Um estudo sobre a metodologia utilizada para ponderar os grupos de cursos das UFs na fórmula do aluno equivalente

• Autor(a) principal: Albuquerque, Carla Andréa Mendonça de
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/30040
• topic: Engenharia de produção; Ensino superior - Financiamento; Ponderação de curso; Production engineering; Higher education - Funding; Course weighting; CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO

The Budget Matrix for Other Costs and Capital (OCC) is the instrument established for the distribution of resources to be transferred to each university. It is based on the number of equivalent students of each university, the efficiency/effectiveness indicator RAP (Student-Teacher Ratio) and the quality indicators of the courses. Among these indicators, the equivalent student indicator is the main one, because it accounts for 90% of the distributed resources, which is calculated using the equivalent student formula, which is composed of course group weights. Considering that the weights per group used in Brazil were based on the same structure of courses in England, and considering the impact that these weights have on the cost indicator and on the distribution of resources in the Federal Universities (UFs) of Brazil, this study aims to analyze the adherence of the weights, used in England until the year 2018, in the attribution of weights per group of courses of the Brazilian UFs. This work was developed in four chapters in the format of scientific articles. In article 1, a survey of the state of the art was carried out using the systematic review method, which guarantees greater reliability and reproducibility.The methodology used for article 2 was action research, which can be understood as a research method and also a strategy for conducting qualitative and applied scientific research, of a participatory nature, with the objective of seeking a collective solution to a given problem-situation. Some countries present more than one mechanism to finance universities, as is the case of the USA, which presents a large representation of tuition subsidies as well as from the State. Canada is represented by both incremental funding and student fees. Analyzing England's educational system it was possible to notice that it is totally focused on the student's vocation, while in Brazil, despite the concern with vocation, the main focus of the system is on the professionalization of these students. The intentions coincide with respect to formula financing, but differ in spending on higher education, which in the case of England is less than 1% of GDP. The results showed that although some countries have been grouped by similar characteristics, it is noted that higher education in each country has its specificities, for this reason the use of financing structures that are based on the reality of education in other countries needs to be analyzed, since they must take into account the uniqueness of each system.