A contribution to the critique of education of Economics at UBA

Authors

  • Cecilia Rikap Becaria Doctoral CONICET en el Centro de Estudios para la Planificación del Desarrollo (CEPLAD), Instituto de Investigaciones Económicas (IIE), FCE, UBA.
  • Agustín Arakaki Becario Doctoral CONICET en el Centro de Estudios sobre Población, Empleo y Desarrollo (CEPED), Instituto de Investigaciones Económicas (IIE), FCE, UBA.

Abstract

In this paper we analyze the education of Economics at the University of Buenos Aires’ Faculty of Economics (FCE-UBA), in order to synthesize the main obstacles towards its structural reform. To this end, we briefly review the current state of the Economics degree curriculum. Then, we inquire about the various positions that coexist today among its teachers. From this first analysis we study the principal epistemological foundations underlying the education of Economics in the FCE-UBA. This exercise will lead us to wonder about the fertility of the orthodoxy-heterodoxy distinction. Finally, we conclude by addressing three areas in order to think of a structural reform: the re-discussion of the curriculum itself (including Economics conceptual recap and updating and its pedagogical aspects), the improvement of the current teachers’ labor conditions at the FCE-UBA and the need for discussion and decision making democratic institutions.

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Published

2015-09-09

How to Cite

Rikap, C., & Arakaki, A. (2015). A contribution to the critique of education of Economics at UBA. Cuadernos De Economía Crítica, 2(3), 99-123. Retrieved from https://sociedadeconomiacritica.org/ojs/index.php/cec/article/view/22

Issue

Vol. 2 No. 3 (2015): Enseñanza pluralista en Economía: los retos para el siglo XXI

Section

Artículos

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