Theoretical elements for the construction of a transversal training model

Abstract

This paper has the purpose of describing and analyzing the theoretical principles of a Transversal Training Model for the postgraduate level, capable of generating new postgraduate training contexts and offering new ways of teaching-learning research. In this sense, it proposes new forms of curriculum organization, and pedagogic and evaluative modalities in order to resize the research practice at the postgraduate level. Theoretically, it is based on the principle of transversality, key to the foundation of new training processes in higher education. Methodologically, it systematically integrates internal and external components: The internal components refer to the curriculum, pedagogy and evaluation. The external components (political, social, cultural, economic) are related to the determinations of the social bases.

The transversal training model, which is proposed here, is in itself a hypothesis about the possible achievements of new training modalities in research and integrates two levels of analysis: the macro level related to aspects of international educational policy and the micro level, related to the institutional policies that recontextualize the discourses of the macro level, and turn them into practices in the different institutional contexts. Procedurally, the Transversal Training Model is expressed in socialized, participatory, and collaborative pedagogical practices, essential to resize the investigative practices of institutional academic actors (professors, students), and make postgraduate research a principle focused on research communities.