Description

The research aimed to analyze the relationships established between teaching and research in four academic programs (two undergraduate and two postgraduate), in order to understand the impact of this relationship on the quality of education and the training of new professionals. The first objective was directed at identifying the areas of conceptual and methodological relationship, about the research-teaching loop, defined in national and institutional policies -Pontificia Universidad Javeriana and Universidad Mariana-; the second, investigated the conceptions and practices of teachers regarding the relation between research and teaching and its implications in the training of professionals; the third, sought to recognize the relationship between research and teaching in the curricular proposals of the programs, object of study; and the fourth, was aimed at establishing pedagogical guidelines that enable the strengthening of the relationship between research and teaching in the university.The research process was developed within the field of educational research and assumed the qualitative-interpretative methodology as support and epistemic foundation. As a method of analysis, the case study was used, which has been deployed in two phases: simple and composite. In general terms, the research managed to specify that the relationship between research and teaching remains anchored in academic discourses and teleological documents and far from educational praxis. Among other things, it was possible to appreciate the epistemic and methodological vacuum required to concretize the research and teaching relationship.