The promotion of scientific research in the faculties of law: a critical approach to the Argentinian academic model ; La promoción de la investigación científica en las facultades de derecho: un abordaje crítico del modelo académico argentino

Abstract

In the current academic debate in our Faculties of Law, the promotion of scientific research is at the heart of broad institutional consensus. This concordance is not even new. It built on the academic tradition introduced by the 1918 Reform, when, among its postulates, it made it necessary to transform our University into a scientific research centre, along with a field of vocational training. It was reinforced by the university leadership of the middle of the 20th century, hoping that every teacher would at the same time be a teacher and researcher, master and innovator, in short the scientific spirit of the decommissioning. The same applies today in the legislative texts relating to Higher Education. In the current academic debate in our faculties of law, the promotion of scientific research is at the heart of which there is widespread institutional consensus. This concordance is not even new. It built on the academic tradition introduced by the 1918 Reform, when, among its postulates, it made it necessary to transform our University into a scientific research centre, along with a field of vocational training. It was reinforced by the university leadership of the middle of the 20th century, hoping that every teacher would at the same time be a teacher and researcher, master and innovator, in short the scientific spirit of the decommissioning. The same applies today in the legislation on higher education, in the Incentives Programme or in the reports and documents drawn up by the bodies responsible for managing and implementing them. A closer look at the practices surrounding the training of researchers in the legal field, warns us of the distance that still exists between them. But this is also the case for pupils, each time they say that research is a different task from education and, at best, is barely a complement to it. This work seeks to initiate a line of critical reflection on this dissociation, in order to create an interpretative opening that will make it possible to set up a form of school, where ...