Judith Naidorf

Parceria universidade-empresa e mudanças na cultura acadêmica: análise comparativa dos casos da Argentina e do Canadá

This paper studies the changes in academic culture public universities have suffered these last decades. From a historical and comparative (with cases from Argentina and Canada) standpoint, it analyses the features of university and academic culture during the post-war (1950-1970) and end of century (1980-2000). In a context of neo-liberal policies that commercialize knowledge, reduce public funding and redirect funding according to external actors, a model of academic capitalism has gradually taken over during this last period and university has undergone a gradual shift from autonomy to heteronomy.

Modelos universitarios en pugna: democratización o mercantilización de la universidad y del conocimiento público en Argentina

The changes that occurred in the Argentine university system are connected to the neoliberal economic model which was reinforced in the 90s. Since then, the universities adapted their activities to a new culture of interaction with the productive sector in search of competitiveness. In this context, we locate two speeches: one affirms the trend of democratizing public spaces and free knowledge; and the other, the trend to commercialize knowledge. Both circulate in the university today in strongly antagonistic positions that correspond with two different university models.

Social and Cognitive Justice: The Social Relevance of the Higher Education in Latin America

Latin America, characterized by being a multicultural and multi-ethnic region, has become in these early years of the new millennium a demonstration of creativity and social innovation while a laboratory of experiments in privatization and marketing raised to the degree, product of neoliberal policies that plagued the state from the Chilean coup of 1973 onward. Currently, the region is drawn through the coexistence of the worst social inequality with self-organization of complex social justice experiences carried out both by minority groups as movements that have arrived to state power. The development of renewable forms of democracy present in Latin American countries strengthened since the second half of the twentieth century, and the processes of integration of countries in the region that since the end of this millennium have taken more autonomous courses while being integrated are demanding forms of social justice to expand and reach those sectors still lag behind. This chapter is a contribution to better analyze higher education in Latin America, the current challenges in social and cognitive justice, equity, and social cohesion from an Ibero-American perspective.

La Universidad de Buenos Aires durante los años peronistas: imágenes, mitos, verdades y posverdades (The University of Buenos Aires during the Peronist years: images, myths, truths and post-truths)

Fil: Riccono, Guido. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina. Universidad Nacional del Comahue; Argentina

Equity, Social Cohesion and Relevance in Higher Education

The concepts of equity, social cohesion and relevance are characterized by ambiguity, as well as a relationship to the notion of trope1 and the floating signifier.2 This description enables us to understand the importance of these three concepts starting in the 1990s.