O movimento do acesso ao ensino superior em Portugal de 1960 a 2017: Uma análise ecológica

Abstract

Globally, the expansion of investments in the field of higher education, which stems from both the demands of the economic sector and the growing appreciation of the social dimension of knowledge, implies mobilization within the scope of access to this level of education. If, on the one hand, access policies play a central role, on the other hand, the interactions of individuals in the different environments of which they are part cannot be disregarded. The aim of this paper, from a socio-ecological perspective, was to analyse the movements of access to higher education in Portugal from 1960 to 2017. The interpretation of data on access and legislation on higher education in that period, in relation to the literature review outcomes, made it possible to identify moments of expansion and retraction of access to higher education in Portugal. It was at the confluence of a set of more or less favorable factors that the distinct movements of access originated over time. This confluence of factors led individuals to shape and reshape their aspirations concerning their entry to higher education.

Entering Higher Education After 30: What Can Be Learned from Biographical Narratives of Non-Traditional Students

“…Considering HE policies and access conditions in Portugal, where the study that supports this article was conducted, and the global movement to expand HE access to adult students (Thomas Dotta et al, 2019), the discussions and reflections developed here are focused on entry paths and age. However, this option does not disregard that these students may share other characteristics and does not intend to reduce the complexity of this issue to age-related situations.…”

“…Democratization policies focused on HE have taken into account the need to meet the demands of knowledge societies and of the economic sector, two aspects that are central dimensions in the case of NTSs (Thomas Dotta et al, 2019). This global political movement, which has been intensifying since the 1990s through national and regional initiatives, such as the creation of the European Higher Education Area, created conditions for increased NTS access, though the conditions are not always as democratic as the political discourse would indicate (Amorim, 2018).…”

“…André did not hesitate: "that was when I saw a great 125 opportunity to enroll in the university and feel fulfilled." This entry route is part of the special access contests that have been in place in the country since 1999, as part of the national policies to expand access to HE (Thomas Dotta et al, 2019). It was the culmination of a journey that took shape as the fulfilment of the desire to acquire and expand knowledge.…”

“…Among these measures, the possibility to acknowledge professional experience and post-secondary training through credit attribution, the possibility to enter this level of education by taking specific tests for those over the age of 23 who do not have the qualifications, as well as for those with adequate post-secondary training, the creation of the student worker status, and the possibility of access for students with technological specialization courses stand out. In 2014, following the creation of higher education technical professional courses -short HE courses that do not confer a degree, only a diploma -the conditions to access these courses were specified (Thomas Dotta et al, 2019). As a result of these measures, in 2016, 33.5% of people between 30 and 34 years old living in Portugal held a HE degree or equivalent.…”

Análise das políticas de internacionalização da Universidade de São Paulo e da realidade linguística dos estudantes estrangeiros: quais imagens de língua circulam nos espaços acadêmicos?

“…No Brasil, há uma tendência histórica de os estudantes reconhecerem e buscarem destinos do Norte Global para realizarem suas mobilidades acadêmicas, de maneira a garantirem uma formação europeia ou norte-americana, tanto no aspecto acadêmico quanto no cultural, como se apenas as IES dos países centrais fossem as únicas consideradas de excelência no mundo. em 2008, 2010e 2011, 2016e 2017(THOMAS DOTTA et al, 2019. Entre 200 e 2017, o ano de 2015 foi o de menor número de ingresso de estudantes.…”