Columna Natalia Ávila: Mitos, desafíos y posibilidades de la educación doctoral en Chile

La directora de postgrado, Natalia Ávila, publicó un artículo en el diario El Mercurio, donde reflexiona sobre los desafíos de realizar un doctorado en el país. “No es la consagración de una carrera profesional, sino el inicio de un tipo diferente de carrera, la de investigación, aplicación y transferencia de conocimientos”.

Según datos del Servicio de Información de Educación Superior (SIES) de la Subsecretaría de Educación superior, la matrícula de los programas de doctorado en Chile ha aumentado un 15% en los últimos 5 años, y llegó a un total de 6.875 estudiantes en 2022. En efecto, contra todo pronóstico, en medio de la pandemia la matrícula subió más de un 11,7% entre 2020 y 2021.

Pese a estos aumentos sostenidos y significativos en matrícula, es preciso recordar que un doctorado es una cualificación académica altamente especializada. Contrariamente a las ideas de sentido común, el doctorado no es solo una etapa de especialización profesional “posterior” al magíster, sino que un nivel formativo que prepara a investigadoras e investigadores capaces de hacer avanzar los conocimientos en las diversas áreas disciplinares e interdisciplinares. De ahí que la educación doctoral represente un indicador de desarrollo y competitividad de los países, y se pongan en marcha diversas políticas gubernamentales de becas e incentivos para su realización (Muñoz-García & Bernasconi, 2020).

En Chile, los doctorados típicamente tienen una duración de cuatro años, dos de los cuales contienen diferentes cursos y seminarios y otros dos que suelen dedicarse al desarrollo de la tesis. Las tesis, ya sean como un manuscrito tradicional o como el cada vez más frecuente sistema de compendio de artículos, requieren del compromiso sostenido con una temática de investigación a lo largo del tiempo, y su defensa y aprobación constituye el hito de inicio en la carrera de un productor o productora de conocimiento. Esta es otra idea de sentido común que conviene deconstruir: el doctorado no es “la consagración” de una carrera profesional, sino el inicio de un tipo diferente de carrera, la de investigación, aplicación y transferencia de conocimientos.

En este sentido, formar a quienes construyen conocimientos requiere de una dedicación y compromiso muy altos, en muchos programas, una dedicación exclusiva. Los datos del SIES revelan que desde 2020 no existen matriculados en programas semipresenciales ni virtuales en Chile, y que en 2022 el 97% del total de matriculados lo hizo en un programa diurno. Este perfil de programa es consecuente con la idea de una formación de alta especialización para un nuevo tipo de carrera, y es distinto, por ejemplo, a las tendencias en el nivel de Magíster, que se orientan en muchos casos hacia la especialización profesional y exhiben un crecimiento en las modalidades semipresenciales o a distancia.

En síntesis, para derribar algunos mitos: los doctorados no son meros programas de especialización profesional; aunque constituyen el grado más alto que otorga una universidad, suponen una formación de iniciación a la investigación; y de manera acorde con ello, se consolida en Chile la tendencia de que sean ofrecidos en formatos presenciales y con dedicación completa. Con estas orientaciones, conviene mirar quiénes se gradúan de este tipo de programas y qué perspectivas les ofrece esta formación. La titulación doctoral ha aumentado en Chile un 24,2% los últimos 5 años, alcanzando un total de 903 graduados en 2021 según el informe de titulación del SIES. Las disciplinas que lideran en este grupo son las ciencias básicas, con un 30% de los graduados, seguidas por la Tecnología con un 17,5% y las Ciencias Sociales con un 14,7% de los graduados.

¿Cuáles son las perspectivas de estos nuevos doctoras y doctores? Los datos más recientes indican que alrededor del 90% de ellos se encuentran empleados en universidades o cargos vinculados a la academia, mientras que tan solo un 10% se emplea en el sector productivo (Bernasconi, 2021). Esto no es de extrañar, debido a que el sistema universitario chileno también se encuentra en un momento de profesionalización y diversos instrumentos de la política pública apoyan la inserción de doctoras y doctores en la academia. Sin embargo, esta podría ser una visión limitada dado el creciente número de matrículas y graduados que mencionamos anteriormente. Por ello, los programas de doctorado en Chile experimentan el día de hoy un nuevo desafío: vincularse de manera temprana con la industria y reimaginar los roles de las y los creadores de conocimientos en posiciones diferentes de la academia. De esta forma las y los investigadores pueden hacer contribuciones significativas en ámbitos tan diversos como las políticas públicas y centros de estudios no universitarios; el Estado y sus diversas reparticiones y servicios, tanto a niveles centrales como regionales o municipales; o el sector productivo en su más amplia diversidad, desde la transformación de los recursos naturales hasta la creación de tecnología y valor agregado.

Hoy en día existen algunas políticas gubernamentales orientadas en esa dirección, como es el caso de los concursos de tesis doctorales e inserción de doctores en el sector productivo impulsados por la Agencia Nacional de Investigación y Desarrollo (ANID). La gran tarea que tenemos, [NA1]entonces, las universidades y programas doctorales hoy es consolidar esta línea de desarrollo, para asegurar que el crecimiento experimentado por los doctorados sea sustentable y se traduzca en el desarrollo del país que todos esperamos.

Columna fue publicada el 26 de julio en el diario El Mercurio: https://digital.elmercurio.com/2022/07/26/EE-STD-Z/G645GSIC#zoom=page-width

Referencias:

Bernasconi, A. (2021). ¿Para qué sirve un doctorado? Nuevas oportunidades en el mundo del trabajo. Columna de opinión en https://educacion.uc.cl/

Muñoz-García, A. & Bernasconi, A. (2020). Reassesing the progress in doctoral education in Chile. In Yudkevich, M., Altbach, P. G. & de Wit, H. Trends and Issues in Doctoral Education: A Global Perspective (pp. 414-441): Sage.

SIES (2022). Informe 2022 Matrícula en Educación Superior en Chile. Subsecretaría de Educación Superior.

SIES (2022). Informe 2022 Titulación en Educación Superior en Chile. Subsecretaría de Educación Superior.

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1 × SELECT a.id, a.asset_id, a.title, a.alias, a.title_alias, a.introtext, a.fulltext, CASE WHEN badcats.id is null THEN a.state ELSE 0 END AS state, a.mask, a.catid, a.created, a.created_by, a.created_by_alias, CASE WHEN a.modified = 0 THEN a.created ELSE a.modified END as modified, a.modified_by, a.checked_out, a.checked_out_time, a.publish_up, a.publish_down, a.images, a.urls, a.attribs, a.version, a.parentid, a.ordering, a.metakey, a.metadesc, a.access, a.hits, a.metadata, a.featured, a.language, a.xreference,c.title AS category_title, c.alias AS category_alias, c.access AS category_access,u.name AS author,( SELECT MAX(contact.id) AS id FROM educacion_contact_details AS contact
1 × SELECT m.id, m.title, m.module, m.position, m.content, m.showtitle, m.params, mm.menuid FROM educacion_modules AS m LEFT JOIN educacion_modules_menu AS mm ON mm.moduleid = m.id LEFT JOIN educacion_extensions AS e ON e.element = m.module AND e.client_id = m.client_id
1 × SELECT u.* FROM educacion_users u
1 × SELECT `id` FROM `educacion_usergroups
1 × SELECT folder AS type, element AS name, params FROM educacion_extensions
1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1732550134;s:18:\"session.timer.last\";i:1732550134;s:17:\"session.timer.now\";i:1732550134;s:24:\"session.client.forwarded\";s:13:\"3.145.180.152\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1732550135'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('b797105dd98163c7b6080c2140f6dea6', 0, '1732550134'

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44 Registro Consultas

34 Tipos de consultas del registro, Ordenado por acontecimientos.

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