Resumo

A. ZABALZA, Miguel. La variable tiempo en la enseñanza universitária. Rev. Diálogo Educ. [online]. 2013, vol.13, n.38, pp.21-47. ISSN 1981-416X.

The relevance of time in educational processes has been widely recognized since the initial work of Carroll in 1963, and subsequent longitudinal studies of Fisher using the California Beginning Teachers Evaluation Study (BTES). At the present, the problem of time has gained a new momentum under the new approaches of curriculum design seeking greater uniformity in the nature and length of courses in order to facilitate student mobility. Part of this process is the incorporation of credits (ECTS in Europe; SCT in Latin America) as units of time and workload of students. This article analyzes the time of learning from three perspectives: (a) the time of the curriculum; (b) the time of teachers; and (c) the time of students. The author argues that in all cases, the variable of time for learning is receiving a marginal consideration and especially that its mechanical and bureaucratic interpretation leaves out of consideration fundamental elements of university didactics.

Palavras-chave : University Didactics; Time for Learning; Curriculum Integration; Transferrable Credits; Time on Task.

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