The supervision of postgraduate theses: an academic accompaniment pedagogical?
DOI:
https://doi.org/10.24220/2318-0870v27e2022a6517Keywords:
Thesis director, University education, Pedagogy, PostgraduateAbstract
This essay reflects on the thesis making process and the time that its writing requires from the personal dimension of a subject in training and from the intersubjective dimension that entails the formative relationship between a supervisor and a graduate student. Likewise, it is proposed to outline some statements regarding the possibility of thinking of said relationship as an academic accompaniment in the institutional framework offered by a postgraduate study program, from the contributions of pedagogy. More precisely, it goes to this disciplinary field to thematize the situation of the adult subject who decides to continue learning and the formative relationship that unfolds with a thesis supervisor within a pedagogy of postgraduate training. This work aims to make visible and problematize the personal and intersubjective dimension of academic training by asking the following question: why pedagogy in an academic environment such as the university?
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