Crecimiento y desarrollo en la formación del economista: una propuesta de proyecto de cátedra desde la complejidad.-

Abstract

The conceptual and methodological construction of the teaching of growth and development was formed from dissimilar and non-linear perspectives, where discrepancies, discontinuities and ruptures of concepts are confused, used as synonyms and misinterpreted despite the differences (Ortiz , 2020). This situation has generated debates within the discipline, including the controversies associated with the teaching of the Growth and Development curricular unit in university curricula. This situation motivated the decision to review, update and rethink the teaching object and the way in which it is approached, with the aim of promoting genuine progress in the teaching and learning processes of growth and development. In this sense, the proposal integrates elements from the complexity paradigm with the theoretical perspective of the teaching project proposed by Steiman (2008) and multi-referentiality (Ardoino, 2005 and Edelstein 2021b and 2021c) to reinterpret the teaching object from a problematic complex that is determined by multiple interacting factors. Focused on this, the objective of this final work is to develop a proposal for a teaching project for the Growth and Development curricular unit corresponding to the fifth year of the Bachelor's Degree in Economics of the Faculty of Economics and Administration of the National University of Comahue. The proposed methodology involves carrying out a qualitative comparative analysis of the Growth and Development subjects in the National Universities belonging to the National Interuniversity Council (CIN) in order to obtain a broader understanding of how this topic is addressed in other academic institutions. The results obtained from the comparison show a dominance of heterodox schools, although circumscribed in the so-called simplification paradigm (Morín, 2003 cited by Uribe Sánchez, 2009).