O artigo analisa o modus operandi de duas universidades jesuítas na América Latina – a Pontificia Universidad Javeriana, na Colômbia, e a Universidade do Vale do Rio dos Sinos (Unisinos), no Brasil – no atual contexto do neoliberalismo econômico, que possui como centro de interesse as questões econômicas, sendo que essas instituições por pertencerem à Companhia de Jesus, ordem religiosa que estruturou a sua área educacional a partir dos princípios do humanismo cristão, possuem como centro de convergência a pessoa humana. Foram analisados: O Estatuto 2014, o Plano de Desenvolvimento Institucional e o Projeto Pedagógico Institucional 2006-2011 da Unisinos e, o Estatuto 2013, a Planeación Universitaria 2007-2016, e o Proyecto Educativo 1992-2015 da Javeriana. Como referencial teórico-metodológico utilizou-se a ideia de Triangulação Metodológica composta pela ‘Abordagem do Ciclo de Políticas’ de Stephen J. Ball; o Método da Análise Documental de André Cellard e, o Método Comparado em Educação de George Z.F Bereday. Destacam-se como principais resultados, dentre outros, o fato de que os respectivos documentos foram elaborados a partir de uma complexa mescla de orientações e regulamentos provenientes da Igreja Católica, da Companhia de Jesus, das legislações colombiana e brasileira, influenciadas na sua elaboração pelos documentos dos organismos internacionais portadores da lógica neoliberal (UNESCO e Banco Mundial) e, o fato de que estas Universidades buscam conjugar o humanismo social cristão com a tecnociência, buscando a fidelidade aos seus princípios institucionais.Humanities in times of neoliberalism: the modus operandis of two Jesuit universities in Latin America. The present article analyzes the modus operandi of two Jesuit universities in Latin America – Pontificia Universidad Javeriana, Colombia, and University of Rio dos Sinos Valley (Unisinos), Brazil – in the current context of economic neoliberalism, that has as its core values economic issues, given that these institutions, as part of the Society of Jesus, a religious order that has structured its education area from the principles of the Christian Humanism, have the human person as their converging center. We have analyzed the following documents: the 2014 Statutes, the Institutional Development Plan and the Institutional Pedagogical Project 2006-2011 of Unisinos and the 2013 Statutes, the Planeación Universitaria 2007-2016, and the Proyecto Educativo 1992-2015 of Javeriana. As theoretical-methodological background, we have employed the idea of Methodological Triangulation formed by the Policy Cycle Approach by Stephen J. Ball; the Document Analysis Method by André Cellard and the Comparative Method in Education by George Z.F Bereday. Among our main findings we highlight the fact that these documents were drafted based on a complex mix of guidelines and regulations from the Roman Catholic Church, the Society of Jesus, the Colombian and Brazilian laws, influenced in their elaboration by papers from international bodies bearing the neoliberal logic (Unesco and World Bank) and the fact that those universities seek to combine Christian Social Humanism with technoscience, seeking fidelity to their institutional principles. Keywords: Jesuit Universities; Higher Education Institutions; Institutional Development Plan; Institutional Pedagogical Project; Society of Jesus.

 Resumo O processo constitutivo do Ratio studiorum, enquanto método pedagógico, bem como a relação deste com o surgimento e a estruturação do Humanismo no início da Idade Moderna, é o tema do presente artigo. No desenvolvimento do trabalho, utilizamos uma vasta bibliografia existente sobre o tema, assim como, realizamos a consulta em documentos específicos da Companhia de Jesus. A relevância do presente trabalho justifica-se considerando o fato de que o método pedagógico desenvolvido pelos jesuítas teve uma grande influência sobre a educação e a cultura de modo geral, contribuindo para a estruturação do humanismo moderno e contemporâneo. Palavras-chave: modus parisienses, ratio studiorum, jesuítas, humanismo. FROM PARISIENSIS MODUS FOR THE RATIO STUDIORUM: THE JESUITS AND THE HUMANISTIC EDUCATION AT THE BEGINNING OF MODERN AGE AbstractIt is in this article show the process of formation of the Ratio studiorum, while teaching method, as we know nowadays as well as the relationship with the emergence and structure of Humanism in Early Modern Age. In developing this work, we use an extensive bibliography, as well as perform a research on specific documents of the Society of Jesus. The relevance of this work is justified considering the fact that the teaching method developed by the Jesuits had a great influence on education and culture in general has contributed to the structuring of modern humanism and contemporary. Key-words: modus parisiensis, ratio studiorum, jesuits, humanism. DESDE EL MODUS PARISIENSIS A LA RATIO STUDIORUM: LOS JESUITAS Y LA EDUCACIÓN HUMANÍSTICA EN EL INICIO DE LA EDAD MODERNAResumen Este artículo tiene como objetivo presentar el proceso constitutivo de la Ratio studiorum, como método pedagógico, tal como la conocemos hoy en día y su relación con la aparición y la estructuración del humanismo en la Edad Moderna. En el desarrollo de este trabajo, utilizamos una extensa bibliografía existente y realizamos la consulta sobre los documentos específicos de la Compañía de Jesús. La relevancia de este trabajo se justifica teniendo en cuenta el hecho de que el método de enseñanza desarrollado por los jesuitas tuvo una gran influencia en la educación y la cultura, contribuyendo en la estructuración del humanismo moderno y contemporáneo Palabras-clave: ratio studiorum, modus parisiensis, jesuitas, humanismo. DE LA MODUS PARISIENSIS AU RATIO STUDIORUM: LES JÉSUITES ET L'ÉDUCATION HUMANISTE AU DÉBUT DE L'ÂGE MODERNE RésuméIl s"agit dans cet article présenter le processus qui a crée le Ratio studiorum pendant que un méthode pédagogique comme nous le conaissons aujourd"hui, ainsi que la relation avec l"émergence et l"organization de l"humanisme au début de l"ère moderne. Dans elaboration de ce travail, nous utilison une large littérature existante, ainsi que, d"effectuer la requête sur des documents specifiques de la Compagnie de Jésus. La pertinence de ce travail est justifié compte tenu du fait que la méthode de enseignement dévéloppée par les Jésuites a eu une grande influence sur l"éducation et la cul...

During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in Argentina, Brazil, Chile and Colombia. Regarding the methodology, we analyzed official and research data about the latest evolution of distance education in higher education in the four countries studied. The analysis reveals that distance education has experienced a significant expansion in these countries since 2010, with the greatest increase occurring in Brazil. We concluded that, despite external factors in favor of distance education, internal environments in each country influence the manner and tempo with which this pressure is reflected in their respective higher education policies.

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