Revista Internacional de Educação Superior
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O periódico tem como missão socializar a produção de estudos e pesquisas científicas, de caráter teórico ou empírico, na área da educação superior. É uma publicação eletrônica que se dedica à publicação de artigos da comunidade científica nacional e internacional que investiguem questões de interesse do campo da educação superior. Visa contribuir na formação do pesquisador da área de Educação Superior por meio da divulgação e disseminação de pesquisas e estudos realizados por educadores, vinculados a instituições nacionais e internacionais. São publicados artigos, relatos de experiência, comunicações, pesquisas e ensaios de autores avaliados por pares, especialmente convidados pelo Conselho Editorial.
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- ItemNova governança na educação e na dinâmica de melhorias: a pressão contra o compromisso(2015) BOLÍVAR, AntonioThe article defends the thesis that, in the second modernity, we are facing new post-bureaucratic ways of education governance to achieve improvements. The so-called "educational restructuring" assumes, in fact, a new "governance" of education, which includes -among others -deregulation, commercialization and introduction of management principles of business scope. Are analyzed two routes of developing to generate improvement: one that favors competition, using commercial image as regulating device, and another addressed to the commitment and collaboration of the actors (SAHLBERG, 2011). The first pressing from the outside, and the second seeking an implication from within. The performing pressures have their intrinsic limitations, so if requires the establishment of a culture conducive to learning (HARGREAVES and FULLAN, 2014). There are other alternative routes that Hargreaves and Shirley (2012) qualify as a "fourth way", which ensure good learning for all cannot be only imposing object. A logic of committed and professional autonomy is an alternative route, supported by means of participation of persons to whom professionalism is recognized to make decisions.
- ItemO SNI: um sistema que orienta e fortalece a pesquisa no México?(2015) GARCÍA, Sara Aliria JiménezThe evaluations that the government of Mexico designed to value higher education institutions, their programs and actors, have changed the ways in which they organize and develop activities in these contexts, as they are currently not only mechanisms to account for what has been done, but also they are processes that dictate, determine and redistribute the knowledge, resources, actions, and interests of actors working in universities.
- ItemPolítica de formação para professores do ensino superior e qualidade de ensino: um estudo sobre o programa pedagogia universitária como possibilidade de qualificação docente na perspectiva pedagógico-didática(2015) MANTOVANI, Isabel Cristina de Almeida; CANAN, Silvia ReginaThe reflections presented in this article are by theme pedagogical-didactic training policies for higher education teachers and quality of education and result of a research developed a Community University interior of Rio Grande do Sul, involving teachers, graduates who sought to answer : "You can establish relationships between the absence of pedagogical-didactic training of teachers and defining policies of training and the quality of teaching in higher education" To answer the research question, we sought to investigate whether the university pedagogy program, service developed can be considered as a space, which meets the lack of didactic-educational training, and is a positive factor as regards the possibility to supply the deficiency in this field
- ItemA presença da diferença negra e indígena na educação superior e o processo de ressignificação da universidade brasileira(2015) SILVA, José Bonifácio Alves da; BACKES, José LicínioThe articleis a discussion about the strained relations of power between different cultures at the university. The academy and science become targets of questioning as they are questioned, especially by the active presence of blacks and indigenous inside while eurocentradas inventions conceived / conceive white cultures as the only sources and valid IDs for the production of knowledge andtruth. We focus, first, the constituent elements of socio-cultural university and later show the impacts of the presence of blacks and indigenous people claiming spaces in universities. This presence as we will argue, reframes the university because the knowledge / power of black and indigenous groups infiltrate the hegemonic knowledge, placing the white hegemony in check.
- ItemALMEIDA, M. L. P. de; CATANI, A. (Org.). Educação superior iberoamericana: uma análise para além das perspectivas mercadológicas da produção do conhecimento. Ciudad Autónoma de Buenos Aires: CLACSO, 2015. 270 p.(2015) BORDIGNON, Liliane; RODRIGUES, Fabiana de CássiaThis article presents a characterization of the situation of higher education in Latin America. From this, some of the problems that universities, and particularly academics, need to face today are outlined. It also defines some challenges to be faced with regard to the political, social, academic and the need to have a strategy to overcome them based on a fundamental axis: innovation. Finally, we present some ideas about regional convergence as a space for thinking about innovative policies that allow us to overcome current problems and challenges in Latin American universities.
- ItemCrises da universidade e responsabilidade social(2015) FILHO, José Camilo dos SantosThe purpose of this study was to investigate the repercussion of the recent crisis of the university on its mission and responsibility and, from this reflection, to propose ways for the consolidation of this responsibility. The three main crisis faced by the university from the middle of the XXth century identified by Boaventura Souza Santos as crisis of hegemony, of legitimacy and institutional, constituted the frameworkof discussion of the problem of social responsibility of the university. Although true for the universities of the advanced countries, the loss of hegemony in the area of research still does not occur in Brazilian university. To overcome the crisis of legitimacy, the creation of advanced academic and professional training institutions for the cultivation of the intellectual and professional elite of the country, as well as of non university institutions of mass higher education for the cultural and technological formation of the youth is justified. To make possible the access to these institutions by discriminated socioeconomic segments of society, the adoption of the policy of affirmative action in the form of quotas is justified. The overcoming of the institutional crisis will be achieved when the State respect the specificity of the universities and when the evaluation criteria of her functions be adequate to her specific nature and the titularity of the evaluation belong to the institutions themselves assuring the external evaluation by effective pairs and not by pairs coopted by the State.
- ItemO currículo da educação superior e a Ressignificação de identidades/diferenças(2015) PAVAN, RuthThe article aims to examine whether the narratives constructed in the late nineteenth century and early twentieth century, about black people still mark the curricula and identities in Brazilian society. The curriculum concept inspired by the post-critical theories, so we understand it as a field of struggle and contestation within the culture, producing identities and differences. Considering the historical dimension of the construction of black identity in Brazil, interviewed and analyzed the speech of black guys who come to higher education through Negraeva Project. The performed analysis, we point out that despite the curriculum currently still be based on the theories of miscegenation, the ideal of whitening and the myth of racial democracy, producing identities according to the white Western logic, the presence of black subjects in different courses of Higher Education, contributed to question these ideas as well, so other identities were produced in this time / space, re-meaning the identities of black and non-black subjects.
- ItemCiência acadêmica, intelectuais e o trabalho dos professores universitários no Brasil: convergência e hegemonia(2015) JÚNIOR, João dos Reis Silva; SCHUGURENSKY, Daniel; ARAÚJO, Juliana Borges deThis article explores the social, economic and political context of higher education reforms in the United States to better understand contemporary changes in Brazilian higher education. The paper argues that although the Brazilian higher education system has made important achievements in the last decade, the academic work cannot escape market pressures and neoliberal dynamics. This is particularly evident in areas related to research, funding, and the commercial value given to scientific discovery.
- ItemEditorial(2015) ALMEIDA, Maria de Lourdes Pinto de; SANTOS FILHO, José Camilo dosAt the time of the "birth" of another periodical on higher education, it is worth recalling some relevant events about higher education as a specific research area within the great area of education, in itself a multidimensional and complex field of problems that needs to be consolidated as “educational sciences” in order to subsidize educational practice with increasingly solid theoretical foundations to make it more efficient and effective in its practice and in its benefits. This new journal joins the family of periodicals on higher education with the purpose of contributing to the consolidation of this field of research, especially in the Latin American space.
- ItemTransnacionalização e mercadorização da educação superior: examinando alguns efeitos colaterais do capitalismo acadêmico (sem riscos) no Brasil – A expansão privado-mercantil(2015) AZEVEDO, Mário Luiz Neves deThis article aims to analyze the process of commodification of higher education in Brazil, with a special focus on transnationalization and for-profit providers. Based on an approach of critical theory, as developed by Susan Robertson, Roger Dale, Immanuel Wallerstein, Sheila Slaughter, Larry Leslie and Pierre Bourdieu, presents the argument that the commodification of higher education was unlocked from the enactment of LDB 9394 (Law of Directives and Bases of National Education), in 1996, and catalyzed by federal programs such as PROUNI (University for all Program) and FIES (Higher Education scholarship fund), generating a kind of "academic capitalism without risk" in Brazil.
- ItemA reforma Argentina de 1918 analisada sob o modelo da unidade(2015) MAZZOLA, CarlosThe university reform originated in the province of Cordoba in 1918 forged the political and organizational matrix of the Argentina University. The model spans several countries in Latin America and persists as a reference reality and Argentine university actors. The proposed revision is not only socio-historical methodology, while it is done from a conceptual framework that unit as part conceptual model. This model allows resignificar issues and conflicts with the reformists rallied 18.
- ItemEstado, políticas de avaliação e desigualdades educacionais no México(2015) BONALS, Leticia PonsThe purpose of this chapter is to question the way in which the actions and results of the evaluations of the Mexican State's public policies aimed at reducing educational inequalities at the regional level are presented. It is supported by the fact that, in the documents that formulate these policies, as well as in those that assess them, common places are reproduced around a supposed development that is always to come, and that has little impact on regional change and on projects for lives of Mexican citizens who live in conditions of poverty and social marginalization.
- ItemPolíticas públicas para a formação de professores e contextos emergentes na educação superior(2015) CORTE, Marilene Gabriel Dalla; SARTURI, Rosane CarneiroThis text refers to training policies for teachers and the rebound in emerging contexts in higher education, from the development of programs such as Fellowship Program Introduction to Teaching (PIBID) Training Program of Municipal Directors of Education (PRO -Board) and Centre of Education (OBEDUC). The objective is, in this sense, analyzing the policies of teacher training (initial and ongoing), developed by the Education Center of the Federal University of Santa Maria, and emerging contexts in higher education. It is a qualitative research from the case study, and the data analysis is grounded inthe collection and building data from regulatory frameworks and allusive reports to Government programs already mentioned implemented by the Education Center the Federal University of Santa Maria (CE / UFSM). The study has contributed to the understandingof public policies for teacher training (initial / continuous) in close interrelation with emerging contexts in higher education; recognition and understanding of the organizational culture and management processes of the programs analyzed from the experiences developed by CE / UFSM and its impact on quality of initial and continuing teacher training; a critical reflection on the understanding and involvement of teachers / managers on emerging contexts in higher education.
- ItemO desafio de inovar na universidade latino-americana(2015) LAMARRA, Norberto Fernández; GARCÍA, PabloThis article presents a characterization of the situation of higher education in Latin America. From thereareoutlined some of the problems that universities, and particularly scholars, must face today. It is also defined some challenges to be affronted with regard to the political, social, academic and the need for onestrategy to overcome them based on a fundamental axis: innovation. Finally, we present some ideas on regional convergence as aspace to think innovative policies that allow overcomingthe problems and current challenges in theLatin American university.
- ItemA expansão do ensino superior no Brasil sob influência da declaração de Bolonha: primeiras aproximações(2015) ALMEIDA, Maria de Lourdes Pinto de; FÁVERO, Altair; TONIETO, CarinaThe intention of this article is to investigate the current scenario of expansion of higher education in Brazil reflects the educational principles and guidelines laid down by the Bologna Declaration. The study starts from the hypothesis that the current policies of expansion of higher education in the country reveal global influences on the role of the State, the Universities and Entrepreneurs, one of these documents to the Bologna Declaration of 19 June 1999 Thus, understand the contents of this document would give us some pointers understand the assumptions that guide the contours of Brazilian educational policies of the last thirteen years, with reference to data published by the Ministry of Education from 2000 to 2011 the authors advocate the thesis that the expansion of higher education in Brazil led by the private sector reflects the propositions, even partial, of the Bologna Declaration, since this is an attempt to reform the European educational landscape in order to increase competitiveness in the European System of Higher Education.
- ItemEditorial(2015) ALMEIDA, Maria de Lourdes Pinto de; SANTOS FILHO, José Camilo dosWe are pleased to announce the launch of the first volume and issue of the International Journal of Higher Education, or by the acronym RIESup, as it may also be called from now on in the scientific community. As we said in our scope, the International Journal of Higher Education has the mission of socializing the production of scientific studies and research, of a theoretical or empirical nature, in the field of higher education. It is an exclusively electronic publication dedicated to the publication of articles from the national and international scientific community that investigate issues of interest in the field of Higher Education
- ItemA política institucional da Universidade da Amazônia e seus reflexos na formação do professor pesquisador na área de ciências sociais(2015) QUEIROZ, Luiz Miguel Galvão; CORRÊA, Paulo Sérgio de AlmeidaThis article aims to analyze the institutional policy at the University of Amazônia -UNAMA and its effects on the formation of a research professor in the area of Social Sciences, by the description of the research activity in the teaching practice in the Course of Social Sciences in that educational institution, represented by the quantitative of scientific production.
- ItemAvaliação como autorregulação docente nos processos de ensino e de aprendizagem: um olhar do Grupo GEPES/UNIVALI(2016) PEREIRA, Yára Christina Cesário; KUROSHIMA, Kátia Naomi; DACOREGGIO, Marlete dos Santos; LUZ, Sueli Petry daThis article is aboutreports of experiences of the GEPES / UNIVALI group on the self -regulation of teaching practice, through the evaluation of strategies used in Higher Education. The main objective was to reveal the self-regulation of teaching practice from the evaluation of teaching strategies in Higher Education.In general, thisstudy is justified by the necessity to expand knowledge about thesesubject and the urgency of advancing conceptions and purposes of how to recognize evaluation as an interdependent process of self-regulation of teaching practice.The methodology used was narrative.This article is presented in two parts: the first showsthe evaluation in that area and the self-regulation in the teaching and learning processes, and the second,describes experiences on evaluation as teacher self-regulation of the learning process of the GEPES / UNIVALI group. The results showed that the evaluation of diverse actions and diversified strategies, differentand creative, allowed the self-regulation of the teaching practice, as well as, contributed significantly to the self-evaluation of the students on the experiences, providing adjustments and improvements in the disciplines with visible and significant resultsvisible and transforming each new semester in which the teachers taught the discipline.
- ItemFormação continuada para docentes do ensino superior da Universidade do Vale do Itajaí: o olhar de formadoras do GEPES/Univali(2016) KUROSHIMA, Kátia Naomi; PEREIRA, Yára Christina Cesário; DACOREGGIO, Marlete dos Santos; HOHMANN, Claudia Kuinta Dias; LUZ, Sueli Petry daThis experience report presents the five trainer look belonging Study and Research Group in Higher Education -GEPES/UNIVALI, for Continued Formation Program to Higher Education by University of Vale do Itajaí –CF-UNIVALI. The main objective aims to highlight relevant experiences of trainer teachers with their peers in that program. Specific objectives are: reflect to its meaning, identify the positive aspects, describe conflicts, tensions and difficulties and provide essential aspects in the training. The main reasons for the preparation of the article are: be a trainer in CF-UNIVALI is challenging, mainly because it is a work with their peers: the need to socialize experience, about the training performance, given the few publications. Its methodology showed changes in its operational formats since its implementation in 2000, whose teaching participation was voluntary. Workshops, lectures, conferences, round table, experience reports, video conference, distance education activities,and others,include institutional and specific themes,during the months of February and July, in three shifts, in all campus.Based on content developed in this article, we have as final consideration, that,to be a trainer is to exercise and transit in the field of attitudes, skills and competences of teaching, be reflective and researcher teacher,talking and overcoming the challengesand pedagogical confrontation, in support of humanand socialdevelopment and quality of higher education, established at institutional education policy. It is hope that this article contributes other reflections, studies and research on the role of the trainer in this type of training.
- ItemReconstrução da matriz pedagógica-pesquisadora: encontro com nossos paradigmas(2016) SCHERRE, Paula PereiraThis abstract has its origins in the call of some authors who indicated the need for developing an Education, teacher-training, and scientific knowledge production, based upon the Complexity and Transdisciplinarity. My goal is to reflect on a (trans)formative path of reconstruction of the pedagogical-research matrix, developing awareness of the subjacent pragmatic roots of the professional being and doing, as well as teachers and researchers. This meeting was possible through the formative methodology and the research called ‘Autoformative Narrative’ resulting from a qualitative study which has been systematized and theorized throughout myPhD in Education. As a result, we have the present matrix identification, in its pedagogical and research dimensions, the recognition of its foundations in a Cartesian Newtonian paradigm and the openness to the building of another emerging matrix under the Complexity Paradigm, and the Emerging Educational Paradigm. Even knowing that the different paradigms will keep co-existing within me, being aware of how they influence me allows me to improve my professional being and doing. I believe this (Auto)formative process enables us to take control of the different formation types and contexts, to empower ourselves with our history and life project, to attribute sense to what is experienced and learned, to value knowledge, learning processes and experiences, in a continued dialogue with disciplinary and theoretical knowledge. I aim to contribute so that learning environments (in class, virtual, and hybrid) can be places and times of (trans)formation, self knowledge, research, authorship, meaning, creativity, self-knowledge production, and scientific knowledge.