Editorial
The Higher Education Institutions of Latin America have not necessarily
handled a cutting-edge scenario in the processes of scientific research, either
because their academic tradition was oriented, especially, to the field of
teaching or, because the potential of their cloisters has been underestimated
academics to generate knowledge or, even, because of the precarious sources
of funding that university projects have supported, so historically, teaching and
research extension have been privileged.
However, from the aforementioned, it is still true that, on more than one
occasion, the teaching bodies, often alone and with insufficient university
management structures, have solved relevant solutions to the challenges that
their sociocultural environment has given them known to require the title of the
research function. Given the present duality, it is necessary to demystify those
logics that privilege the vision that research can only be gestated by those with
great disciplinary skills or that is a particular process of those who possess a
scientific degree of the highest level.
The various formulas of classification of the investigation give us a first
guideline to understand that the generation of pure knowledge is as valid as
the application of the current ones; Creation or transfer models are not better
or worse, but only based on their results.
On the other hand, it must be understood that the different sciences
cover multiple disciplines and then, unidisciplinary research is as timely as that
which brings together various epistemic perspectives; also, the classifications
by areas, subareas or domains is so wide that it fits all possibilities. Therefore,
there is no way to disregard any investigative attempt, it is enough to count, as
Bunge (2004) mentions: with a problem that can be treated, that is well
formulated, conceived and defined (p. 166).
16
Editorial
GIE Educational Innovation Groups: A valid alternative for University
Teachers