The influence of military dictatorships on university education
Professor Elisa Lucarelli's perspective
DOI:
https://doi.org/10.35699/2237-5864.2024.54815Keywords:
military dictatorship, higher education, teacher professional developmentAbstract
This article presents an interview with Elisa Lucarelli, doctor and professor, currently retired, from the Department of Educational Sciences of the Faculty of Philosophy and Letters of the University of Buenos Aires. Its objective is to understand the impacts of the military dictatorship on teaching practice in Argentine higher education and its consequences to the present day. Contemporary educational research faces the challenge of presentism, a view that values only the present as a moment of study. Contrasting this view, the historical perspective is important to understand the development of higher education over time. Examining the history of universities includes analyzing their organization, academic culture, financing and admission policies, as well as the changes and continuities in the groups that make up these institutions. Remembering 60 years since the coup d'état in Brazil, it is important to understand other dictatorial contexts and their influence on pedagogical practice in higher education in other South American countries. The interview was conducted, based on a semi-structured script, on July 22, 2024, in an online format via Google Meet. It was possible to obtain a detailed account of Argentine history and the influence of dictatorial regimes on the interviewee's academic career. Elisa emphasizes that educational policies must emerge from the educators themselves, overcoming a technical approach in favor of a critical perspective that considers the practices and experiences of teachers. Teacher training must respect the particularities of each discipline. Pedagogical consultancy is seen as essential, with a comprehensive academic function, integrating professionals from different specialties. For the interviewee, it is important to analyze each institution individually, avoiding the simple replication of models from other contexts, focusing on the general characteristics of the educational scenario.
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Copyright (c) 2024 Elisa Angela Lucarelli, Juliana Santos da Conceição, Felipe Andres Zurita Garrido
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