Systemic approach and interdisciplinarity in Higher Education teaching-learning: the case of the E.S.B.A. Regina Pacis

Abstract

In the following paper, we recover the experience of the educational management of the E.S.B.A. Regina Pacis with the general objective of discussing its contribution to updating the current educational structures in the IES. Within the framework of distancing and social atomization, a new institutional project was configured from which participatory dialogue was promoted between the various members of its educational community in order to combine efforts and common interests and, at the same time, expand the horizon of teaching-learning process. For that, it was proposed institutionally the configuration of inter-teacher projects with common objectives and expectations in annual planning, it was encouraged classroom work in the pedagogical pair format, it was encouraged the exercise of research, extension and transfer activities and it was created institutional spaces for exchange and teaching participation, among other strategies. These guidelines were established under the systemic understanding of technical-professional training and under the conviction that interdisciplinary work could promote a significant, comprehensive and plural production of knowledge. Based on this, first it is formulated the problem of the atomization of knowledge in the post-pandemic to explain the coordinates that made urgent the execution of a new educational management; below, it is explained the main institutional initiatives carried out from 2021 to explain their impact on the creation of comprehensive, plural and participatory teaching-learning processes; finally, it is reflected on the relevance of constantly discussing and updating the PEI to strengthen the educational communities.