A institucionalização da pesquisa sobre ensino superior  no Brasil

Neves, Clarissa Eckert Baeta; Sampaio, Helena Alves de Carvalho; Heringer, Rosana

doi:10.20336/rbs.243

Cited by 17 publications

(27 citation statements)

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“…Ao longo do século XX experimentamos uma grande expansão da educação superior em termos mundiais. Estudos apontam um aumento de 500 mil para 100 milhões de estudantes matriculados no ensino superior em nível mundial, entre 1900 e 2000 (Neves, Sampaio, & Heringer, 2018). Numa perspectiva mais recente, observamos que, entre 1995 e 2011, houve um aumento de 82 milhões para 185 milhões de estudantes frequentando o ensino superior no mundo (Prates & Collares, 2014).…”

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Democratização da educação superior no Brasil: das metas de inclusão ao sucesso acadêmico

Heringer

2018

RBOP

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ArtigoResumo O artigo aborda aspectos sobre a democratização da educação superior no Brasil, discutindo alguns dos desafios para o cumprimento das metas de inclusão propostas no início do século XXI, em especial as políticas de ação afirmativa adotadas a partir de 2002. Aborda também questões importantes em relação às políticas de permanência na educação superior brasileira, que influenciam nos diferentes percursos em direção ao sucesso acadêmico dos estudantes. O texto parte de pesquisa bibliográfica, da análise de dados secundários e também de resultados de pesquisas realizadas pela autora e por outros integrantes do seu grupo de pesquisa, o LEPES (Laboratório de Estudos e Pesquisas sobre Educação Superior). Palavras-chave: Ensino superior, realização, Brasil Abstract: Democratization of higher Education in Brazil: from inclusion targets to academic successThe paper addresses aspects about the democratization of higher education in Brazil, discussing some of the challenges for the fulfillment of inclusion targets proposed at the beginning of the 21 st century, especially affirmative action policies adopted since 2002. It also addresses important issues related to the retention policies in Brazilian higher education, which influence in different ways the direction of students´ academic success. The paper starts with a bibliographic research, an analysis of secondary data and the results of researches conducted by the author and other participants from her research group, LEPES (Laboratory of Studies and Research on Higher Education). Resumen: Democratización de la educación superior en Brasil: de las metas de inclusión al éxito académicoEl artículo aborda aspectos sobre la democratización de la educación superior en Brasil, debatiendo algunos desafíos para el cumplimento de las metas de inclusión propuestas al inicio del siglo XXI, en especial las políticas de acción afirmativa adoptadas a partir del 2002. También se abordan cuestiones importantes con relación a las políticas de permanencia en la educación superior brasileña y su influencia en las diferentes trayectorias para el éxito académico de los estudiantes. El texto parte de una investigación bibliográfica, análisis de datos secundarios y de resultados de estudios realizados por la autora y por otros integrantes del grupo científico Laboratorio de Estudios e Investigaciones sobre Educación Superior (LEPES). Palabras clave: Educación superior, logro, BrasilRevista Brasileira de

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Democratização da educação superior no Brasil: das metas de inclusão ao sucesso acadêmico

Heringer

2018

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“…The first refers to the way research is organized in centers and groups of researchers from different disciplines, but with common interests 8 . The second refers to a theoretical perspective: with the contributions of Clark (1983), the higher education system and its institutions become the focus of studies (not only public universities), leading to an expansion e- ISSN 1980ISSN -6248 http://dx.doi.org/10.1590ISSN /1980ISSN -6248-2019 Pro-Posições | Campinas, SP | V. 30 | e20190087 | 2019 5/25 and diversification of research in this area (Neves;Sampaio & Heringer, 2018). Indeed, Brunner (2009), when analyzing the evolution of research about higher education in Brazil, highlights the collective character of such production.…”

Section: E-issnmentioning

confidence: 99%

“…Therefore, the first studies focused on higher education are relatively recent, starting in the United States in the 1970s and spreading to other regions of the world in the following decades (Martins, 2012) 5 . Now consolidated, this new field of research presents two distinct characteristics: use of different theoretical and methodological approaches to investigate higher education in its various dimensions; and, due to this attribute, its multidisciplinary character (Neves;Heringer, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The early phase is characterized by individual productions of academicians who addressed the origin of university, its models of organization and governance in Brazil, and challenges, as well as other areas of interest. Two books were relevant in late 1970s: the trilogy written by Luiz Antonio Cunha about the evolution of higher education from the colonial period to the military dictatorship years 7 , and a book written in 1979 by Simon Schwartzman and colleagues about different dimensions of higher education (Neves;Sampaio & Heringer (2018). 5 Sociological studies about university or education were conducted before the 1970s, but we emphasize here the emergence of a specific field of studies and research in line with the transformations that higher education went through and issues raised with such changes (Neves;Sampaio & Heringer, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Pro-Posições e o ensino superior

Sampaio

2019

Pro-Posições

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Resumo Nos 30 anos da revista Pro-Posições, focaliza-se a presença do tema ensino superior e de suas diferentes abordagens nos artigos publicados no período. A análise se apoia no levantamento dos textos, seus autores e conteúdos, nos acervos físico e digital do periódico no período de março de 1990 a abril de 2017 e no diálogo estabelecido entre esse material e a produção no campo de estudos e pesquisas sobre ensino superior no mesmo período. Como principais resultados, destacam-se a contemporaneidade da revista em relação a um campo de pesquisas ainda emergente no Brasil e o esforço em contemplar a diversidade disciplinar e de perspectivas teóricas no tratamento conferido ao tema ensino superior no período sob análise.

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“…Higher education policy, in this context, has become a field of great social and political interest as well as of debates and disputes. Issues such as access, public support, tuition fees, private sector role, financing policies, research guidance and many other subjects have become topics of debate (Rumbley et al, 2014;Neves et al 2018). According to Neves, Sampaio and Heringer (2018, p. 20) "it is from this stance of recognition of the importance of higher education that its transformations take place: these are changes in scale and global decentralization of provision, changes in the configuration of supply and, especially, in legitimacy and recognition in contemporary societies".…”

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confidence: 99%

Internationalization of higher education: institutions and knowledge diplomacy

Barbosa

Neves

2020

Sociologias

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The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification on Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to democratization of higher education? Which are the main agents in the internationalization processes - are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area.

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A institucionalização da pesquisa sobre ensino superior no Brasil

Cited by 17 publications

References 4 publications

Democratização da educação superior no Brasil: das metas de inclusão ao sucesso acadêmico

Democratização da educação superior no Brasil: das metas de inclusão ao sucesso acadêmico

Pro-Posições e o ensino superior

Internationalization of higher education: institutions and knowledge diplomacy

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