UNIVERSITY AND INSTITUTIONAL CRISIS: perspectives of a human training

• Autor(a) principal: Pinho, Maria José de
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4247
• topic: Traditional Paradigm; Emergent Paradigm; University; Process of Bologna; Complex Thinking; Traditional Paradigm; Emergent Paradigm; University; Process of Bologna; Complex Thinking; Paradigma Tradicional; Paradigma Emergente; Universidad; Proceso de Bolonia; Pensamiento Complejo; Paradigma Tradicional; Paradigma Emergente; Universidad; Proceso de Bolonia;; Pensamiento Complejo; Paradigma Tradicional; Paradigma Emergente; Universidade; Processo de Bolonha; Pensamento Complexo; Paradigma Tradicional; Paradigma Emergente; Universidade; Processo de Bolonha; Pensamento Complexo

The Brazilian university of the 21st century has faced multidimensional adversities in teaching and research. Its stability has gone through a labyrinth of inferences that prevents it from entering the educational space to develop in an educational process that attentive to its social and humanistic function, before a discredited society of surpassing possibilities. In this sense, we seek to reflect on the transition from the conservative paradigm to the emerging paradigm and its influence in the context of the 21st century university in the perspective of a complex view of contemporary reality. We seek to contextualize the university as protagonist in the construction of a new paradigm for education. The rethinking of higher education institutions from the Bologna Process towards higher education focused on competitiveness and professional competence. The challenges of the university for this century in both the philosophical and epistemological aspects in the perception of human complexity and the relevance of knowledge by overcoming fragmented and compartmentalized knowledge, collaborating for self-knowledge and for dialogue between knowledge.