Abstract
Abstract
This article critically analyzes the experience of the Interdisciplinary Research Group on Territorial Development Studies at the Universidad de la República (Uruguay), with the aim of identifying key lessons regarding the construction of interdisciplinarity in the field of territorial development. Based on a systematization of its institutional and collective trajectory (2012-2024), the article highlights several factors that have contributed to its consolidation: the institutional and financial support of a university policy aimed at promoting interdisciplinarity (Espacio Interdisciplinario), the central role of teaching activities, the influence of both individual and collective leadership, and sustained engagement with non-academic actors. The study also identifies persistent obstacles linked to the university’s institutional logic, which continues to favor disciplinary structures in academic evaluation, funding, and recognition. The analysis underscores the relevance of synergies between bottom-up processes and institutional policies that offer frameworks to support emerging interdisciplinary initiatives. Findings point to the need for stable institutional conditions and appropriate evaluation mechanisms to sustain such approaches —both in terms of resource allocation and academic career advancement—. Finally, the article emphasizes the importance of continued learning through practice and innovation in organizational forms that enable and strengthen interdisciplinary work across teaching, research, and societal engagement.
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@article{Miranda2026Aprendizajes,
title = {Aprendizajes de una experiencia interdisciplinaria para el estudio del desarrollo territorial en Uruguay: 2012-2024},
author = {Adrián Rodríguez Miranda},
journal = {INTERdisciplina},
year = {2026},
doi = {10.22201/ceiich.24485705e.2026.40.95989},
url = {https://doi.org/10.22201/ceiich.24485705e.2026.40.95989}
}
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