Redes de Extensión

Reinforcement of Educational Trajectories at University: the Role and Power of Extension

Ivanna Petz — 2024-12-30

From the academy to the territory: an experience in extension from the gender perspective

Fiorella Giorgi — 2024-12-30

The following article is based on the experiences carried out through the University
Extension Project “Building citizenship from a gender perspective”, of the Faculty
of Legal and Social Sciences of the Universidad Nacional del Litoral (UNL), in
conjunction with the Civil Association “Generar” from the city of Santa Fe. The
purpose of this was to open a space for dialogue and exchange in the San Agustín II
neighborhood of the aforementioned city, where various institutional referents were
convened to learn about their problems and offer training on gender and violence
through a dynamic where all voices could be heard. Collective reading and the
deconstruction of internalized concepts favored the opening to an emancipatory dialogue,
a kickstart for the construction of a new citizenship. Finally, it was intended
to begin the assembly of an inter-institutional network to address said issues and the
delivery of a resourcer with information to continue the work begun. This article
aims to bring together communication as a socio-political practice and gender as a
construction of citizenship situated in a socio-historical and cultural context from a
critical and reflective perspective.

The PIRI Rural Interdisciplinary Internship Program

Marcelo Carrasco-Henríquez — 2024-12-30

This document gives an account of a university bonding experience, with a situated
character, called the Interdisciplinary Rural Internship Program (PIRI). It refers to the
field of professional training in health, particularly in the field of community public
health and local development. In the first section, the territory in which the PIRI is
implemented and developed is described, giving an account of its socio-historical
characteristics, in a cultural key. Subsequently, the historical journey is shared, from
the origin to the main dimensions that make up the epistemic, methodological
approach and the actors involved.
In a third moment, he realizes the territorial, local and international relations that the
PIRI has established over the years, highlighting the characteristics of the territory as
a learning scenario. In the final part, the reversive role of the program is proposed and
developed, understood as a creative counterproposal, which faces university business
scenarios, to finally reflect on its decolonial and counter-hegemonic contribution, as
a space for the revitalization of collective health, with special emphasis on the Latin
American influence that defines it.

Orientalism in Philosophy

María Elena Díaz — 2024-12-30

Postcolonial studies, critical and active heirs of the legacy of Edward Said, offer an
indispensable critical perspective to approach the philosophies of India and China. The
purpose of this paper is to show how Orientalism operates in the philosophical training
of our academic environment, to analyze the progress and perspectives of postcolonial
studies regarding the philosophies of India and China, and to reflect on the challenges
of getting away from Orientalism, particularly from a Latin American perspective,
which, due to its inherent cultural identity discomfort adds complexity to the issue and
bears a promising potential.

Community Social Psychology and Women’s Social Participation in Argentina

María Malena Lenta — 2024-12-30

From the praxis of community social psychology and feminisms, the aim of this
paper is to reflect on the experiences of problematisation and co-management of
collective-community devices in the enforceability of rights with women participants
in social and trade union movements developed in different historical moments of
the university extension project in the Observatory of promotion and prevention of
community health of the Faculty of Psychology of the University of Buenos Aires.
The work addresses the tensions of social and political participation of women
belonging to the piquetero movement, neighbourhood assemblies and a trade union
organisation, using Participatory Action Research as a methodological strategy. In
the different processes, a plurality of techniques were implemented, such as in-depth
interviews, surveys, participant observations, life stories, focus groups, workshops
and participatory evaluations in/with the organisations, based on relational ethics,
dialogicality, justice and equity in access to human rights. In this framework, the article
reflects on the possibilities and limits of psychosocial interventions proposed from
the field of community social psychology, in a social scenario with neoliberal policies
of precariousness of life and devastation of the territories, but also the emergence of
new social actors who resist and produce new modes of organisation, sociability and
subjectivity. In the current critical scenario, we propose the recovery of historical
memory and the knowledge produced from the experiences analysed.

Digital technologies: enabling or limiting?

Alejandro Spiegel — 2024-12-30

This article analyzes the experience developed during the PST seminar “Technologies
and socio-territorial organizations: expansion of the right to education in Jujuy.” It was
presented by the Technology, Culture and Knowledge chair of the Faculty of Philosophy
and Letters of the University of Buenos Aires and conceived as a space for co-construction
of communicative tools and products adequate to the needs expressed by some socioterritorial
organizations of Jujuy during 2020, which were looking for digital tools to
disseminate products, convene meetings, inform about rights and produce educational
resources. Some interesting issues that are addressed here are: it was developed remotely,
with synchronous and asynchronous meetings, to respond to the urgent needs of ASPO,
when -precisely- one of the obstacles was the lack of connectivity and the problems of
available digital equipment. This motivated significant reflections regarding appropriate
and relevant languages, modes and communication strategies. In this context, the article
addresses the enabling and limiting nature of digital technologies, and the variation in
demands and opportunities that arose as isolation was left behind.

Teaching and Learning Generously

Viviana Vega — 2024-12-30

In this work we socialize the implementation of an educational project that aims to
develop “a generous teaching and learning device” in and for future teachers, while
tending to strengthen the educational proposals of the Secondary Level Education
Centers of the Government of the City of Buenos Aires (CENS) with orientation in
Labor Relations / Occupational Safety and Hygiene. of the City of Buenos Aires. The
proposal we presented was developed within the framework of different calls of the
UBANEX Project and a UBACyT PDE. In its design and development, emphasis was
placed on the incorporation of various mediations and different interventions were
carried out to think about the social in a reflexive way, recognizing possible paths in the
face of the current reality. The strictly formative purposes of this device try to assume
the sociocultural and civilizational complexity of the current context, of the different
actors involved, of the different inhabited spaces, of the deepening and curricular
updating of the specific theme of these CENS, of the diversity of educational and labor
trajectories.
One of the fundamental methodological strategies is the elaboration of co-created
workshops between teachers and students, which constitutes a novel way of teaching
the social that we develop within the framework of our subject, and in which we
propose with special focus the teaching and learning generously. We understand
“generosity” as a quality that refers to abundance, and at the same time as an attempt
to promote, a practice focused on giving or sharing with others, without expecting or
receiving anything in return. Likewise, this proposal also crosses the treatment of the
importance of democratic life in all its scopes.

Tutoring on the way to university

Gustavo Hofferlen — 2024-12-30

Tutoring is a strategy that has become a polysemous concept that has a meaning
according to the place and educational level where it is developed. In Argentina, in the
20th century, there was an expansion in enrollment at all educational levels that made the
differences more marked, and institutions had to respond to various difficulties. There is
a process that is known as “exclusionary inclusion” since although the university opens
its doors, it makes no attempt to retain its students. Tutoring became a support device to
address these problems. The “Universitarios por más Universitarios” program is a tutoring
system that complements the “Nicolás Avellaneda” scholarship, which is intended for
students in the last year of secondary education in public schools in the south of the
city, who stand out for their high grades and for presenting socioeconomic vulnerability.
This program is distinguished by personalized support provided by a tutor who is an
advanced student and/or recent graduate of the University of Buenos Aires. These tutors
have developed skills that have allowed them to adapt to university life and it is necessary
to transmit them to the young scholarship holders so that they can access the higher
level in better conditions. General and personalized activities are proposed, designed
and agreed upon in a Tutorial Action Plan. In addition, the tutor remains attentive to
academic difficulties. In conclusion, the population that enters the university for the first
time imposes a series of demands since it is not enough to open the door and enroll them,
but it is necessary to make room for them, physically and symbolically, so that they can
stay, go forward and finish their studies. Tutoring systems like the one we have shown can
become central devices for that objective.

Building community: university wellfare as an educational policy

Ignacio Garaño — 2024-12-30

The Secretariat of University Welfare (SUW), as a management area of the National
University of Avellaneda, has been configured as an area for the creation and
implementation of lines of work linked, on the one hand, to the policies of care from
the promotion and defense of rights and, on the other, to the participation of the
university community as a daily invitation, going through each of the actions, projects
and programs developed. In this way, we propose to conceive welfare as an ambit that
makes it possible to accompany and sustain the educational and work trajectories of
those of us who study and work at the university, a path that is strengthened in the
collective encounter with the unions and the representative groups of the university,
along with a necessary articulation with other management areas, departments and
careers, as well as with public institutions and organizations that inhabit our territory.
In this process, which is guided day by day and acquires meaning in the defense of
the right to higher education, those of us who are part of it as teachers, non teaching
staff, graduates and students of the educational community are involved. In this way,
in this article we propose to characterize the lines of work of the SUW, taking into
account the complex development and the framework built in these years to be able,
in an articulated and interdisciplinary way, to work to house, care for, accompany,
and break down barriers, promote solidarity and camaraderie as values against the
grain of scenarios of social fragmentation. We will also try to give an account of
some reflections about university policy as praxis, problematizing university welfare
as multidimensional and with the power to generate more egalitarian itineraries in
educational and professional trajectories, building community.