Fernanda Beigel – författare

Academic autonomy has been a dominant issue among Latin American social studies, given that the production of knowledge in the region has been mostly suspected for its lack of originality and the replication of Euro-American models. Politicization within the higher education system and recurrent military interventions in universities have been considered the main structural causes for this heteronomy and, thus, the main obstacles for 'scientific' achievements. This groundbreaking book analyses the struggle for academic autonomy taking into account the relevant differences between the itinerary of social and natural sciences, the connection of institutionalization and prestige-building, professionalization and engagement. From the perspective of the periphery, academic dependence is not merely a vertical bond that ties active producers and passive reproducers. Even though knowledge produced in peripheral communities has low rates of circulation within the international academic system, this doesn't imply that their production is - or always has been - the result of a massive import of foreign concepts and resources. This book intends to show that the main differences between mainstream academies and peripheral circuits are not precisely in the lack of indigenous thinking, but in the historical structure of academic autonomy, which changes according to a set of factors -mainly the role of the state in the higher education system. This historical structure explains the particular features of the process of professionalization in Latin American scientific fields.

Academic autonomy has been a dominant issue among Latin American social studies, given that the production of knowledge in the region has been mostly suspected for its lack of originality and the replication of Euro-American models. Politicization within the higher education system and recurrent military interventions in universities have been considered the main structural causes for this heteronomy and, thus, the main obstacles for ''scientific'' achievements. This groundbreaking book analyses the struggle for academic autonomy taking into account the relevant differences between the itinerary of social and natural sciences, the connection of institutionalization and prestige-building, professionalization and engagement. From the perspective of the periphery, academic dependence is not merely a vertical bond that ties active producers and passive reproducers. Even though knowledge produced in peripheral communities has low rates of circulation within the international academic system, this doesn''t imply that their production is - or always has been - the result of a massive import of foreign concepts and resources. This book intends to show that the main differences between mainstream academies and peripheral circuits are not precisely in the lack of indigenous thinking, but in the historical structure of academic autonomy, which changes according to a set of factors -mainly the role of the state in the higher education system. This historical structure explains the particular features of the process of professionalization in Latin American scientific fields.

Academic autonomy has been a dominant issue among Latin American social studies, given that the production of knowledge in the region has been mostly suspected for its lack of originality and the replication of Euro-American models. Politicization within the higher education system and recurrent military interventions in universities have been considered the main structural causes for this heteronomy and, thus, the main obstacles for ''scientific'' achievements. This groundbreaking book analyses the struggle for academic autonomy taking into account the relevant differences between the itinerary of social and natural sciences, the connection of institutionalization and prestige-building, professionalization and engagement. From the perspective of the periphery, academic dependence is not merely a vertical bond that ties active producers and passive reproducers. Even though knowledge produced in peripheral communities has low rates of circulation within the international academic system, this doesn''t imply that their production is - or always has been - the result of a massive import of foreign concepts and resources. This book intends to show that the main differences between mainstream academies and peripheral circuits are not precisely in the lack of indigenous thinking, but in the historical structure of academic autonomy, which changes according to a set of factors -mainly the role of the state in the higher education system. This historical structure explains the particular features of the process of professionalization in Latin American scientific fields.

Academic autonomy has been a dominant issue among Latin American social studies, given that the production of knowledge in the region has been mostly suspected for its lack of originality and the replication of Euro-American models. Politicization within the higher education system and recurrent military interventions in universities have been considered the main structural causes for this heteronomy and, thus, the main obstacles for 'scientific' achievements. This groundbreaking book analyses the struggle for academic autonomy taking into account the relevant differences between the itinerary of social and natural sciences, the connection of institutionalization and prestige-building, professionalization and engagement. From the perspective of the periphery, academic dependence is not merely a vertical bond that ties active producers and passive reproducers. Even though knowledge produced in peripheral communities has low rates of circulation within the international academic system, this doesn't imply that their production is - or always has been - the result of a massive import of foreign concepts and resources. This book intends to show that the main differences between mainstream academies and peripheral circuits are not precisely in the lack of indigenous thinking, but in the historical structure of academic autonomy, which changes according to a set of factors -mainly the role of the state in the higher education system. This historical structure explains the particular features of the process of professionalization in Latin American scientific fields.

Key Texts for Latin American Sociology is the first book to curate and translate into English key texts from the Latin American Sociological canon. By bringing together texts from leading sociologists in Argentina, Brazil, Peru, Chile, Costa Rica, Mexico, Bolivia, and Uruguay, the book provides comprehensive coverage of a wide range of issues in Latin American Sociology; drawing attention to embedded issues such as inequalities, identities, development, oppression and representation. This volume is the result of five years of collaboration between colleagues from 15 Latin American Countries, coordinated by Fernanda Beigel (CONICET, UNCuyo, Mendoza-Argentina) with the collaboration of the 'Key Texts Scientific Committee', the Committee consists of the following members: Nadya Araujo Guimaraes (PPGS-USP, Brazil), Manuel Antonio Garretón (Universidad de Chile), Raquel Sosa Elizaga (CELA-UNAM, México), Jorge Rovira Mas (Universidad de Costa Rica), Breno Bringel (IESP-UERJ, Brazil), Joao Ehlert Maia (FGV, Brazil), Hebe Vessuri (IVIC, Venezuela), André Bothelo (UFRJ, Brazil), Carlos Ruiz Encina (Universidad de Chile), Eloisa Martin (UFRJ, Brazil), Sergio Miceli (PPGS- USP, Brazil), Alejandro Moreano (UCE, Ecuador), Elizabeth Jelin (CONICET-IDES, Argentina), Patricia Funes (UBA-CONICET, Argentina), Claudio Pinheiro (FGV, Brazil), Pablo de Marinis (UBA, CONICET, Argentina), Diego Pereyra (UBA, CONICET, Argentina), José Gandarilla Salgado (CIICH-UNAM, México), Juan Piovani (UNLP-CONICET, Argentina).

Key Texts for Latin American Sociology is the first book to curate and translate into English key texts from the Latin American Sociological canon. By bringing together texts from leading sociologists in Argentina, Brazil, Peru, Chile, Costa Rica, Mexico, Bolivia, and Uruguay, the book provides comprehensive coverage of a wide range of issues in Latin American Sociology; drawing attention to embedded issues such as inequalities, identities, development, oppression and representation. This volume is the result of five years of collaboration between colleagues from 15 Latin American Countries, coordinated by Fernanda Beigel (CONICET, UNCuyo, Mendoza-Argentina) with the collaboration of the 'Key Texts Scientific Committee', the Committee consists of the following members: Nadya Araujo Guimaraes (PPGS-USP, Brazil), Manuel Antonio Garretón (Universidad de Chile), Raquel Sosa Elizaga (CELA-UNAM, México), Jorge Rovira Mas (Universidad de Costa Rica), Breno Bringel (IESP-UERJ, Brazil), Joao Ehlert Maia (FGV, Brazil), Hebe Vessuri (IVIC, Venezuela), André Bothelo (UFRJ, Brazil), Carlos Ruiz Encina (Universidad de Chile), Eloisa Martin (UFRJ, Brazil), Sergio Miceli (PPGS- USP, Brazil), Alejandro Moreano (UCE, Ecuador), Elizabeth Jelin (CONICET-IDES, Argentina), Patricia Funes (UBA-CONICET, Argentina), Claudio Pinheiro (FGV, Brazil), Pablo de Marinis (UBA, CONICET, Argentina), Diego Pereyra (UBA, CONICET, Argentina), José Gandarilla Salgado (CIICH-UNAM, México), Juan Piovani (UNLP-CONICET, Argentina).

Key Texts for Latin American Sociology is the first book to curate and translate into English key texts from the Latin American Sociological canon. By bringing together texts from leading sociologists in Argentina, Brazil, Peru, Chile, Costa Rica, Mexico, Bolivia, and Uruguay, the book provides comprehensive coverage of a wide range of issues in Latin American Sociology; drawing attention to embedded issues such as inequalities, identities, development, oppression and representation. This volume is the result of five years of collaboration between colleagues from 15 Latin American Countries, coordinated by Fernanda Beigel (CONICET, UNCuyo, Mendoza-Argentina) with the collaboration of the ′Key Texts Scientific Committee′, the Committee consists of the following members: Nadya Araujo Guimaraes (PPGS-USP, Brazil), Manuel Antonio Garretón (Universidad de Chile), Raquel Sosa Elizaga (CELA-UNAM, México), Jorge Rovira Mas (Universidad de Costa Rica), Breno Bringel (IESP-UERJ, Brazil), Joao Ehlert Maia (FGV, Brazil), Hebe Vessuri (IVIC, Venezuela), André Bothelo (UFRJ, Brazil), Carlos Ruiz Encina (Universidad de Chile), Eloisa Martin (UFRJ, Brazil), Sergio Miceli (PPGS- USP, Brazil), Alejandro Moreano (UCE, Ecuador), Elizabeth Jelin (CONICET-IDES, Argentina), Patricia Funes (UBA-CONICET, Argentina), Claudio Pinheiro (FGV, Brazil), Pablo de Marinis (UBA, CONICET, Argentina), Diego Pereyra (UBA, CONICET, Argentina), José Gandarilla Salgado (CIICH-UNAM, México), Juan Piovani (UNLP-CONICET, Argentina).

Since 1960, an unequal international structure is recognized in terms of production and circulation of knowledge in the international science system. This phenomenon is called academic dependency and motivated actions towards promoting the education of scientist and stimulating the bond between institutions and scholars of the periphery. This, considering that the peripheral knowledge-production structures were compromised by colonialism and its lasting effects.