Este texto analisa a expansão da educação superior no Brasil num período que cobre mais de meio século, com destaque para os governos que se seguem ao golpe militar de 1964 até os dias atuais. Aborda o crescimento constante do setor privado da educação superior no país destacando seu processo de concentração em grandes grupos educacionais, configurando-se como oligopólios que extrapolam fronteiras nacionais e ampliam seu poder mediante operações na bolsa de valores. Aborda também o papel do Estado brasileiro e sua atuação dúbia a permitir ou facilitar o crescimento desordenado do setor privado nesta área de vital importância para a nação.
In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.
Este artigo analisa os contrastes que marcam a sociedade brasileira no seu evoluir histórico. Desde os contrastes resultantes do meio natural até os contrastes sócio econômicos e culturais, o artigo destaca a educação, em todos os seus níveis, enquanto uma das dimensões constitutivas da sociedade brasileira excludente desde os seus primórdios; as relações entre a universidade e a educação básica, bem como a formação de professores são aqui tratadas. O artigo vincula o processo social excludente às formas de poder no âmbito do estado brasileiro, em que as políticas se apresentam mais como políticas de governo do que políticas de estado, descontínuas.
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