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Este trabajo presenta una propuesta de espacio académico en materia de análisis jurisprudencial atendiendo a los requerimientos legales e institucionales que inspiran la formación de los profesionales jurídicos en su etapa de pregrado, específicamente en el contexto del acreditado programa en derecho ofertado por la USTA cuyas necesidades de innovación y metodología para el estudio integral de la jurisprudencia como fuente formal y material de Derecho hacen que sea necesario el diseño de todo un completo y exigente curso que planifique las competencias, resultados de aprendizaje, contenidos temáticos y estrategias didácticas necesarias para lograr una formación sólida en análisis jurisprudencial en los estudiantes del pregrado en derecho de la Universidad. En el mismo sentido, y siguiendo las necesidades institucionales en materia de análisis jurisprudencial, se elaboraron recursos didácticos y actividades evaluativas compatibles con el objeto de este trabajo, a fin de lograr un entrenamiento que atienda criterios de actualidad y metodología en el proceso de enseñanza – aprendizaje de las ciencias jurídicas haciendo énfasis, por supuesto, en la jurisprudencia y la importancia de su estudio por parte de los estudiantes de la institución. Para lograr lo anterior, se planteó una investigación en innovación con un alcance propositivo bajo la observancia de las políticas curriculares institucionales de la USTA acompañadas de la implementación de métodos y técnicas de vigilancia tecnológica a fines de proveer el más relevante y actualizado contenido del curso con base en criterios de rigor y calidad científica. This work presents a proposal for an academic space in the matter of jurisprudential analysis, attending to the legal and institutional requirements that inspire the training of legal professionals in their undergraduate stage, specifically in the context of the accredited law program offered by the USTA, the needs of innovation and methodology for the comprehensive study of jurisprudence as a formal source and material of Law make it necessary to design a complete and demanding course that plans the generic and specific competencies, learning outcomes, thematic content and didactic strategies necessary to achieve a solid background in jurisprudential analysis for USTA undergraduate law students. In the same sense and taking into account the institutional needs in matters of jurisprudential analysis, didactic resources and evaluative activities compatible with the purpose of this work were developed, in order to achieve training that meets current criteria and methodology in the teaching process - learning of legal sciences with emphasis, of course, on jurisprudence and the importance of its study by USTA students. To achieve the above, an innovation research was proposed with a propositional scope under the observance of the institutional curricular policies of the USTA accompanied by the implementation of methods and techniques of technological surveillance to provide the most relevant and updated content of the course attending to criteria of rigor and scientific quality. Abogado http://www.ustabuca.edu.co/ustabmanga/presentacion Pregrado

Les studies font débat au sein de l’espace universitaire, au regard de la structuration en disciplines. Elles revendiquent une aptitude à produire des déplacements conceptuels ou paradigmatiques. Prenant au sérieux les enjeux épistémiques et analytiques, leur étude implique aussi d’appréhender le temps long de l’institutionnalisation scientifique. La sociologie historique des disciplines indiquent qu’un processus de segmentation sous-tend le développement moderne de la vie académique et scientifique. L’analyse de leur développement plaide pour leur réinscription dans des structures de pouvoir historiquement changeantes. L’interdisciplinarité vient questionner le devenir de l’organisation disciplinaire de la science. L’émergence de studies apparaît comme le point d’orgue des transformations récentes de l’espace académique. The studies are debated within the academic space, with regard to the structure of disciplines. They claim an ability to produce conceptual or paradigmatic shifts. Taking epistemic and analytical issues seriously, their study also implies understanding the long term of scientific institutionalization. The historical sociology of disciplines indicates that a process of segmentation underlies the modern development of academic and scientific life. The analysis of their development argues for their reinstatement in historically changing power structures. Interdisciplinarity questions the future of the disciplinary organization of science. The emergence of studies appears to be the high point of recent transformations in the academic space. Los studies se debaten en el espacio académico, en cuanto a la estructura de las disciplinas. Afirman que tienen la capacidad de producir cambios conceptuales o paradigmáticos. Tomando en serio los temas epistémicos y analíticos, su estudio también implica comprender el largo tiempo de institucionalización científica. La sociología histórica de las disciplinas indica que el desarrollo moderno de la vida académica y científica se basa en un proceso de segmentación. El análisis de su desarrollo aboga por su reintegración en estructuras de poder históricamente cambiantes. La interdisciplinariedad cuestiona el futuro de la organización disciplinaria de la ciencia. La aparición de los studies parece ser el punto culminante de las recientes transformaciones del espacio académico.

Los studies se debaten en el espacio académico, en cuanto a la estructura de las disciplinas. Afirman que tienen la capacidad de producir cambios conceptuales o paradigmáticos. Tomando en serio los temas epistémicos y analíticos, su estudio también implica comprender el largo tiempo de institucionalización científica. La sociología histórica de las disciplinas indica que el desarrollo moderno de la vida académica y científica se basa en un proceso de segmentación. El análisis de su desarrollo aboga por su reintegración en estructuras de poder históricamente cambiantes. La interdisciplinariedad cuestiona el futuro de la organización disciplinaria de la ciencia. La aparición de los studies parece ser el punto culminante de las recientes transformaciones del espacio académico. Des disciplines aux « studies ». Savoirs, trajectoires, politiques Les studies font débat au sein de l’espace universitaire, au regard de la structuration en disciplines. Elles revendiquent une aptitude à produire des déplacements conceptuels ou paradigmatiques. Prenant au sérieux les enjeux épistémiques et analytiques, leur étude implique aussi d’appréhender le temps long de l’institutionnalisation scientifique. La sociologie historique des disciplines indiquent qu’un processus de segmentation sous-tend le développement moderne de la vie académique et scientifique. L’analyse de leur développement plaide pour leur réinscription dans des structures de pouvoir historiquement changeantes. L’interdisciplinarité vient questionner le devenir de l’organisation disciplinaire de la science. L’émergence de studies apparaît comme le point d’orgue des transformations récentes de l’espace académique. The studies are debated within the academic space, with regard to the structure of disciplines. They claim an ability to produce conceptual or paradigmatic shifts. Taking epistemic and analytical issues seriously, their study also implies understanding the long term of scientific institutionalization. The historical sociology of disciplines indicates that a process of segmentation underlies the modern development of academic and scientific life. The analysis of their development argues for their reinstatement in historically changing power structures. Interdisciplinarity questions the future of the disciplinary organization of science. The emergence of studies appears to be the high point of recent transformations in the academic space.

The studies are debated within the academic space, with regard to the structure of disciplines. They claim an ability to produce conceptual or paradigmatic shifts. Taking epistemic and analytical issues seriously, their study also implies understanding the long term of scientific institutionalization. The historical sociology of disciplines indicates that a process of segmentation underlies the modern development of academic and scientific life. The analysis of their development argues for their reinstatement in historically changing power structures. Interdisciplinarity questions the future of the disciplinary organization of science. The emergence of studies appears to be the high point of recent transformations in the academic space. Des disciplines aux « studies ». Savoirs, trajectoires, politiques Les studies font débat au sein de l’espace universitaire, au regard de la structuration en disciplines. Elles revendiquent une aptitude à produire des déplacements conceptuels ou paradigmatiques. Prenant au sérieux les enjeux épistémiques et analytiques, leur étude implique aussi d’appréhender le temps long de l’institutionnalisation scientifique. La sociologie historique des disciplines indiquent qu’un processus de segmentation sous-tend le développement moderne de la vie académique et scientifique. L’analyse de leur développement plaide pour leur réinscription dans des structures de pouvoir historiquement changeantes. L’interdisciplinarité vient questionner le devenir de l’organisation disciplinaire de la science. L’émergence de studies apparaît comme le point d’orgue des transformations récentes de l’espace académique. Los studies se debaten en el espacio académico, en cuanto a la estructura de las disciplinas. Afirman que tienen la capacidad de producir cambios conceptuales o paradigmáticos. Tomando en serio los temas epistémicos y analíticos, su estudio también implica comprender el largo tiempo de institucionalización científica. La sociología histórica de las disciplinas indica que el desarrollo moderno de la vida académica y científica se basa en un proceso de segmentación. El análisis de su desarrollo aboga por su reintegración en estructuras de poder históricamente cambiantes. La interdisciplinariedad cuestiona el futuro de la organización disciplinaria de la ciencia. La aparición de los studies parece ser el punto culminante de las recientes transformaciones del espacio académico.

Debido a la importancia que ha presentado la seguridad del paciente dentro de las instituciones prestadoras de servicios de salud, el Estado ha reglamentado la materia con la finalidad de garantizar que dichas instituciones cuenten con programas y controles sobre la debida diligencia en los procesos atención de los pacientes, en esta medida se ha convertido en materia obligatoria la revisión y cumplimiento de la normatividad vigente por parte de las entidades dentro del marco de prestación en servicios de salud. En consecuencia, se establece un deber hacia los profesionales de la salud, aplicar practicas seguras para evitar causar daño durante la atención de los pacientes. Desafortunadamente en la formación de los profesionales de enfermería se encuentra que la educación en seguridad del paciente, no constituye uno de los pilares dentro de su educación e incluso en muchos de los programas académicos este tema no es tenido en cuenta. Es por esto que la inclusión de un espacio académico dentro de los programas de formación del profesional de Enfermería es necesario, con el objetivo de crear en los estudiantes las competencias necesarias para garantizar la disminución de eventos adversos por malas prácticas, las cuales agravan la situación de muchos pacientes, llevándolos incluso hasta la muerte. A través de este ensayo se propone generar la necesidad de implementar un espacio académico basado en la metodología de aprendizaje híbrido integrado con mediaciones tecnológicas (B-Learning). Esta metodología fortalece la capacidad de los estudiantes, logrando que el proceso de enseñanza-aprendizaje sean los actores principales. Seguridad del paciente: propuesta de un espacio académico para los programas de formación inicial del profesional de Enfermería 1 Introducción 1 Marco Teórico 4 Enfoque metodológico. 9 Conclusiones 21 Bibliografía 24 Due to the importance of patient safety within the institutions providing health services, the State has regulated the matter in order to ensure that these institutions have programs and controls on due diligence in the care processes of the patients. patients, to this extent it has become mandatory to review and comply with current regulations by entities within the framework of health service provision. Consequently, a duty towards health professionals is established, applying safe practices to avoid causing harm during patient care. Unfortunately in the training of nursing professionals it is found that patient safety education is not one of the pillars of their education and even in many of the academic programs this topic is not taken into account. That is why the inclusion of an academic space within the training programs of the nursing professional is necessary, with the aim of creating in the students the necessary competencies to guarantee the reduction of adverse events due to bad practices, which aggravate the situation of many patients, taking them even to death. Through this essay it is proposed to generate the need to implement an academic space based on the hybrid learning methodology integrated with technological mediations (B-Learning). This methodology strengthens the students' capacity, making the teaching-learning process the main actors.

This paper focuses on issues of the accessibility and approachability of the aca-demic space, the ways it is generally represented outside of academia as well as how scholars who have written about being academics perceive it. It discusses the levels of inclusion and exclusion that are present when academia is seen in rela-tion to the real world and what both of these states generate in regard to the act of forming opinions of higher education and its usefulness in the eyes of the general public. Transcendingthe boundaries of academia, this paper explores how grad-uate students who are a part of academia attempt to deal with the clash of different identity points and mental health problems caused by it, and also how they try to forward academia into new spacessuch as popular culture, music, or social media. These include for instance the American rapper Sammus, or the Canadian theo-retician Kristen Cochrane. This paper further delves into ways in which academic space and university experience are represented onsocial media entertainment platforms as well as the means by which universities promote themselves online. In this regard this paper’s aim lies in searching for a defamiliarized view of aca-demia and creating a pathway for making its ivory tower more down to earth. This paper concludes that by getting closer to audiences with broader sets of interests, academia has an increasingly better chance of gaining new meanings, which may ultimately prove beneficial for the understanding of its significance not only within the sector of education, but also outside of it.

Веснік Віцебскага дзяржаўнага ўніверсітэта. - 2018. - № 3. - С. 67-72., Цель статьи – анализ возможностей сохранения здоровья школьников в рамках современного учебного заведения. = The purpose of the article is analysis of options for preserving students’ health within the contemporary educational establishment.

Made available in DSpace on 2017-07-21T18:15:24Z (GMT). No. of bitstreams: 1 Vagner Andre Morais Pinto.pdf: 9407952 bytes, checksum: 141c8b44fa77f78d93ab86885abbc14f (MD5) Previous issue date: 2017-03-24 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The aim of this research is to comprehend how gender sets the geographical scientific production profile in the academics spaces from Paraná State. Sundry methodological procedures were used aiming to confer intelligibility to the studied phenomenon. At first, it was organized a database of scientific articles from 90 online journals of the geographical area, classified by the Qualis System of CAPES in all the qualifiers strata of the 2013-2015 triennium. Another survey was carried about teachers and their intellectual production through of the digital platforms Lattes, Sucupira, Google Scholar and sites of the Graduate Programs in Geography from Paraná State. Finally, were made questions adapted from the model of the Instituto Brasileiro de Geografia e Estatística (IBGE) for the Pesquisa Piloto de Uso do Tempo and complemented by open questions. Were interviewed twenty researchers (ten women and ten men) in the Graduate Programs in Geography from Paraná State, and these interviews were systematized using a methodology proposed by Silva & Silva (2016). This research makes it possible to affirm that there is a difference of productivity between women and men in the scientific production of Paraná. Women represents 41.13% of the total published articles in the period from 1983 to 2013. Besides, women publishs little quantity in magazines with better qualification according to Qualis criteria. They represent only 15.25% of the scientific publications classified as A1 and 36.03% as A2. The woman with the highest productivity occupies only ranks seventh among the researchers with the highest number of articles published. The impact of male theories is strong, with men corresponding to 3 of the 4 scientists with the highest citation index in the geographic field. Therefore, the structure of scientific production has a gender component. However, the majority of teachers do not agree that gender is an element that influences their academic production and they consider academic space as a neuter and universally egalitarian. Although, as scientific production is a product with time demand for work, in the last decades, this has permeated the private space, there is an impact on the feminine production in consequence of social gendered demands in the domestic space, which differs from men's experience. Thus, the dichotomist geographical imagination between the academic space and the domestic space masks the elements of gender that set the conditions of scientific production. Esta pesquisa possui por finalidade compreender como o gênero compõe o perfil de produção científica geográfica nos espaços acadêmicos de IES públicas paranaenses. Utilizaram-se diferentes procedimentos metodológicos a fim de conferir inteligibilidade ao fenômeno estudado. Primeiramente, foi organizado um banco de dados de artigos científicos de 90 periódicos on-line da área geográfica, classificados pelo Sistema Qualis da CAPES em todos os estratos classificatórios do triênio 2013-2015. Outro levantamento realizado sobre docentes e sua produção intelectual ocorreu através das plataformas digitais Lattes, Sucupira e Google Scholar, bem como nos sites dos Programas de Pós-graduação em Geografia no Paraná. Por fim, foram realizados questionamentos adaptados do modelo do Instituto Brasileiro de Geografia e Estatística (IBGE) para a Pesquisa Piloto de Uso do Tempo e complementado por questões abertas. Foram entrevistados(as) 20 pesquisadores(as) (dez mulheres e dez homens) vinculados(as) ao quadro permanente dos Programas de Pós-Graduação em Geografia no estado do Paraná, sendo que tais entrevistas sistematizadas a partir de metodologia proposta por Silva e Silva (2016). A pesquisa permite afirmar que há uma diferença de produtividade entre mulheres e homens na produção científica do Paraná. As mulheres representam 41,13% do total de artigos produzidos no período de 1983 a 2013. Além disso, as mulheres publicam de modo escasso em revistas com melhor qualificação segundo critérios Qualis. Elas representam apenas 15,25% das publicações classificadas como A1 e 36,03% como A2. A mulher com maior produtividade ocupa o sétimo lugar entre os(as) pesquisadores(as) com maior número de artigos publicados. O impacto das teorias masculinas é marcante, com os homens correspondendo a 3 dos(as) 4 cientistas com maior índice de citações no campo geográfico. Portanto a estrutura da produção científica possui um componente de gênero. Contudo, os(as) docentes pesquisadores(as), de forma majoritária, não concordam que o gênero seja um elemento que influencie sua produção acadêmica e, ademais, julgam o espaço acadêmico como neutro e universalmente igualitário. Entretanto, como a produção científica é um produto que demanda tempo de trabalho e, nas últimas décadas, este tem permeado o espaço privado, há um impacto na produção feminina que tem demandas sociais generificadas no espaço doméstico que se diferenciam dos homens. Deste modo, a imaginação geográfica dicotômica entre o espaço acadêmico e o doméstico mascara os elementos de gênero que fazem parte das condições de produção científica.

Este artículo es una problematización del espacio escolar contemporáneo en su función disciplinaria seductiva, instruccional-informativa, comercial, en la medida en que deja de apelar a la acción disciplinadora (represiva) de antaño y se transforma en un espacio paradójico constantemente transgredido por la singularidad narrativa del educando. Acto educativo en el cual las funciones del educador y del educando han sido transformadas por las lógicas de un mundo digitalizado, por lo que hoy se disciplina sin disciplinar. Pero, ¿qué tipo de disciplina es la que se impone hoy? This article is a problematization of contemporary school space in its seductive, instructional-informative, and commercial disciplinary function, to the extent that it does not appeal any longer to the former disciplining (repressive) action, to become a paradoxical space. This space is constantly violated by the student's narrative uniqueness. In this educational event the roles of teacher and student have been transformed by the logics of a digitalized world. What exists today is discipline without disciplining. But, what kind of discipline is imposed today? Este artigo é uma problematização do espaço escolar contemporâneo em sua função disciplinaria sedutiva, instrucional-informativa, comercial, na medida em que deixa apelar à ação disciplinadora (repressiva) de antes, e transforma-se num espaço paradoxo constantemente transgredido pela singularidade narrativa do educando. Ato educativo no qual as funções do educador e do educando têm sido transformadas pelas lógicas dum mundo digitalizado, pelo que hoje se disciplina sem disciplinar. Mas, que tipo de disciplina é a que se impõe hoje?

El texto presenta resultados de una investigación en curso sobre la constitución de la Lingüística General en el espacio académico argentino, en el marco de una búsqueda por comprender la dinámica de las formas sociales del conocimiento. Se caracteriza la codificación de los discursos sobre el lenguaje que ingresan a la Lingüística General y luego se analiza el modo en que ella emerge en la Argentina vinculada con ciertos agentes, arreglos institucionales y formas de categorizar la lengua en tanto objeto de conocimiento y de debate público. Luego se presenta un modelo de articulación entre investigación y enseñanza de la Lingüística a partir de lo que se denomina “lingüística de autor”. El período estudiado va desde mediados de la década del cuarenta hasta mediados de la década del sesenta del siglo pasado en Argentina., In this paper we study the emergence of General Linguistics in Argentine academic space. We start with general consideration about social forms of knowledge. We describe the discourses on language developed within General Linguistics. The ways in which it emerges in Argentina linked to certain agents, institutional arrangements and ways of categorizing language as an object of knowledge and public debate are recognized. We present a model of articulation between research and teaching linguistics from what is called "linguistic of author". The study period is from mid-forties to the mid sixties of the last century in Argentina., Departamento de Sociología

This work presents a possible synthesis of research that examined the specificity of the academic production space in educational policy in the State of Paraná, through individual and distinctive properties of the researchers / advisors inserted in this space, in the interregnum from 2003 to 2013. The proposed analysis of the scientific world of Pierre Bourdieu guided the empirical research and, above all, provide elements of universal thoughts for the appropriation of the problems of science, especially the sociology of science, without which it would not make a serious approach to work the object. The research had as its starting point the construction of a theoretical study that aimed at the same time, understand the epistemological and field aspects that revolve around the issue of knowledge production, and improve the ownership of the theoretical framework of Pierre Bourdieu and their way of thinking. This departure was essential both to understand the universe of research on the production of knowledge in educational policy - universe in which this study aims to embed themselves - as as mediator in the process of cognitive apprehension of the object. The work highlights the discussions on the issue of the production of knowledge in public policy within the field of Social Sciences, and also discussions on the production of knowledge in educational policy undertaken in the scientific field of Education. Empirical research has shown, through scientific capital indicators (academic degree; fostering research scholarship; Global publications, citations, co-authorship; positions in research institutions) that agents that space act differently, but with the same goal: gain recognition in the scientific field of education. Este trabalho expõe uma síntese possível da pesquisa que analisou as especificidades do espaço da produção acadêmica em política educacional no Estado do Paraná, por meio das propriedades individuais e distintivas dos pesquisadores orientadores inseridos nesse espaço, no interregno de 2003 a 2013. A proposta de análise do mundo científico de Pierre Bourdieu orientou a pesquisa empírica e, sobretudo, forneceu elementos de pensamentos universais para a apropriação da problemática da ciência, especialmente da Sociologia da Ciência, sem os quais não seria possível realizar um trabalho sério de aproximação com o objeto. A pesquisa teve como ponto de partida a construção de um estudo teórico que visou, ao mesmo tempo, entender os aspectos epistemológicos e de campo que giram em torno da problemática da produção do conhecimento, e, aperfeiçoar a apropriação do referencial teórico de Pierre Bourdieu e de seu modo de pensar. Esse ponto de partida foi essencial tanto no sentido de compreender o universo das pesquisas sobre a produção do conhecimento em política educacional - universo no qual este trabalho pretende inserir-se - quanto no sentido de mediar o processo de apreensão cognitiva do objeto. O trabalho destaca as discussões sobre a problemática da produção do conhecimento em política pública no âmbito do campo das Ciências Sociais e, também, os debates sobre a produção do conhecimento em política educacional empreendidos no campo científico da Educação. A pesquisa empírica revelou, por meio de indicadores de capital científico (grau acadêmico; bolsa de fomento à pesquisa; publicações globais; citações; coautorias; cargos em instituições de pesquisas) que os agentes desse espaço atuam de modo diferenciado, mas com o mesmo objetivo: conquistar reconhecimento no campo científico da educação. 139 f

The paper considers the issues of everyday life (in conjunction with non-everyday life) in the academic space and its axiological dimension. Reflections on academic everyday life were embedded in the context of description and explanations of understanding, on the one hand, the academic space as a certain social space and, on the other hand, the phenomena of everyday and non-everyday life in general meaning.

Yliopisto-opetuksen ja oppimisen laatu voidaan käsittää hyvin monella eri tavalla. Tässä teoksessa laatua on käsitelty usealta eri näkökulmalta: esimerkiksi käsitteellis teoreettisen analyysin keinoin, korkeakoulupolitiikan viitekehyksestä ja suhteutta maila se pedagogiseen kohtaamiseen. Käsillä oleva teksti tuo uuden näkökulman laadun käsitteeseen: onko myös fyysinen ympäristö ja -tila osa yliopisto-opetuksen ja -oppimisen sekä tutkimustyön laatua? Tilaa ja ympäristöä ei yleensä mielletä laatutekijäksi. Mikä merkitys tilalla on kokemuksiimme, työssä viihtymiseen ja työn tuloksiin? Tässä artikkelissa keskityn ainoastaan joidenkin yliopistollisen tilan piirteiden pohtimiseen: ympäristön mykkyyteen, sen vaikutuksiin tunteisiimme, sekä siihen kuinka tilaa voidaan yksilöllisesti muokata ja sen avulla luoda sekä yksityisyyttä että yhteisyyttä. peerReviewed

Dans cet article, nous proposons d’analyser la démarche de recherche et le comportement des sujets-chercheurs au prisme de la notion de reconnaissance. Nous questionnons notre propre démarche et notre propre comportement de sujet-chercheuse dans le cadre de notre recherche doctorale en Bolivie. Plus particulièrement, nous analysons deux dimensions clés de la recherche en sciences sociales : la performance du travail de terrain et l’espace académique (eurocentriste) dans lequel s’inscrit le chercheur.L’analyse du travail de terrain (compris comme une performance sociale) au prisme de la notion de reconnaissance nous permet d’abord d’éclairer les tensions entre conformisme stratégique du chercheur et reproduction de normes sociales locales. Dans un deuxième temps, nous mettons en évidence le désir du chercheur d’obtenir une reconnaissance académique et la façon dont ce désir l’enjoint à reproduire la grammaire dominante de reconnaissance académique. Nous éclairons notamment le fait que ce désir d’obtention d’une reconnaissance, sociale ou académique est étroitement lié aux relations de pouvoir qui structurent l’espace académique (lequel n’est, au demeurant, pas considéré comme un espace neutre).Enfin, nous montrons que, si la promesse de reconnaissance rend la contestation des normes de reconnaissance difficile, elle n’empêche pas leur contournement, par exemple par l’adhésion à des récits alternatifs de la qualité de la recherche (« slow science »). Ces derniers peuvent en effet agir comme des canaux alternatifs de reconnaissance, producteurs de nouveaux récits et nouvelles grammaires de reconnaissance. Or ces mécanismes de conformisme, résistance ou contournement des normes de reconnaissance, autant en ce qui concerne la performance de terrain que l’espace académique, se déroulent souvent dans le domaine de l’inconscient et du non cognitif., In this paper, I propose to analyze the researcher-subjects’ behavior, during the research performance, through the prism of recognition, as a conceptual idea/notion. I question my own approach and my own subject-researcher behavior in the framework of my own doctoral research in Bolivia. In particular, I analyze two key dimensions of social science research: the fieldwork performance and the (eurocentrist) academic space in which I am enrolled.Analyzing the fieldwork experience, understood as a social performance through the prism of recognition allows us first to clarify the tensions between the strategic conformism of the researcher and the reproduction of local social norms. Secondly, we highlight the researcher’s desire to obtain academic recognition and the way in which this desire enjoins her to reproduce the dominant grammar of academic recognition. In particular, this desire to obtain recognition, whether social or academic, is closely linked to the power relations that structure the academic space (which, moreover, is not considered as a neutral space).Finally, we show that if the promise of recognition renders the contestation of recognition standards difficult, it does not prevent their circumvention, for example by adhering to alternative narratives of the quality of research (“slow science”). The latter can indeed act as alternative channels of recognition, producing new narratives and new grammars of recognition. However, these mechanisms of conformity, resistance, or circumvention of recognition standards, both in terms of field performance and academic space, often take place in the realm of the unconscious and the non-cognitive.