Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/6250 |
Resumo: | The goal of the following text is to give some contribution to the discussion about a separation between main activities of university teaching and research its development and consequences. Looking specially at Brazilian public universities, first intention is to rescue the arguments by others authors, specially Edmundo Campos Coelho and Simon Schwartzman, facing the positions against and for this division. Before it, however, it is shown a historical presentation on the bases that sustain this unity, from the origins of universities in European continent to American reform. Then, it is presented the context where it was developed in Brazil, where the unity is expected since university reform of 1968. This research looks for verifying the hypothesis of separation, until now argued, mainly, in historical terms. This verification is held by statistic data of evaluations and comparisons referring to teaching and research, which means also, undergraduate and graduate courses. Beyond the observation of several university rankings, it is taken into account the Índice Geral de Cursos (IGC), promoted by Ministery of Education and two evaluations in which consists that indicator: the Exame Nacional de Desempenho de Estudantes (ENADE) and triennial evaluations of the Coordenação de Pessoal de Nìvel Superior (Capes). In addition to the precedent observations, these data confirm the maintenance of the condition of secession. From statistics that show general problems of teaching, as low development of basic abilities among graduated in higher educational system, it is argued that the main consequence of division is in undergraduate formation, once it increases research status, decreasing the one of teaching. It is presented also some policies which aim to reintegrate teaching and research, and the discussion about alternative pedagogic methodologies that see scientific method as the best way to make the student develop independency in apprenticeship process. |
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Guedes, Cláudiahttp://lattes.cnpq.br/9472797070089177Oliveira, Wilson José Ferreira de2017-09-27T14:06:02Z2017-09-27T14:06:02Z2015-03-31GUEDES, Cláudia. Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras. 2015. 217 f. Tese (Doutorado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2015.https://ri.ufs.br/handle/riufs/6250The goal of the following text is to give some contribution to the discussion about a separation between main activities of university teaching and research its development and consequences. Looking specially at Brazilian public universities, first intention is to rescue the arguments by others authors, specially Edmundo Campos Coelho and Simon Schwartzman, facing the positions against and for this division. Before it, however, it is shown a historical presentation on the bases that sustain this unity, from the origins of universities in European continent to American reform. Then, it is presented the context where it was developed in Brazil, where the unity is expected since university reform of 1968. This research looks for verifying the hypothesis of separation, until now argued, mainly, in historical terms. This verification is held by statistic data of evaluations and comparisons referring to teaching and research, which means also, undergraduate and graduate courses. Beyond the observation of several university rankings, it is taken into account the Índice Geral de Cursos (IGC), promoted by Ministery of Education and two evaluations in which consists that indicator: the Exame Nacional de Desempenho de Estudantes (ENADE) and triennial evaluations of the Coordenação de Pessoal de Nìvel Superior (Capes). In addition to the precedent observations, these data confirm the maintenance of the condition of secession. From statistics that show general problems of teaching, as low development of basic abilities among graduated in higher educational system, it is argued that the main consequence of division is in undergraduate formation, once it increases research status, decreasing the one of teaching. It is presented also some policies which aim to reintegrate teaching and research, and the discussion about alternative pedagogic methodologies that see scientific method as the best way to make the student develop independency in apprenticeship process.O trabalho a seguir tem o objetivo de contribuir para o debate sobre a separação entre as principais atividades da instituição universitária o ensino e a pesquisa seu desenvolvimento e suas consequências. Com foco especial nas universidades públicas brasileiras, resgata-se a discussão realizada por outros autores sobre o tema, especialmente Edmundo Campos Coelho e Simon Schwartzman, confrontando as argumentações contrárias e favoráveis à separação. Antes, porém, procurou-se fazer uma apresentação histórica das bases que sustentam a unidade, desde as origens das universidades no continente europeu até a reforma americana. Em seguida, fez-se uma contextualização sobre seu desenvolvimento no Brasil, onde a unidade é prevista desde a reforma universitária de 1968. Esta pesquisa procura verificar a hipótese da cisão, discutida até então, principalmente, em termos históricos. Esta verificação apoiou-se em dados estatísticos de avaliações e comparações referentes a ensino e pesquisa, ou seja, graduação e pós-graduação. Além da observação de diversos rankings universitários, leva-se em conta o Índice Geral de Cursos (IGC), promovido pelo Ministério da Educação e as duas avaliações que são a base para o índice: o Exame Nacional de Desempenho de Estudantes (ENADE) e as avaliações trienais da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Somados às observações precedentes, estes dados confirmam a manutenção da condição de separação. A partir de estatísticas que demonstram problemas gerais do ensino, como o baixo desenvolvimento de habilidades básicas entre diplomados no ensino superior, argumenta-se que a principal consequência da separação está na formação da graduação, uma vez que esta cisão aumenta o status da pesquisa, diminuindo o do ensino. Além de buscar enumerar as políticas que visam reaproximar ensino e pesquisa, apresenta-se também a discussão sobre metodologias pedagógicas alternativas que veem no método científico a melhor maneira para o estudante desenvolver sua independência no processo de aprendizagem.application/pdfporUniversidade Federal de SergipePós-Graduação em SociologiaUFSBREnsinoPesquisaUniversidadeEnsino superiorTeachingResearchUniversityHigher educationCNPQ::CIENCIAS HUMANAS::SOCIOLOGIADesenvolvimento desigual : ensino e pesquisa nas universidades brasileirasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALCLAUDIA_GUEDES.pdfapplication/pdf10007234https://ri.ufs.br/jspui/bitstream/riufs/6250/1/CLAUDIA_GUEDES.pdf0987bb709b8d7631ed9f17a08d99ac54MD51TEXTCLAUDIA_GUEDES.pdf.txtCLAUDIA_GUEDES.pdf.txtExtracted texttext/plain493014https://ri.ufs.br/jspui/bitstream/riufs/6250/2/CLAUDIA_GUEDES.pdf.txtf863628e88054448b7a0a3854c0cefb3MD52THUMBNAILCLAUDIA_GUEDES.pdf.jpgCLAUDIA_GUEDES.pdf.jpgGenerated Thumbnailimage/jpeg1209https://ri.ufs.br/jspui/bitstream/riufs/6250/3/CLAUDIA_GUEDES.pdf.jpgcb906d277594052862cc0f75fccbf1f3MD53riufs/62502018-01-16 20:08:16.365oai:ufs.br:riufs/6250Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-16T23:08:16Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
title |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
spellingShingle |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras Guedes, Cláudia Ensino Pesquisa Universidade Ensino superior Teaching Research University Higher education CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
title_short |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
title_full |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
title_fullStr |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
title_full_unstemmed |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
title_sort |
Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras |
author |
Guedes, Cláudia |
author_facet |
Guedes, Cláudia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Guedes, Cláudia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9472797070089177 |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Wilson José Ferreira de |
contributor_str_mv |
Oliveira, Wilson José Ferreira de |
dc.subject.por.fl_str_mv |
Ensino Pesquisa Universidade Ensino superior |
topic |
Ensino Pesquisa Universidade Ensino superior Teaching Research University Higher education CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
dc.subject.eng.fl_str_mv |
Teaching Research University Higher education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
description |
The goal of the following text is to give some contribution to the discussion about a separation between main activities of university teaching and research its development and consequences. Looking specially at Brazilian public universities, first intention is to rescue the arguments by others authors, specially Edmundo Campos Coelho and Simon Schwartzman, facing the positions against and for this division. Before it, however, it is shown a historical presentation on the bases that sustain this unity, from the origins of universities in European continent to American reform. Then, it is presented the context where it was developed in Brazil, where the unity is expected since university reform of 1968. This research looks for verifying the hypothesis of separation, until now argued, mainly, in historical terms. This verification is held by statistic data of evaluations and comparisons referring to teaching and research, which means also, undergraduate and graduate courses. Beyond the observation of several university rankings, it is taken into account the Índice Geral de Cursos (IGC), promoted by Ministery of Education and two evaluations in which consists that indicator: the Exame Nacional de Desempenho de Estudantes (ENADE) and triennial evaluations of the Coordenação de Pessoal de Nìvel Superior (Capes). In addition to the precedent observations, these data confirm the maintenance of the condition of secession. From statistics that show general problems of teaching, as low development of basic abilities among graduated in higher educational system, it is argued that the main consequence of division is in undergraduate formation, once it increases research status, decreasing the one of teaching. It is presented also some policies which aim to reintegrate teaching and research, and the discussion about alternative pedagogic methodologies that see scientific method as the best way to make the student develop independency in apprenticeship process. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-03-31 |
dc.date.accessioned.fl_str_mv |
2017-09-27T14:06:02Z |
dc.date.available.fl_str_mv |
2017-09-27T14:06:02Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GUEDES, Cláudia. Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras. 2015. 217 f. Tese (Doutorado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2015. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/6250 |
identifier_str_mv |
GUEDES, Cláudia. Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras. 2015. 217 f. Tese (Doutorado em Sociologia) - Universidade Federal de Sergipe, São Cristóvão, 2015. |
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Universidade Federal de Sergipe |
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UFS |
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BR |
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