La educación superior latinoamericana y el proceso de Bolonia: de la comercialización al proyecto tuning de competencias

Abstract

Through the competences Project Tuning América Latina, the Latin-American universities have been included in the Bologna Process. In 2003 the European Commission approved an initiative of this Project for A.L., which from that moment on, was promoted in the departments, associations of Chancellors and Latin-American institutions. The initiative, nevertheless, presents some problematic implications. It is an initiative that 1) simply copies a European model and applies it without changes to A.L.; 2) opens the door to a greater influence of the big companies in the universities; 3) maintains the thesis of the ‘unique thought’ transferred to a unique set of competences that are considered to be valid for Europe and Latin America without bearing in mind the enormous cultural, social and political diversity of the countries of these regions; 4) offers a pedagogic - educational approximation that fragments the professional training of the students and, finally, 5) affects negatively the duties and identity of teachers and Latin-American university students as central actors in the university transformation.