virtuales creados por inteligencia artificial y su integración en las estrategias de marketing digital de Pymes mendocinas internacionalizadas

Paz Rego — Mon, 17 Nov 2025 15:07:02 -0300

This article analyzes the impact of influencers created by artificial intelligence (AI) on the digital marketing strategies of small and medium-sized enterprises (SMEs) from Mendoza, Argentina, with an international outlook. Using a mixed-method approach that includes documentary analysis, semi-structured interviews, and a comparative analytical instrument, the main categories of virtual influencers are identified according to their origin, reach, personalization, and commercial purpose. Associated digital strategies are also explored, such as content marketing, advanced segmentation, multichannel integration, and automated branding. Results show that AI influencers offer low-cost, scalable, and reputation-controlled opportunities, enabling SMEs to compete in global digital environments. The paper concludes with a discussion on the ethical, communicational, and educational challenges involved, both for the business ecosystem and for the professional training processes in marketing.

EL ENFOQUE POR COMPETENCIAS EN LA CARRERA DE ABOGACÍA DE LA UNIVERSIDAD CATÓLICA DE SALTA (UCASAL)

Victor Fabio Toledo — Mon, 17 Nov 2025 15:09:52 -0300

This work reflects the final result of the research project “Teaching and learning by competencies in the Law career of the Catholic University of Salta (UCASAL)”. The research sought to investigate the competencies defined by the UCASAL educational model and whether these are reflected explicitly and/or implicitly in the degree programs in face-to-face and distance modalities. To do this, all the degree programs were analyzed and, on that basis, surveys were applied to all teachers and a focus group was carried out with those who make up chairs that are reformulating their programs based on objectives into programs based on competencies.

A quantitative and qualitative analysis of the data obtained was carried out. The results achieved indicate that there is little explicit reference to the term competencies from a pedagogical perspective and a disparate presence of the generic competencies established by the University, both between the subjects and between the years of completion of the degree. Implicitly, a greater number of these competencies have been identified, although a great dispersion is observed in terms of their typology and their recurrence. With respect to the opinions expressed by the teachers, it can be seen that the majority declare that they know the transversal competencies of the UCASAL and specific to the career and that they recognize the importance of this new approach, but that training and time are required to be able to implement it in their respective chairs.

REPRESENTACIONES SOBRE LA CO-FORMACIÓN EN LA RESIDENCIA PEDAGÓGICA EN INSTITUTOS DE EDUCACIÓN SUPERIOR EN EL NOROESTE ARGENTINO

Graciela Ester Flores — Mon, 17 Nov 2025 00:00:00 -0300

This article presents the initial results of a research project entitled "The Role of the Co-Trainer Teacher in the Residency of 4th-Year Primary Education Students at Two Higher Education Institutes in the Provinces of Jujuy and Salta" conducted by the Catholic University of Salta, Argentina. The general objective of this article is to investigate the role of the co-trainer teacher in the pedagogical residency of 4th-year Primary Education Students in teacher training colleges. Regarding the chosen methodology, this research presents a qualitative, exploratory-descriptive approach with a non-experimental design. The main purpose of this article is to present the results, on the one hand, of the development of the state of the art based on the existing literature on the subject and, on the other hand, of the approach and entry into the field with open individual interviews, where this type of interview "has no script; it is organized as the interviewees progressively gain knowledge of the subject" (Cifuentes Gil, 2000, p. 85). The results show the relevance of the role of the co-trainer teacher, based on situated mentoring and the teaching of practical knowledge to students in line with the theoretical frameworks learned in Initial Teacher Training. It is also evident that co-training processes emerge and are sustained through collaborative work within the pedagogical residency frameworks and the strengthening of institutional ties.

Practices that “are being” in university teaching in terms of challenges and developments in arts teaching at the U.N.T.

Pablo Daniel Muruaga — Mon, 17 Nov 2025 00:00:00 -0300

This collaboration ventures possible interpretations and reflections on university teaching practices from a perspective that reads in the present tense without denying past constructions and assuming their dynamic and proactive nature. Focusing on the challenges posed by the teaching practices of the Visual Arts, Music, and Theater departments at the National University of Tucumán, we acknowledge the need to take a position on the pedagogical act as an event that encompasses and sustains intervention, research, and critical reflection without neglecting the conditions and structures that determine them. By rehearsing some responses that attempt to unravel the nature of practices, paying attention to what teachers do at the university in terms of training, we seek to problematize the founding prescriptions of the curricula of these teaching programs and the complex curricular interpretation for the selection of content specified in the programs of the chairs linked to teaching and the core of the practices. Highlighting some of the contemporary challenges, the discussion will focus on what teacher educators, identified as social subjects of the curriculum, define.

From Practice to Reflection: A Service-Learning Experience as the Foundation for an Institutional Research Initiative

Maria Martha Villarreal, Federico Rodolfo Santos Berisso — Mon, 17 Nov 2025 15:19:39 -0300

This article analyzes the process of initiating the institutionalization of Service-Learning in the education of environmental engineers. The proposal emerged from the implementation of three interdisciplinary research projects developed in collaboration with a civil society organization, which enabled the identification of concrete opportunities to integrate Service-Learning as a cross-cutting pedagogical strategy. Based on this situated experience, several lines of action were outlined, including curriculum analysis, characterization of the educational community, survey of institutional practices, strengthening of collaborative networks, mapping of local organizations, and the design of an institutional diagnostic tool. The article reflects on the tensions between traditional structures of science and engineering programs and the implementation of pedagogical approaches grounded in social engagement. It concludes that Service-Learning represents a legitimate and powerful educational pathway for articulating academic excellence with social responsibility in higher education, provided that institutional conditions are fostered to support its gradual integration into study plans, organizational culture, and community engagement.