Estado, Educação Superior E Universidade No Brasil: Processos De Reconfiguração Em Tempos De Reestruturação Do Capital

Noleto, Sylvana de Oliveira Bernardi; Oliveira, João Ferreira de

doi:10.21573/vol35n22019.95411

Cited by 3 publications

(2 citation statements)

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“…Brazil should also not close its eyes to the changing demands for PhDs worldwide (Nature Editorial, 2023) taking into account the organization and funding of the system. According to Nerad et al (2022), in numerical terms, Brazil has more PhD graduates per year than Japan and South Korea.…”

Section: Discussionmentioning

confidence: 99%

Considerations for continued expansion of the Brazilian post-graduate system

et al. 2023

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The number of programs and students in the Brazilian postgraduate system has doubled in the last 10 years. This has implications for the quality and financing of these programs as well as for the development of the regions where they are set. This study aims to investigate the reasons and limitations for the continued expansion of the Brazilian postgraduate system. Data (2011 to 2020) for this study came from: (i) the “Sucupira” postgraduate database from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), (ii) Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), (iii) Brazilian Institute of Geography and Statistics (IBGE), (iv) InCites® and Web of Science data, and (v) questionnaire and meetings with the deans for Higher Education Institutions (HEIs) in Brazil. Data analyses included regression over time, frequency chi-square, and correspondence analyses. Different types of institutions in different regions showed varying opinions, with higher expectations for expansion in smaller, newer institutions, especially private ones. While the HEIs in the Northern region believe that the master’s degree is to correct undergraduate flaws, the HEIs in the South and Central regions and the community believe that the master’s degree should develop professional skills. In contrast, the larger HEIs with older postgraduate programs in all regions believe in direct doctorate strategy. The reasons for creating new post-graduate programs involved following the institution’s general guidelines for private and community HEIs and granting the lecturers’ wishes or constant expansion depending on region, North, Northeast, and Central regions, as well as for creating medium-sized state universities. State-of-the-art research or the interests of society were prevalent for the largest and oldest HEIs. Continued expansion of the Brazilian postgraduate system needs to take into account factors including the demand for the program, regionalization, the quality of the programs, the means of funding, and the student vacancies existing in programs with high grades, among other challenges.

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Section: Discussionmentioning

confidence: 99%

Considerations for continued expansion of the Brazilian post-graduate system

et al. 2023

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“…Além disso, o professor João colocou em evidência uma demanda específica das instituições particulares, ter Research, Society and Development, v. 9, n. 10, e4309108734, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8734 que captar e atrair os estudantes para as aulas, ficando subentendido que do contrário, pode haver o abandono destes estudantes "clientes" das instituições privadas. As instituições universitárias privadas correspondem a 87,9% do total de Instituições de Ensino Superior do Brasil, cerca de 6,2 milhões de estudantes (INEP, 2020), um mercado altamente competitivo e campo de interesses concorrido no Brasil e em todo o mundo (Noleto & Oliveira, 2019).…”

Section: Eu Não Sou Umaunclassified

O ensino remoto durante a pandemia de covid-19: desafios, aprendizagens e expectativas dos professores universitários de Educação Física

Godoi

Kawashima

Gomes

et al. 2020

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Esta pesquisa objetivou identificar os desafios e as aprendizagens dos professores universitários de Educação Física relacionadas ao ensino remoto durante a pandemia de Covid-19, bem como as expectativas em relação ao ensino pós pandemia, por meio de um grupo focal com professores universitários de instituições privadas. Os docentes testemunharam vários desafios e aprendizagens relacionadas ao ensino remoto. Sobre as aprendizagens, eles destacaram: processos de adaptação, de descoberta, de experimentação e utilização de novas ferramentas tecnológicas e novas estratégias metodológicas; novas maneiras de se relacionar com os estudantes; a colaboração com colegas e com a coordenação pedagógica; e a transferência de experiências de outros campos de atuação para o Ensino Superior. Os professores também verbalizaram que pretendem integrar mais as tecnologias ao ensino no período pós-pandemia. O distanciamento social provocado pela pandemia de Covid-19 e o ensino remoto emergencial potencializou o desenvolvimento dos professores, oportunizando novas aprendizagens profissionais.

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