O doutorado é sempre uma jornada solitária? Estudo de caso de um doutorado pensado como comunidade de prática

In this article we carry out a case study to analyze the curriculum of doctoral programs for the training of researchers, which presents distinctive pedagogical notes. This implies training in a craft that has different characteristics depending on the disciplinary area. These particularities of the craft imply that training in it is a process of enculturation in a community of practice; in this case the academic community. We carried out a qualitative research of an interpretive nature, with a case study design. The data collection techniques were diverse: documentary analysis, interviews and focus groups. The results indicate that the curriculum is a collective construction based on the principle of interdisciplinary research on applied problems. For this, pedagogical devices are proposed that promote joint work as a community of practice. Specifically, student participation in the design of course offerings, community-mediated monitoring, and specialist-mediated monitoring. The latter are formative evaluation mechanisms that promote accompaniment throughout the entire formative journey.En el presente artículo nos propusimos realizar un estudio de caso para analizar el curriculum de los programas doctorales para la formación de investigadores, que presenta notas pedagógicas distintivas. Esta implica la formación en un oficio que tiene características diversas según el área disciplinar. Dichas particularidades del oficio implican que la formación en este es un proceso de enculturación en una comunidad de práctica; en este caso la comunidad académica. Realizamos un estudio cualitativo de corte interpretativo, con un diseño de estudio de caso. Las técnicas de recolección de datos fueron: análisis documental y entrevistas. Los resultados indican que el curriculum es una construcción colectiva a partir del principio de investigar  interdisciplinariamente sobre problemas aplicados. Para ello, se proponen dispositivos pedagógicos que potencian el trabajo conjunto como comunidad de práctica. Específicamente, la participaciónd e los estudiantes en el diseño de la oferta de cursos, el monitoreo mediado por la comunidad y el monitoreo mediado por especialistas. Estos últimos son mecanismos de evaluación formativa que promueven un acompañamiento a lo largo de todo el trayecto formativo.Neste artigo realizamos um estudo de caso para analisar o currículo dos programas de doutorado para a formação de pesquisadores, que apresenta notas pedagógicas distintas. Isso implica a formação em um ofício que tem características diferentes dependendo da área disciplinar. Estas particularidades do ofício implicam que a sua formação é um processo de inculturação numa comunidade de prática; neste caso a comunidade acadêmica.Realizou-se uma pesquisa qualitativa de natureza interpretativa, com delineamento de estudo de caso. As técnicas de coleta de dados foram diversas: análise documental, entrevistas e grupos focais. Os resultados indicam que o currículo é uma construção coletiva baseada no princípio da pesquisa interdisciplinar sobre problemas aplicados. Para isso, são propostos dispositivos pedagógicos que promovem o trabalho conjunto como comunidade de prática. Especificamente, a participação do aluno na concepção das ofertas do curso, monitoramento mediado pela comunidade e monitoramento mediado por especialistas. Estes últimos são mecanismos de avaliação formativa que promovem o acompanhamento ao longo de todo o percurso formativo

World Not Lost: Rural Southern Populations in 20th Century Italian Literature and Cinema

With the rise of the Grand Tour in the eighteenth century, the European imagination was imbued with a less than favorable view of Southern Italy, one which ignited an enduring stereotype of its inhabitants as indolent and pleasure-seeking. This stereotype is particularly evident in the representation of Southern agrarian populations, who, in the literature and cinema of last century, are portrayed as uniquely unmodern. As Italy began to rebuild from the detritus of WWII, the publication of Carlo Levi’s Cristo si è fermato a Eboli (1945) contributed to a reshaping of Italian national identity which penetrated the imagined boundaries between North and South. In doing so, Levi’s masterpiece became responsible for “announcing” to the rest of the nation the little-known conditions of the Southern peasant existence. Ultimately, however, Levi’s canonical text further reinforced this image of Southern difference that had already been strongly entrenched in the collective European and Northern Italian imaginations. Other figures of Italy’s literary and filmic postwar era, such as filmmaker Vittorio De Seta and Lucanian poet Rocco Scotellaro herald the intrinsic value and indispensability of the Southern peasant class to Italy’s national identity. This dissertation explores the trajectory of the modern literary representation of Italy's agrarian civilization following WWII. I adopt Gramsci's concept of the "subaltern other," as a framework by which to understand the Southern Question and chart the evolving perspectives on Southerners as expressed in literature, cinema, poetry, and other cultural reproduction before and after Italy’s Unification of 1861. In doing so, I assert that the consideration of the South as retrograde finds origin in the eighteenth-century Grand Tour Reiseliteratur which touted a conveniently Romantic and caricatured image of the South, a colonial perspective that became engrained during Fascism and later seeped into the genre of memoir in the twentieth century. I offer a close textual analysis of works by the principal figures of Italy’s postwar literary, scientific, and cinematic milieu who turned their focus to traditional Southern populations, specifically, Carlo Levi’s Cristo si è fermato a Eboli, Ernesto de Martino’s ethnographies Il mondo magico (1948) and Sud e magia (1959), Vittorio de Seta’s short documentary films from the 1950s, and a selection of Rocco Scotellaro’s poetry as well as his two works of prose, L’uva puttanella and Contadini del Sud (1953). My principal aim is to assert how representations have strengthened a collective imaginary of an “othered’ South; moreover, I endeavor to illustrate how “outside” perspectives of Northerners and wealthy Southerners alike (such as Levi and De Seta) should be considered alongside marginalized, native authors such as Lucanian poet, Rocco Scotellaro. To this end, Chapter 3 argues that Scotellaro’s autobiography, L’uva puttanella is a postcolonial response to Levi’s caricatured representation of the South and that his poetic oeuvre should be considered a distinctly unsentimental attempt to reconcile ancient custom with a modern political voice. Ultimately, I aim to demonstrate that my selection of postwar literary and filmic texts is consistent with the geophilosophical writings of Cassano and Alcaro who champion an epistemological reframing of the South, one that invites us to rethink Southern Italy not in relation to the North, but rather for itself. This juxtaposition illustrates the ways in which literary and cinematic representations have contributed to the enduring marginalization of the South

Why do Supervisors and Thesis Students Decide to Discontinue the Pedagogical Relationship?

La dirección de tesis es un pilar de la formación de posgrado. Por ello, nos proponemos analizar la relación director-tesista indagando las razones que pueden llevar a su discontinuidad desde la perspectiva de ambos. Se realizó un estudio cuantitativo descripto, con base en una encuesta diseñada ad hoc, que se aplicó a una muestra no representativa de 1.607 directores y tesistas de universidades argentinas.El 58% de los directores ha discontinuado este vínculo. Algunas razones son: insuficiente dedicación del tesista e insuficiente seguimiento de las indicaciones. Para los tesistas el motivo central es la falta de dedicación del director.Thesis supervision is a pillar of postgraduate education. We analyzed the supervisor-thesis relationship investigating the reasons that may lead to its discontinuity from the perspective of both parties. A descriptive quantitative study was made, based on an ad hoc designed survey, which was applied to a non-representative sample of 1607 thesis supervisors and thesis students from universities in Argentina. Results indicated that 58 % of thesis supervisors discontinued their relationship. Some reasons they provided were: Insufficient dedication of the student and insufficient following of the recommendations. For thesis students, the central reason was the supervisor’s lack of support.Fil: Fernández Fastuca, Lorena Julieta. Pont. Universidad Catolica Arg."sta.maria de Los Bs.as.". Facultad de Cs. Sociales, Politicas y de la Comunicación. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Asymmetric Michael Addition of Dimethyl Malonate to 2 Cyclopenten-1-one Catalyzed by a Heterobimetallic Complex

A. Preparation of GaNa-(S)-BINOL((S)-2) Solution (0.05 M).2 A flame-dried 1L, three-necked round-bottomed flask with 24/40 joints and a 1.5" Teflon coated egg-shaped magnetic stir bar is brought into a nitrogen filled glovebox (Note 2). The flask is charged with gallium (III) chloride (5.0 g, 28.4 mmol, 1.0 equiv) (Notes 3 and 4). The flask is sealed with three rubber septa (one of which is fitted with an internal temperature probe) brought out of the glovebox, and put under positive pressure of nitrogen via a needle attached to a nitrogen line. Another flame-dried 1L, three-necked round-bottomed flask with 24/40 joints and a 1.5" Teflon coated egg-shaped magnetic stir bar is charged with (S)-(-)-1,1'-bi(2-naphthol) ((S)-BINOL, (S)-1) (16.26 g, 56.8 mmol, 2.0 equiv) (Note 5). The flask is sealed with three rubber septa (one of which is fitted with a thermometer) and evacuated and backfilled with nitrogen three times (5 minutes under vacuum per cycle). A flame-dried 500 mL round-bottomed flask with a 24/40 joint and a 1" Teflon coated egg-shaped magnetic stir bar is charged with sodium tert -butoxide (10.92 g, 113.6 mmol, 4.0 equiv) (Note 6). The flask is sealed with a rubber septum and evacuated and backfilled with nitrogen three times (5 minutes under vacuum per cycle)

La dirección de tesis como espacio pedagógico

La formación de investigadores ha cobrado gran relevancia en el marco de la sociedad del conocimiento. A pesar de lo cual, es poco lo que se conoce sobre la pedagogía de dicha formación. La mayoría de los investigadores se forman a través de programas doctorales en las universidades, que incluyen dos instancias: asistencia a cursos y seminarios (“cursada”) y realización de la tesis.Esta ponencia, que es un avance de una tesis doctoral sobre los procesos de enseñanza y aprendizaje involucrados en la formación de investigadores, expone el estado del conocimiento sobre un recorte de dicho objeto: la dirección de la tesis como espacio pedagógico. Dicho fenómeno es considerado por la investigación en el tema uno de los factores de mayor peso en el completamiento de los programas doctorales y, consecuentemente, de la formación de investigadores.La literatura internacional re-conceptualiza la dirección de tesis como un espacio pedagógico, es decir como un proceso de enseñanza y aprendizaje en el que el director asume un rol activo en la promoción del aprendizaje del tesista; contraponiéndolo al modelo tradicional, según el cual el tesista „absorbe‟ los conocimientos del director. La literatura no abunda en las diferencias, que existen en la formación de investigadores en los distintos ámbitos disciplinares, en relación a la dirección de tesis.Esta nueva conceptualización, en otras palabras, permite valorar cuáles son las estrategias didácticas efectivas y pensar el aprendizaje de la labor investigativa como el resultado de la interacción entre tesista y director antes que sólo a partir de los atributos del alumno

Los talleres de tesis como aproximación a una comunidad de práctica

Uno de los desafíos de la formación de investigadores durante los estudios de posgrado es formar en el quehacer de la investigación que involucra no solamente el desarrollo de competencias sino también la inmersión en una comunidad de práctica: la comunidad académica. Los talleres constituyen espacios en los que se establece una interrelación entre teoría y práctica que favorece el aprendizaje del quehacer de la investigación. Este artículo explora los talleres de tesis en una universidad argentina como espacios de aproximación a una comunidad de práctica. Propone un abordaje centrado en los dispositivos pedagógicos, el que puede resultar de utilidad para la investigación pedagógico-didáctica sobre la formación de posgrado. Se observaron los encuentros de dos talleres de un mismo programa doctoral en ciencias sociales y se realizó un análisis temático. Se encontró que los talleres proponen tareas significativas para la comunidad académica, proveen un ambiente controlado pero no simulado de aprendizaje y favorecen el aprendizaje del repertorio y el intercambio con pares y docentes. Empero, cuando la evaluación es preponderante, el taller propicia lógicas de aprobación más que de aprendizaje. En definitiva, el marco de comunidades de práctica es propicio para el abordaje de la transmisión de saberes prácticos en el marco de la educación de posgrado al no enfocarse solamente en lo que sucede en la institución educativa y tomar al aprendizaje como un proceso que se desarrolla en tanto se participa en una comunidad de práctica

Skeletal, Dental and Soft Tissue Cephalometric Changes after Orthodontic Treatment of Dental Class II Malocclusion with Maxillary First Molar or First Premolar Extractions.

The aim of the present retrospective study was evaluating skeletal, dental and soft tissue changes of two groups of Class II patients orthodontically treated with extractions of upper first premolars (U4 group) and upper first molars (U6 group). In total, 21 patient records (9M and 12F; mean age 12.5 ± 1.2 years) were selected for the U4 group, and 38 patient records (17M and 21F; mean age 13.2 ± 1.3 years) were recruited for the U6 group. Twenty cephalometric variables were analysed on standardised lateral cephalograms at baseline (T0) and at the end of orthodontic treatment (T1). Means and standard deviations (SDs) were calculated for both groups and increments were calculated. After revealing the normal distribution of data with the Shapiro-Wilk test, Student's t-test was used to compare variables at T0 between groups. A paired t-test was used to analyse changes between time points within each group, and Student's t-test to compare differences between groups at T1. Both groups showed a significant increase in the distance among upper second molars and the vertical pterygoid line (PTV-maxillary second molar centroid U6 group: 6.66 ± 5.00 mm; U4 group: 3.66 ± 2.20 mm). Moreover, the distance of upper incisors to the palatal plane significantly increased (PP-maxillary incisor tip U6 group: 1.09 ± 1.52 mm; U4 group: 0.20 ± 2.00 mm; p = 0.061). Significant changes were found for overjet (U6 group: -4.86 ± 1.62 mm; U4 group: -3.27 ± 1.90 mm; p = 0.001). The distance between upper lip and esthetic plane showed a significantly reduction in both groups (ULip-E Plane U6 group: -2.98 ± 1.65 mm; U4 group: -1.93 ± 1.57 mm). No statistically significant changes were found in sagittal or vertical skeletal values. The significantly larger reduction of upper lip protrusion and overjet in the U6 group compared to the U4 group suggests preferring molar extraction treatment for severe Class II with protrusive soft tissues' profile and increased overjet. Since no differences on vertical values were found, an increased SN^GoGn angle should not be considered a discriminating factor for choosing molar extraction treatment

Occlusal Plane Changes After Molar Distalization With a Pendulum Appliance in Growing Patients with Class II Malocclusion: A Retrospective Cephalometric Study

Objective: This study aimed to evaluate the skeletal and dental changes after distalization with a pendulum appliance in growing patients with Class II malocclusion, focusing on the occlusal plane (OP).Methods: The sample included 24 patients with Class II malocclusion (10 boys, 14 girls); their mean age was 12.1 years. All patients underwent molar distalization and had 2 serial cephalograms traced at baseline (T1) and after distalization (T2). Angular and linear dental changes were calculated by taking the sella-nasion (SN), palatal plane (PP), and pterygoid vertical as reference. OP inclination was compared with SN, PP, and mandibular plane. The collected data were computed for all the tested variables, and one-way paired t-test was used to assess the significance of the differences between the time points. α was set at 0.05. Multiple linear regressions were used to predict the OP changes.Results: The mean total treatment time was 8±2 months to obtain a super Class I molar relationship. In T1-T2 interval, statistically significant incisor buccal tipping of 5°±3.6° (p<0.05), first molar distal tipping of 8.9°±8.3° (p<0.001), and second molar tipping of 8.2°±8.1° (p<0.001) were observed. The maxillary first and second molars moved significantly backward by 2.8±3.2 mm (p<0.05) and 3.7±2.7 mm (p<0.001), respectively. Only the premolars showed a statistically significant anchorage loss of 2.7±3.3 mm (p<0.05); overjet increased significantly at 1.3±1.2 mm (p<0.05). Regarding the OP, none of the tested variables showed any statistically significant changes between T1-T2.Conclusion:The pendulum appliance showed efficacy in distalizing the maxillary first and second molars at the expense of anterior anchorage loss. The OP did not show statistically significant changes after molar distalization

Una lectura de las prácticas de enseñanza y de las identidades profesionales de los docentes

El presente estudio se propone indagar la relación entre la identidad profesional que brinda soporte –reflexivo o no– a las acciones y decisiones pedagógicas de los docentes y las prácticas de enseñanza que se ofrecen a los estudiantes del tramo inicial de las carreras de Ingeniería de la Universidad Nacional de San Martín. Es decir, el modo en que la identidad profesional de los docentes se materializa en prácticas de enseñanza que contribuyen o no a la inclusión efectiva de sus estudiantes. La importancia del tramo inicial de las carreras fue ya señalado por diversas investigaciones (entre otras: Ezcurra, 2011; Tedesco, Aberbuj y Zacarías, 2014; Aberbuj y Zacarías, 2015; García de Fanelli s/f; Chiroleu, 2016) que evidencian que, en las universidades argentinas, como en la mayor parte de los países, el tramo que presenta mayores desafíos en términos de inclusión –por tener el menor índice de retención y el mayor impacto en los procesos formativos– es el del ingreso, comprendido principalmente por los dispositivos de acceso y el primer año de los trayectos educativos. La investigación en la que abreva este trabajo es de corte cualitativo y se basa en entrevistas semiestructuradas a docentes y observaciones de prácticas de enseñanza –implementadas por los entrevistados– de distintas materias del ciclo del tramo inicial de las carreras de Ingeniería. La ponencia se organiza en cinco partes. En la primera parte se presenta la definición del problema. En la segunda sección se plantea una aproximación conceptual y en la tercera, el marco metodológico en el que se basa el estudio. La cuarta parte presenta los resultados del análisis del vínculo entre el entramado que configuran las identidades profesionales docentes de los profesores universitarios –a partir de las representaciones y conformaciones de sus identidades profesionales, los modelos de estudiantes que construyen y las concepciones que poseen sobre las prácticas de enseñanza– y sus decisiones y prácticas pedagógico-didácticas. Por último, se presentan algunas reflexiones finales.Instituto de Investigaciones en Humanidades y Ciencias Sociale

Catalytic Asymmetric Hydrogen Atom Transfer: Enantioselective Hydroamination of Alkenes.

We report a highly enantioselective radical-based hydroamination of enol esters with sulfonamides jointly catalyzed by an Ir photocatalyst, Brønsted base, and tetrapeptide thiol. This method is demonstrated for the formation of 23 protected β-amino-alcohol products, achieving selectivities up to 97:3 er. The stereochemistry of the product is set through selective hydrogen atom transfer from the chiral thiol catalyst to a prochiral C-centered radical. Structure-selectivity relationships derived from structural variation of both the peptide catalyst and olefin substrate provide key insights into the development of an optimal catalyst. Experimental and computational mechanistic studies indicate that hydrogen-bonding, π-π stacking, and London dispersion interactions are contributing factors for substrate recognition and enantioinduction. These findings further the development of radical-based asymmetric catalysis and contribute to the understanding of the noncovalent interactions relevant to such transformations