Multicultural Challenges in Educational Policies within a Non-Conservative Scenario: The Case of the Emerging Reforms in Higher Education in Brazil

2005 ◽  
Vol 3 (4) ◽  
pp. 327-339 ◽  
Author(s):  
Ana Canen
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Educational Reform ◽  
Educational Policies ◽  
Political Agenda ◽  
Education In Brazil

The article discusses the extent to which multiculturalism has had an impact in the emerging reforms in higher education in Brazil, against the backdrop of the rise of a new non-Conservative, Labour-oriented government whose political agenda is marked by a discursive stand against conservatism, neo-liberalism and neocolonialism. Building on a postcolonial critical multicultural approach and on the need to include ideology in discussions concerning educational reform, it argues that educational policies should work towards valuing cultural diversity and challenging discriminatory practices without falling into dichotomies that freeze subject and institutional identities and fail to consider their mobility, hybridization and contingency. It then proposes alternative perspectives to consider future policies in education that take multiculturalism on board in a transformational perspective.

scholarly journals As políticas educacionais e o ensino superior no Brasil: um olhar a partir da década de 1990 / Educational policies and higher education in Brazil: a look from the 1990s

2019 ◽  
Vol 9 (2) ◽  
pp. 88
Author(s):  
Flávia Verônica Silva Jacques
Keyword(s):  
Higher Education ◽  
International Organizations ◽  
University Education ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Main Method ◽  
Economic Changes ◽  
International Agencies ◽  
The World Bank ◽  
Education In Brazil

No Brasil, as reformas educacionais implementadas a partir da década de 1990 orientadas por agências internacionais, principalmente pelo Banco Mundial, revelam-se como um modelo ultrapassado de práticas pedagógicas voltadas ao assistencialismo e ao preparo para o mercado de trabalho que pouco contribuem ao desenvolvimento da ciência. A disseminação de um consenso ideológico congruentes à dinâmica econômica internacional neoliberal aparece como pano de fundo dessas políticas, cuja a análise econômica tornou-se a principal metodologia para a definição de políticas educativas. O presente artigo busca apresentar a influência das orientações de organismos internacionais nas políticas educacionais brasileiras voltadas ao ensino superior, em um contexto de políticas neoliberais, que se perpetuam na contemporaneidade. Percebe-se por meio deste estudo que apesar das mudanças políticas e econômicas ocorridas em nosso país desde a década de 1990, as políticas educacionais estabelecidas nunca romperam com a agenda imposta pelo capital internacional.Palavras-chave: Políticas educacionais; Ensino superior; Neoliberalismo. ABSTRACT: In Brazil, educational reforms implemented since the 1990s, guided by international agencies, especially the World Bank, revealed as an outdated model of pedagogical practices aimed at assisting and preparing for the labor market that contributes little to the development of science. The spread of a congruent ideological consensus for neoliberal international economics appears as the background of these policies, whose economic analysis has become the main method of defining educational policies. This paper presents the influence of the orientations of international organizations in the Brazilian educational policies directed to higher education, in a context of neoliberal policies that perpetuate the contemporaneity. See through this study that, despite the political and economic changes that have occurred in our country since the 1990s, how educational policies have never broken with an agenda imposed by international capital.Keywords: Educational policies; University education; Neoliberalism.

scholarly journals The internationalization of higher education in Brazil: A marketing policy

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Aline Veiga Dos Santos ◽  
Ranilce Mascarenhas Guimarães-Iosif
Keyword(s):  
Higher Education ◽  
Educational Policies ◽  
Internationalization Of Higher Education ◽  
Human Right ◽  
Citizenship Rights ◽  
Marketing Policy ◽  
Education In Brazil

This article discusses how the ongoing processes of globalization are creating educational policies that pertain to, or are deliberately attached to the internalization of higher education in Brazil. With that being the case, these policies have become predicated on market based agreements, and have thus become important components of the overall commercialization of education as a service that should be available to those who have the means to claim it. It is with this reality that education may no longer been seen as a fundamental human right, but as something that is available in the general market of global exchanges and transactions. The paper critically the important interplays of these and related issues, and weighs the neoliberal versions of education against possible systems of learning that afford people their social and citizenship rights.

scholarly journals Treading Other Paths within Afro-Diasporic Contexts: Unilab Students’ Experiences, Challenges, and Perspectives

Humanities ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 76
Author(s):  
Cristiane Santos Souza
Keyword(s):  
Higher Education ◽  
International Students ◽  
Cultural Diversity ◽  
Public Higher Education ◽  
International Integration ◽  
The Past ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
The University ◽  
Education In Brazil

In this paper, I discuss some of the processes that characterized the creation and consolidation of the University of International Integration of Afro-Brazilian Lusophony (Unilab) in Bahia, as part of the expansion project of public higher education in Brazil that was implemented during the Lula presidency (2003–2010) and defined in the government’s internationalization and regionalization project. To this end, I reviewed the literature and institutional documents from the past four years and analyzed observations of daily campus life. I highlight some challenges as well as possibilities for young international students, particularly young Africans from the five Portuguese-speaking countries, and for Brazilian nationals, too, which arise from the implementation of this public higher education expansion program in the Recôncavo Baiano region. Finally, I conclude with observations about the cultural diversity and social reality inherent to the context and discuss the conceptual and practical challenges and possibilities arising from that intercultural reality.

scholarly journals POLÍTICAS EDUCACIONAIS NUMA PERSPECTIVA NEOLIBERAL: uma análise crítica da proposta para o programa Future-se

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Gilvania Queiroz Madeira de Aguiar ◽  
Christiano Roberto Lima de Aguiar
Keyword(s):  
Higher Education ◽  
Three Dimensions ◽  
Educational Policies ◽  
Institutions Of Higher Education ◽  
Theoretical Frameworks ◽  
The Future ◽  
Analytical Perspective ◽  
Private And Public ◽  
The Government ◽  
Education In Brazil

No presente artigo, analisamos as propostas para o programa Future-se e suas possibilidades de mudanças políticas nas instituições federais de ensino superior do Brasil. Considerando o imediatismo na construção das propostas para um programa tão desejado pelo atual governo, desenvolvemos o estudo por meio de referenciais teóricos consolidados e análises de documentos, objetivando reflexões relevantes sobre os conceitos que operam por intermédio dessas propostas políticas para o Ensino Superior no Brasil. Nesse sentido, estabelecemos uma sucinta e relevante construção acadêmica para análise, mediante três dimensões: primeiramente, apresentamos uma breve relação entre as políticas educacionais e o neoliberalismo, considerando a relação entre público e privado na educação, por intermédio da proposta do programa estudado; no segundo momento, descrevemos a proposta de efetivação e estruturação do Future-se no Brasil, através de uma abordagem comparativa e diagnóstica; e, por fim, apresentamos os entraves e as possibilidades do Future-se, considerando uma visão analítica dos conceitos apresentados. Como resultados, verificamos que a proposta do Future-se está relacionada a uma política neoliberal que agride a autonomia das IFES e as submete à lógica de mercado. Dessa forma, concluímos que os conceitos operam sob uma lógica empresarial, com perspectiva de regulação das estruturas das IFES em todos os seus segmentos, produzindo sentidos que alteram as caraterísticas das universidades como espaços de conhecimento e de ações democráticas.  EDUCATIONAL POLICIES IN A NEOLIBERAL PERSPECTIVE: a critical analysis of the proposal for the Future-se program ABSTRACTIn this paper, we analyze the proposals for the Future-se program and its possibilities of political changes in the federal institutions of higher education in brazil. Considering the immediacy in the construction of the proposals related to a longed-for program by the government, we carried the study by means of consolidated theoretical frameworks and document analyses, in order to gain insights on the concepts that operate through these political proposals for higher education in brazil. In this direction, we propose a brief and relevant academic discussion for analysis, by means of three dimensions: first, we present a brief relation between the educational policies and the neoliberalism, considering the relation between private and public in education, by means of the proposal of the studied program; secondly, we describe the proposal of implementation and design of the Future-se program in Brazil, through a comparative and diagnostic approach; and, finally, we present the barriers and the possibilities of the Future-se, considering an analytical perspective of the presented concepts. As results, we verify that Future-se proposal is related to a neoliberal policy that poses risks to the autonomy of the federal institutions and submits them to the market logic. Therefore, we conclude that the concepts operate under an entrepreneurial logic, with a perspective of regulation of the federal institutions' structures in all their areas; e that, in both proposals, producing meanings that modify the characteristics of the universities as spaces of knowledge and democratic actions.Keywords: Educational policies. Neoliberalism. Future-se program. Autonomy. Entrepreneurial logic. 

scholarly journals A produção intelectual sobre educação superior na Revista Brasileira de Estudos Pedagógicos (RBEP): período 1968-1995

2019 ◽  
Vol 79 (193) ◽  
Author(s):  
Valdemar Sguissardi ◽  
João dos Reis Júnior
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Educational Reform ◽  
Historical Development ◽  
Graduate Programs ◽  
The State ◽  
Educational Policies ◽  
Military Government ◽  
Definition Of ◽  
The Military

Estuda a trajetória do tema “Educação Superior” na Revista Brasileira de Estudos Pedagógicos (RBEP), editada pelo Inep desde 1944 até nossos dias. Ao fazê-lo, lança luzes sobre as diversas fases da vida dessa instituição responsável pela edição da RBEP, ao mesmo tempo que discorre sobre as vicissitudes por que passou a política educacional e pedagógica no âmbito do Estado e da sociedade civil no Brasil. O percurso histórico percorrido pela RBEP e pela temática da educação superior em suas páginas é periodizado em três momentos claramente definidos. No primeiro, enfoca-se o nascimento, a natureza e a consolidação da RBEP (1944-1964). No segundo (1964-1979), a forte presença do Estado na definição das políticas educacionais, com destaque para a reforma educacional orquestrada pelo governo militarautoritário. No terceiro (1980-1995), a presença marcante da sociedade civil, quando esta se redemocratizava e quando a produção intelectual tinha origem especialmente nos programas de pós-graduação em educação, que à época se consolidavam. Palavras-Chave: educação superior; artigo de periódico; Revista Brasileira de Estudos Pedagógicos (RBEP). Abstract Higher Education and its historical development at the Brasilian context are studied through the analysis of articles at the Revista Brasileira de Estudos Pedagógicos (RBEP), which has been published by Inep since 1944. Three main periods of analysis were proposed in this present study: 1st (1944-1964), in which the beginning and the consolidation of the RBEP were basically established; 2nd (1964-1979), in which the presence of the State in the definition of educational policies is stressed, as shown by the educational reform imposed by the military government; and the 3rd one (1980-1995) where happens the democratization of the civil society, in which the intellectual prodution was mainly developed in the graduate programs on Education. Keywords: higher education; periodic article; Revista Brasileira de Estudos Pedagógicos (RBEP).

scholarly journals Políticas públicas educacionais voltadas para o acesso ao ensino superior no Brasil: uma análise do programa universidade para todos – PROUNI / Public educational policies on access to higher education in Brazil: an analysis of the university for all program - PROUNI

2021 ◽  
Vol 3 (2) ◽  
pp. 1783-1800
Author(s):  
João Paulo Cavalcante Lima
Keyword(s):  
Higher Education ◽  
Educational Policies ◽  
Access To Higher Education ◽  
Politica Publica ◽  
The University ◽  
Education In Brazil

Este artigo tem como objetivo analisar, por meio de pesquisa bibliográfica e análise de dados oficiais, o Programa Universidade Para Todos – PROUNI, enquanto política pública de acesso ao ensino superior com discurso de democratização de seu acesso. Para tanto, apresentou-se um panorama geral sobre a educação superior brasileira e, em especial, sobre as políticas públicas voltadas para o acesso ao ensino superior no Brasil, por fim na sequência, aborda-se especificamente o Programa Universidade Para Todos – PROUNI. Esta pesquisa caracteriza-se quanto à natureza, como qualitativa. Quanto aos objetivos, a pesquisa classifica-se como descritiva. O estudo adota como procedimentos metodológicos a pesquisa bibliográfica e a pesquisa documental. Utilizou-se ainda a técnica de análise de discurso para analisar o discurso do Presidente Lula (coletado na biblioteca da Presidência da República) sobre o PROUNI, quando de sua implantação em 2005. Dado o contexto analisado, pode-se inferir que de fato o número de bolsas de estudos criadas pelo PROUNI cresceu nos últimos anos. Porém, não resolveu o problema do pouco acesso dos jovens nas universidades públicas. Além disso, a maioria das análises aponta para as contradições entre o discurso oficial, subjacente às políticas públicas, e a sua concretização, especialmente, no que se refere à qualidade da formação acadêmica oferecida. O presente estudo contribui pela sua relevância à medida que desperta atenção para a condução das políticas públicas e através da influência de interesses particulares externos e internos, resultando em alterações que em longo prazo podem tornar-se fontes de novos problemas devido à forma de subsídio, implicando diretamente na arrecadação de recursos do governo, principalmente quanto à ampliação da oferta pública e da qualidade do ensino, pesquisa e extensão.

scholarly journals Multilingualism and internationalisation in doctoral education: Discourse, positioning and agency

2020 ◽  
Vol 8 (2) ◽  
pp. 257-277
Author(s):  
Stephanie Hofmann
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Cultural Diversity ◽  
Academic Writing ◽  
National Language ◽  
Macro Level ◽  
Lingua Franca ◽  
Diversity In Higher Education ◽  
Linguistic Repertoire ◽  
Education Discourse

AbstractDespite the growing linguistic and cultural diversity in higher education and research, little is known about how students and researchers use their plurilingual repertoire for writing and publishing. In particular, the roles of the national language(s) and the linguistic repertoire(s) vis-à-vis English as the lingua franca for academic writing and publishing have not been closely examined. This paper explores how doctoral researchers in Luxembourg position themselves in relation to macro-level discourses about language and academic success within their complex lingua-cultural and socio-economic setting. By analysing interview transcripts of two multilingual doctoral researchers from Russia and Germany, I show how in spite of their similar starting situations they negotiate agency to varying degrees. In particular, the prevalence of English and the pressure to publish in international journals seem to make them struggle to use their full linguistic repertoire in writing their theses.

Strategies to promote sustainability in higher education institutions

2017 ◽  
Vol 18 (7) ◽  
pp. 1018-1038 ◽  
Author(s):  
Issa Ibrahim Berchin ◽  
Vanessa dos Santos Grando ◽  
Gabriela Almeida Marcon ◽  
Louise Corseuil ◽  
José Baltazar Salgueirinho Osório de Andrade Guerra
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Public Institution ◽  
Content Type ◽  
Federal Institute ◽  
Sustainability In Higher Education ◽  
Education Science ◽  
Education In Brazil

Purpose This paper aims to analyze strategies that promote sustainability in higher education institutions (HEIs), focusing on the case study of a federal institute of higher education in Brazil. Design/methodology/approach The research was based on a scientific literature review on sustainability in HEIs, to identify the recurrent actions for sustainability in these institutions; and a case study of a federal institute of higher education in Brazil, to illustrate how these actions are being implemented by HEIs. Findings Concerns about sustainability, prompted by the Brazilian federal legislature, led federal HEI to change its internal processes, infrastructure and organizational culture toward sustainability. Practical implications The findings presented in this study, more specifically the sustainability plan of the Federal Institute for Education, Science and Technology of Santa Catarina, aligned with the recommendations proposed, can be used and replicated in other HEIs. Originality/value Scientific literature about organizational changes led by sustainability concerns, in HEIs specifically, still needs more attention in the academia. By addressing the case of a Brazilian public institution of higher education, this paper contributes to the literature on sustainability in higher education by reporting the process of implementation of a sustainability plan.

Educating future managers for a culturally diverse workspace: Using course as a living laboratory

2021 ◽  
pp. 30-41
Author(s):  
Darko Pantelic ◽  
Peter Brandstaetter ◽  
Emilia Florin Samuelsson
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Culturally Diverse ◽  
Course Design ◽  
Higher Education Institutions ◽  
International Assignments ◽  
Self Reflection ◽  
Multicultural Environment ◽  
Intercultural Encounters ◽  
Intercultural Interactions

Society is increasingly becoming multicultural, with more pressure to improve the quality of intercultural interactions. Higher education institutions are experiencing internationalization through increased mobility of students and faculty, which creates the need to manage diversity with the imperative of smoothing communication, reducing stress and making studying and working in a multicultural environment more efficient. Employers also dictate a need to educate culturally competent professionals, who are capable of succeeding in a globalized environment characterized by increased workforce mobility and international assignments. Intercultural competences discourse has a long track with researchers and practitioners, without any agreement on its definition or measurement, but with a clear message that cultural diversity will not result in increased intercultural competences. In this paper, intercultural competences are viewed as a transversal learning outcome, considering the increasing internationalization of higher education institutions. The research is qualitative in nature, based on the analysis of course evaluations and an open-ended survey. This study used a purposeful sample of current and former students who have been exposed to a diverse intercultural environment while studying at an international business school in Sweden. Based on the findings, a course design is suggested where exposure to cultural diversity is guided and facilitated by bringing students to collaborate in an assignment-driven context, with a culturally diverse group composition. Lecture-based components of the course are balanced with the addition of a component of self-reflection assignment, providing both culturally specific and general knowledge, thus contributing to the ability to extrapolate the experience on future intercultural encounters.

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