This article presents a brief reflection on the existing relations between the educational politics in force in the last years, universities and the Ministry of Education (MEC) build referrals to improve the quality of education. Specifically, for the teacher training, we highlight the Institutional Scholarship for Teaching Initiation Program (Pibid). The program, created in 2007, was enlarged and extended to all degrees with an increasing number of scholarships starting in 2014. At the end of 2017, the MEC launched the new National Teacher Training Policy articulated to the reform of Higher Education with a sight to consolidate the National Curricular Common Base (BNCC). The measure re-dimensioned the rationality that was being constructed for teacher training. Thus, this essay aims to understand the process of transition from PIBID to a new form and the institution of the Pedagogical Residence Program instituted by the current government. The methodological procedure is based on the theoretical-contextual reflection on the historical tensions of teacher education; and in the analytical approach resulting from the critique of this process. Thus, the methodology was based on a basic research, with bibliographic and documentary revision. The concluding remarks reinforce the importance of a national teacher training policy articulated with the education systems and the educational institutions; and not just used to endorse a government policy based on a specific project. Thus, the justification and relevance of this study are extremely pertinent to the current context.
The study aims to identify dimensions of quality in university management of knowledge in the perspective of research and technological innovation, with reference to: previous studies, government policy documents identifying convergences themed event that allowed the construction of quality dimensions. It is evident that scientific research and technology-based educational innovation are key factors for economic development and social welfare, with focus discussion from the document of the Organization for Economic Cooperation and Development - OECD, 2010 and the National Education Plan 2011-2020. The findings indicate the importance of different sources in the dimensions of quality, recognizing the potential impact of research and technological innovation in quality of life and social relations, and the importance of criteria rooted in the human frame, ethics and respect
RESUMOA educação superior é descrita como locus da produção do conhecimento, principalmente nos Programas de Pós-graduação stricto sensu. Neste contexto, um dos desafios a serem enfrentados diz respeito ao desenvolvimento regional no cenário da educação superior. Este artigo tem como objetivo analisar o desenvolvimento regional associado a uma universidade comunitária, mais especificamente a Universidade de Passo Fundo (UPF). Para realizá-lo, utilizou-se de fontes bibliográficas e entrevistas com gestores institucionais. Os encaminhamentos conclusivos resgatam os avanços e desafios desse estudo, sinalizando as questões que envolvem a universidade e o desenvolvimento regional.Palavras-chave: Educação Superior; Universidade Comunitária; Desenvolvimento Regional. Community college and regional development ABSTRACTThe higher education is described as the locus of the knowledge production, mainly in Post-graduation programs stricto sensu. In this context, one of the challenges to be faced regards the regional development in the higher education scenario. This article aims to analyze the regional development associated with the community college, more specifically to UPF university (Universidade de Passo Fundo). In order to have it done, bibliographic resources and interviews with institutional managers were used. The conclusive directions bring back the advances and challenges of this study, point out the issues that involve the university and the regional development.Key words: Higher Education. Community College. Regional Development. INTRODUÇÃONa esteira das políticas internacionais e nacionais da educação superior, as instituições de ensino superior vivenciam a dicotomia entre o global e o local, no sentido de expandir suas ações e programas na internacionalização do conhecimento e na mobilidade docente e discente, ao mesmo tempo preocupando-se com as questões locais e a superação das problemáticas dos seus territórios.1 As reflexões, propostas e vivências deste estudo fizeram parte da pesquisa realizada para a feitura da tese A Pós-graduação como Interlocutora das relações Universidade e Comunidade (BORDIGNON, 2014).
Revisão: Os autores Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons.
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