Expansão e interiorização da educação superior: o caso singular do município de Jataí-GO

• Autor(a) principal: Reis, Márcia Santos Anjo
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3402
• topic: Expansão; Interiorização; Educação superior; Expansion; Internalization; Higher education; CIENCIAS HUMANAS::EDUCACAO

This work is linked to the research line "State, Policies and History of Education" of the Doctoral Program in Education at UFG and to the Nedesc/UFG. Discussing the subject “expansion and internalization of higher education”, we seek to understand the specificities and the uniqueness of the expansion process and internalization of higher education in Jataí, state of Goiás. It was adopted, from 1985 to 2010, a time marked by expansion and internalization politics of brazilian higher education, Goiás and Jataí. The centrality of the analysis was in the presidential managements of Cardoso (1995-2002) and Lula (2003-2010), highlighting the decrees, laws, programs and actions that contributed to the brazilian expansion, looking to establish a counterpoint for reflection and analysis of the expansion movement of Goiás and Jataí. For the development of the thesis, documentary and literature researches, statistical analysis and interviews were realized with 18 subjects. The theoretical framework was based on the following studies: Amaral (2009 ); Catani and Oliveira (2002); Cunha (2003 , 2004, 2006); Dourado (2001a, 2002, 2008, 2010, 2011); Frigotto (2009); Oliveira D. (2011a, 2011b); Oliveira J. (2000); Sguissardi (1993, 2004, 2006, 2008); Silva Jr. and Sguissardi (2001, 2005); Trow (2005), among others. The analysis of indicators centered on the data in relation to the institutions courses and vacancies of present graduation, that give expression to expansion and internalization categories. Reflections on the characteristics of the transformation of higher education were guided in the theoretical model developed by Trow (2005), which characterizes three phases: of elite, mass and universal access systems. The field of research focused in Jataí. Five IES were analyzed: CAJ/UFG; IFG - Campus Jataí; UEG - UnU Jataí; Cesut and Faja. FEJ was also investigated, important foundation in the creationand expansion process of higher education in Jataí. The process of internalization and expansion of higher education in Brazil, in Goiás and Jataí occurs in the confrontation between public and private, each one adopting its own dynamic. Like Brazil and Goiás adopted a policy of diversification and differentiation in higher education, Jataí followed this trend, but with the uniqueness marked by the predominance of public expansion. There was a significant expansion of public higher education in Jataí, from the 1990s, contrary to the national and the state of Goiás logic, however, with institutional conditions very different, including the public ones. The expansion and internalization of public IES of CAJ/UFG and IFG - Câmpus Jataí were guided on quality indicators, such as: public tender, for functional employment of 40 hours and DE, concerning with the teacher training (stricto sensu), adequate physical infrastructure. In contrast, the expansion of UEG - UnU Jataí revealed lack of attendanceto the quality basic parameters, with temporary teachers contract, hourly, where most are graduates or specialists. The private sector had more homogeneous expansion, although also marked by non-attendance to quality standards. The analysis on the characteristics of the transformations of higher education indicate that in 2010, despite the policies adopted in the FHC and Lula governments, Brazil remains as an elite system (13,9%). Goiás is entering the system mass (16,3%) and Jataí, with the net rate of 20,93%, is closer to the mass, that predicts the rate of 30 %. The research points to the complex process of expansion and internalization, analyzes the singularities of higher education in Jataí and at the same time shows the need for studies that uncover singularities on this education level in the articulation process to the national policies.