Pol��ticas p��blicas e direito: democratiza����o do acesso ao Sistema Federal de Ensino Superior

A presente disserta����o tem como objeto de pesquisa as pol��ticas p��blicas de democratiza����o do ensino criadas ap��s a Constitui����o Federal de 1988. Com as teorias de direito e desenvolvimento e a educa����o superior como pano de fundo, pretende-se relacionar aspectos do direito e pol��ticas p��blicas sob o enfoque institucional, buscando compreender a realidade dos programas ProUni, Reuni, Fies e Lei de Cotas. Questiona-se, com base em uma em uma metodologia jur��dica das pol��ticas p��blicas, como s��o constru��dos os programas para democratiza����o do acesso ao ensino superior tendo em vista os planos macro, meso e microinstitucional como definido por Bucci e como funcionam as a����es governamentais de inclus��o nas institui����es superiores de ensino p��blico e privado. A pesquisa possibilitou constatar que faltam arranjos mesoinstitucionais que coordenem as pol��ticas, tornando-as complementares e mais coerentes entre si, N��o foram encontradas agrega����es institucionais exclusivas para as pol��ticas de acesso ao ensino superior.

Desafios na implementa����o da educa����o ambiental nos cursos de gradua����o em administra����o: um estudo em institui����es de ensino superior de Teresina-PI

O objetivo prim��rio da pesquisa foi ���analisar como a EA �� implementada nos cursos de administra����o, tendo em vista as disposi����es institu��das pela Pol��tica Nacional da Educa����o Ambiental���. Seus objetivos secund��rios foram: (a) analisar como os atores chaves do processo pedag��gico dos cursos de administra����o de empresas compreendem a educa����o ambiental; (b) identificar quais os par��metros as IES utilizam para inserir a educa����o ambiental nos cursos de administra����o; (c) identificar como e quais as pr��ticas de educa����o ambiental est��o envolvidas na forma����o do administrador. Trata-se de um estudo de casos m��ltiplos com tr��s IES de Teresina-PI, foi utilizada a an��lise de conte��do com aux��lio do Atlas/ti. A an��lise da implementa����o da EA nas Institui����es de Ensino Superior reafirmou dificuldades j�� previstas em outros estudos e apontou novos desafios relatados no decorrer desse texto. Duas for��as surgem nessa an��lise: a institucional e a individual. A for��a institucional �� corroborada pelas a����es mais amplas e que s��o fortemente influenciadas pelas diretrizes legais da EA; a for��a individual se confirma pela presen��a de docentes envolvidos com a quest��o, essa for��a assume uma relev��ncia quando se considera o pr��prio significado da EA como instrumento de fortalecimento de valores sociais, assim como torna mais f��cil sua dissemina����o pelo modelo de envolvimento que os sujeitos apresentam.

Inclus��o de alunos com necessidades educativas especiais no Ensino Superior: estudo explorat��rio sobre as perce����es dos docentes

O n��mero de estudantes com necessidades educativas especiais no ensino superior tem aumentado gradualmente nas ��ltimas duas d��cadas, devido �� implementa����o de medidas pol��ticas e sociais de acesso e democratiza����o que promovem a inclus��o educativa nesse n��vel de ensino. Este panorama exige que a universidade e, consequentemente, os docentes do ensino superior reflitam sobre o papel que desempenham na adapta����o do sistema educativo ��s necessidades dos estudantes, visando a sua progress��o acad��mica. Com esta investiga����o pretende-se conhecer as perce����es que os docentes do ensino superior t��m a respeito da inclus��o de estudantes com necessidades educativas especiais, uma vez que, essas perce����es exercem uma influ��ncia importante sobre as medidas educativas e estrat��gias pedag��gicas adotadas pelos docentes e, em consequ��ncia, sobre a progress��o destes estudantes neste n��vel de ensino. Para a concretiza����o da investiga����o, recorreu-se a uma entrevista semiestruturada e a uma an��lise qualitativa denominada grounded theory com o objetivo de encontrar os temas e as categorias principais a respeito do tema em estudo, nomeadamente das perce����es dos docentes acerca da inclus��o de estudantes com necessidades educativas especiais no ensino superior. O estudo conta com a participa����o de 10 docentes com habilita����es acad��micas nas v��rias ��reas do conhecimento e que exercem fun����es como diretores de curso do 1�� ciclo de estudos universit��rios. Da an��lise realizada podemos concluir que alguns docentes parecem associar a inclus��o no ensino superior a processos de estigmatiza����o, o que poder�� ser reflexo da atitude social. Ao lecionar a turmas com estudantes com necessidades educativas especiais, alguns docentes mostram-se inseguros em rela����o ao futuro profissional do estudante, questionando, se ap��s a forma����o, ele ser�� capaz de desempenhar eficazmente as suas fun����es profissionais. Por outro lado, alguns docentes consideram o processo de inclus��o como um desafio pedag��gico, pois �� necess��rio aprender a gerir as pr��ticas pedag��gicas e as caracter��sticas individuais de cada estudante de forma a responder de forma eficaz. Por fim, em rela����o ao aspeto comportamental das atitudes dos docentes, os docentes que lecionam a turmas com estudantes com necessidades educativas especiais parecem adotar dois comportamentos distintos: adequar medidas educativas e estrat��gias pedag��gicas de acordo com a necessidade do estudante ou n��o realizar quaisquer adequa����es. A adequa����o est�� associada �� implementa����o das medidas previstas no regulamento interno da institui����o e de outras que adv��m da pesquisa autodidata dos docentes e pode traduzir-se tamb��m na articula����o ou encaminhamento para outros t��cnicos. Esta atitude inclusiva manifestada pela maioria dos docentes denota alguma sensibilidade em rela����o a esta tem��tica manifestada atrav��s do investimento pessoal em tempo e recursos. No que se refere aos docentes que n��o realizam qualquer adequa����o das medidas educativas, estes podem ser motivados por fatores como o desconhecimento da exist��ncia de um estudante com necessidades educativas especiais, a perce����o de inexist��ncia de recursos de apoio dispon��veis na institui����o e a ideologia educativa partilhada pelo docente. Assim, uma mudan��a de atitude a partir de um modelo de integra����o ou at�� de segrega����o para um paradigma mais inclusivo implica a mobiliza����o dos v��rios agentes educativos, nomeadamente a institui����o na disponibiliza����o de recursos, o estudante na sinaliza����o da sua necessidade educativa especial e o docente na realiza����o de forma����o pedag��gica visando uma mudan��a de ideologia educativa.

Autoavalia����o institucional na dimens��o do SINAES comunica����o com a sociedade : estudo de m��ltiplos casos em institui����es de ensino superior do Rio Grande do Norte

This study is about the institutional self-evaluation in Dimension 4, "Communication with Society", from the National System of Higher Education Evaluation SINAES, mandatory for all universities in Brazil. A multiple cases study was conducted with three institutions from Rio Grande do Norte, and the goal was to know how this evaluation is made, describing the concept for the evaluation of communication proposed by them, identifying controllers or emancipator aspects, categorizing methodological procedures and discussing the difficulties reported in the communication evaluation process. Coordinators of the institutions Evaluating Committees were interviewed and data categorized by means of qualitative content analysis. It was noted characteristics of the current controller, emancipator and hybrid designs in the three institutions for evaluation of communication, revealing the lack of a theoretical corpus that transits in accordance with the systemic perspective and epistemology of complexity from SINAES. It was found that the most frequently reported difficulties in the evaluation processes of communication are in the preparation stage, especially in the definition of indicators and tools and awareness work. The weakness in planning makes their own activities in the sector of communication become targets of assessment, forming goals poorly related with broader organizational goals. It was also concluded that the technical evaluation cannot override the issues associated with the broader issue of the complexity surrounding the assessment paradigm proposed by SINAES because contradictions and imperfections are part of the evaluation process and several references are current in the literature to support this view. Finally, it is said that objectives such as transparency and behavioral changes can rely on methodologies and techniques for research on the question of the construction of meaning

As rela����es entre o p��blico e o privado no processo de expans��o do ensino superior no Brasil: democratiza����o ou mercantiliza����o?

The present study analyzes the expansion of Brazilian superior education, investigating how the public and the private sectors are inserted in this process, taking as analysis dimensions the philanthropic actions, the democratization and the mercantilism. The study had for general objective to analyze the dynamics of the expansion of superior education in Brazil, investigating how it configures the overlap between the public and the private in this process. More specifically was tried: a) to understand the process of participation of the non-state public, state and private sectors with lucrative goals in the expansion of superior education; b) to analyze the limits between the democratization and mercantilism in the process of expansion of superior education; c) to analyze the mechanisms that express the privatization in the process of expansion of superior education; d) to investigate, in a program of the government, how is materialized the overlap between the public and the private, in the expansion of superior education. In the development of the study, was adopted as theoretician and methodological way a historical and critical perspective, because is considered it allows to understand the mediations between the inquiry subject and the historical context in which it is developed, allowing, this way, the true explanation of the studied object. About the technician procedures, it was adopted documentary and bibliographical research. Also, secondary data were searched on the main governmental web sites (INEP, SISPROUNI, INEP, PNUD; IBGE) which produce statistics on superior education and sponsors of private institutions of superior education, as example ABMES and the Court of Accounts of the Union, amongst others. The study results had delineated a picture that allows to evidence that has been occurring, in the country, a process of expansion of superior education, marked for the articulated participation of the public state, private with lucrative ends and private without lucrative ends sectors, but it is distinguished in recent years the prevalence of the private sector with lucrative ends. In result, it is concluded that this process of expansion cannot be considered as dimension of the democratization because it occurs by means that move it away from the education as a right to be placed in the scope of the market, changing the right into a service that is appropriated by mercantile relations

Inclus��o de estudantes com defici��ncia nas institu������es de ensino superior da cidade do Natal/RN:an��lise das condi����es oferecidas no processo seletivo vestibular

The number of disabled students, who have entered the university, in Brazil, since the beginning of this century, is undergoing a speed growth. It is a change that follows a global trend that spreads an inclusive education policy and that has had a profound impact on Brazil, with import results in field researches. This subject has been highlighted due to the significant amount of disabled students enrolled in college institutions (IES), although it is still modest the number of studies about it, especially in what matters the assistance given to the candidates to a university entrance examination. The aim of this paper is to investigate how effectively Natal s IES apply the rules established in Brazilian law concerning disabled students, especially MEC/GM Circular Warning n. 277/96, in what respects the conditions given to disabled students preparing to enter a college. The investigation followed a qualitative methodological approach with support on an exploratory study. The data recollection employed questionnaire, semi-structured interview and documental analyses, and the data have been organized and assessed following Minayo s (1996) stages. What concerns the results, it was observed that none of the ten colleges inquired confirmed to possess places exclusively to disabled candidates; six of them, however, offer Special Examining Board in the selection process of disabled candidates. Among eighteen college bills, only two of them offered specific information related to services and resources offered by IES to the candidates who ask for especial assistance concerning examination. During the interviews, four managers avowed the preoccupation in offering an equal selection process, but two of them proved not dominate the subject. In conclusion, the investigated institutions managers do not still seem to respect the rule that guarantees to disabled candidates equal conditions during all the process of the university entrance examination. With this work, we hope do help changing this focus and contribute to new studies on disabled persons studying for a degree