Este trabajo fue elaborado como producto de una investigación más amplia, donde uno de los objetivos de la indagación fue reconstruir y comprender el proceso de integración que vivieron los académicos que dieron origen al Programa Único de Posgrado en Pedagogía, como consecuencia de la reforma al Reglamento General de Estudios de Posgrado de 1996 en la Universidad Nacional Autónoma de México (UNAM). La reconstrucción histórica de la reestructuración del posgrado requirió identificar y describir el entramado de relaciones que se entretejieron durante este periodo de cambio, a partir de la experiencia y relato de los académicos, por lo que, se utilizó la entrevista semiestructurada como dispositivo metodológico para acercarme a informantes clave y reconstruir la historia de la creación del Programa Único de Posgrado en Pedagogía de la UNAM, sus objetivos, directrices, orientaciones, actores, estrategias, ideas centrales, conflictos, posicionamientos, acuerdos, desacuerdos, etc. Esta etapa de transformación es analizada desde la perspectiva de la teoría de los campos de Pierre Bourdieu, por la lucha de poder que enfrentan los protagonistas, se analizan los elementos que les permitieron su incorporación al campo, los haberes que pusieron en juego para posicionarse dentro del Comité de Reestructuración y la disputa de poder por pertenecer al nuevo programa de posgrado; fue un proceso de reforma, rivalidad, conocimiento y desconocimiento entre las distintas entidades, donde finalmente se puede develar cómo cambió la correlación de fuerzas durante la integración académica.
This work was elaborated as a product of a broader investigation, where one of the objectives of the investigation was to reconstruct and comprehend the process of academic integration experienced by academics, postgraduate professors from the Faculty of Philosophy and Letters (FFyL), the Center of Studies on the University (today IISUE) and the National School of Professional Studies Aragón (today FES Aragón), all academic entities of the National Autonomous College of Mexico (UNAM), in the creation of the Postgraduate One Program in Pedagogy as a consequence of the reform’s provisions to the General Regulations for Postgraduate Studies of 1996. A semi-structured interview was conducted as a methodological device to approach key informants, members of the 1997-98 Postgraduate Restructuring Committee, and members of the Academic Committee, who would help me to reconstruct the history of the creation of UNAM’s Postgraduate One Program in Pedagogy, its objectives, guidelines, orientations, participants, strategies, central ideas, conflicts, positions, agreements, disagreements, etc. The reconstruction of the reform process required identifying and describing the framework of the relations that interweaved during this period, and that allows us to build and rebuild the process of change, based on the academic’s experience and story. This process is analyzed from the perspective of Pierre Bourdieu’s field theory for the power struggle that the protagonists face. Analyzes the elements which permit their incorporation to the field, the abilities brought into play to position inside the Restructuring Committee and the power dispute for belonging and conforming the new Postgraduate Program; a process of rivalry reform, knowledge, and ignorance between their participants, where it can finally be revealed how the correlation of forces in the academic integration process changed. The study started from the assumption that the institutional intentions of the 1996 postgraduate reform were one thing, regarding the integration of entities with related fields of knowledge with the purpose of potentiating resources, specifically enriching the academic establishment, through its permanent interaction between schools, faculties, centers, and research institutes; and how they assumed it, how they understood it and what implications the articulation of these academic entities had.
Development of technical means of auscultation.
