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 Autonoma de Colombia.
Highlights
One believes the first faculty with the name of Industrial Engineering in the Universidad Industrial de Santander (UIS), the teachers were coming from the careers of Chemistry and Chemical Engineering of the Universidad Nacional de Colombia, of the foreigner and engineers gone away from the Escuela Nacionalde Minas
It is true that the creation of specific social fields in each knowledge discipline or profession, such as industrial engineering is the result of the inculcation degree or durability of a specific habitus, produced in the disciplining process of reproduction, carried out in the university social space
It is true that these fields are the result of learning processes at group level, not at the individual, communities agree through acts of understanding, called “Affectively Critical Learning (ACL)”, as an alternative expression for resistance, indignation, affirmation and commitment of teachers, students and researchers towards building links from social differences and inequalities
Summary
In 1958 with the accomplishment of the first seminar of Scientific Administration, there is created the Instituto Colombiano de Administración—INCOLDA—that gave like proved the creation of the Career of Industrial Administration of the Faculty of Mines, it annexes to the Universidad Nacional sectional of Medellin. One believes the first faculty with the name of Industrial Engineering in the Universidad Industrial de Santander (UIS), the teachers were coming from the careers of Chemistry and Chemical Engineering of the Universidad Nacional de Colombia, of the foreigner and engineers gone away from the Escuela Nacionalde Minas. The university device of the country was adjusting to the requirements of the industry, which was coming applying the principles of work rationalization: the trades description, times and movements of the work, the cost measure is necessary of every operation and establishment of work standards and production incentives
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