TITLE:
Towards the Configuration of an Industrial Engineering Education Field in Colombia from the Critical Didactics Pedagogy
AUTHORS:
Luisa F. Rodriguez
KEYWORDS:
Industrial Engineering Education; Bourdieu’s Notions of Field and Symbolic Violence; Foucault’s Notions of Power and Subjectivity; Critical Pedagogy
JOURNAL NAME:
Creative Education,
Vol.5 No.5,
March
21,
2014
ABSTRACT: This work I try to deliver
in this paper due to the search by the sense of being a teacher-engineer, for
some time. The constant search for the meaning of engineering education in
environments like ours, still so dependent senses and knowledge of others, that
being so alien, and imposes were simply assumed without further discussion.
Industrial engineering does not arise in Colombia as a field of being able
specific, with a corpus discipline clearly definitely and differentiated, which
is constituted one of the motives that impedes his tracking inside engineering
education history. In the statements till now opposing, there is glimpsed how
this function was replaced by other engi- neers in the industry, such as
chemical or mechanical engineers, maybe the only one fact that re- veals his
emergence is his institutionalization as study plan in the Universidad
Industrial de San- tander in 1958 The exhibition of these facts, it uses as
support: The first one is that the processes of modernization and the form like
formed, from the new forms of economic rationality created with the development
model; they made necessary the appearance of the industrial engineering as
discipline in the powers of engineering. The second one is that it is possible
to form alternate speeches for the field of the industrial engineering in
Colombia. This reflection becomes relevant in recent times when promoting
critical thinking in engineering education has become important, from the
understanding that engineering moves into the intersection between social and technical
expertise should adapt to the economic, political and cultural contexts in
which it is applied. To which I make use of Foucault’s notions of power and
subjectivity, the Bourdieu’s notions of symbolic violence and Habermas
communicative action. Finally I try to illustrate the reflection with the
application of the concept “affectively critical learning” developed from the
courses that I directed in the Universidad Autónoma de Colombia.