Educação superior, globalização e democratização: qual universidade?

Sobrinho, José Días

doi:10.1590/s1413-24782005000100014

Cited by 50 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This phenomenon refers to the way countries interact and bring people closer, i.e., it establishes connections in the world regarding the economic, social, cultural, and political aspects. It is clear that advancements in science and technology have caused extensive changes and effects on higher education (1) .…”

Section: Introductionmentioning

confidence: 99%

Fluência digital e uso de ambientes virtuais: caracterização de alunos de enfermagem

Costa

Prado

Oliveira

et al. 2011

Rev. esc. enferm. USP

View full text Add to dashboard Cite

RESUMO RESUMENEste estudio objetivó caracterizar el perfil de alumnos de enfermería, identificar su fluidez digital, conocimiento, habilidad e interés en uso de ambientes virtuales de aprendizaje. Investigación cuantitativa, exploratorio-descriptiva, realizada con 51 alumnos de Enfermería mediante cuestionario. De los participantes, 51 (100%) afirman tener conocimientos de informá-tica, 26 (49%) refieren nivel intermedio; 47 (92%) utilizan Internet diariamente; 51 (100%) participan en redes sociales y poseen e-mail; 51 (100%) utilizan MSN y 32 (62,7%) Skype; 41 (82%) acceden a Chats; 33 (64,7%) escriben en foros de discusión y 22 (43%) en Blogs; 33 (64,7%) utilizan frecuentemente Moodle y 26 (51%) COL; y la gran mayoría (45, 88,2%) expresaron interés en utilización de ambientes virtuales de aprendizaje. Se consideró a los alumnos con fluidez digital, demostraron conocimientos, habilidad y expreso interés en utilización de ambientes virtuales de aprendizaje en su formación académica. DESCRIPTORESEducación en enfermería Tecnología educacional Informática aplicada a la enfermería

show abstract

Section: Introductionmentioning

confidence: 99%

Fluência digital e uso de ambientes virtuais: caracterização de alunos de enfermagem

Costa

Prado

Oliveira

et al. 2011

Rev. esc. enferm. USP

View full text Add to dashboard Cite

show abstract

“…10, No. 3;2017 capacity for criticism, autonomy of thought, and comprehensive understanding of human history (Sobrinho, 2005).…”

Section: Recognition Of the Need For Pedagogic Training As A Predominmentioning

confidence: 99%

“…Instantaneous and worldwide communication would provide greater human cohesion. The fundamentalist and one-dimensional view of the market, anointed by technology and its power of potentiating information, hides the real situation of the fraying of human relations, the fading of public order, and the atomization of subjective experiences" (Sobrinho, 2005).…”

Section: Recognition Of the Need For Pedagogic Training As A Predominmentioning

confidence: 99%

Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil—Elements of Reflection

Corrêa¹,

Catirse²,

Soares³

et al. 2017

IES

View full text Add to dashboard Cite

University pedagogy has been promoted in the context of the policy for valuing undergraduate training at the University of São Paulo (USP). In this regard, one action of the Undergraduate Pro-Rectory was the creation of pedagogic support groups. The objective of this study is to report and analyze the strategies for university teacher training developed by the Pedagogic Support Group at the Ribeirão Preto Campus (GAPRP/USP-Grupo de Apoio Pedagógico do Campus de Ribeirão Preto), during the period from 2002 to 2015. The group takes on a conception of teacher training that extrapolates the technical dimension, considering political-social and historical determinants that have shaped the university, undergraduate teaching, and the faculty, as well as the valorization of strategies promoting reflection, theoretical-practical articulation, and collective learning. During the day-to-day monitoring of these education strategies, a few aspects are highlighted and analyzed: identification of the need for pedagogic training as an individual initiative of the teaching staff, despite the policies for valuing undergraduate training; investment in continuous educational strategies and the education undergone by the faculty that compose GAPRP/USP. To conclude, teacher training means to value the construction of a political project so as to qualify university teachers.

show abstract

“…One hypothesis we can raise is the existing resistance to the issue, even in the early 2000s, because it rose in the business sector, involving private for-profit universities (Calderón, 2005), often considered mercantile universities (Calderón, 2000) that introduced neoliberal values to higher education (Calderón, 2006). The predominant theoretical framework, anchored in the so-called paradigm of emancipatory evaluation (Calderon; Borges, 2013), is strongly critical of neoliberal policies (Dias Sobrinho, 2005, 2014 and of the incorporation of "technical" perspectives (Saviani, 1987) or neotechnical perspectives (Freitas, 2012) in the educational field. Finally, there is another possible explanation: the demands for efficient administration generate studies primarily within the field of administration, with the private schools being spaces with greater theoretical flexibility to conduct studies that escape the hegemonic paradigm, especially in graduate education studies in Brazil, which relate the social responsibility of higher education with the quality of teaching, but with an explicit political and ideological choice of resistance to the advance of neoliberalism (Dias Sobrinho, 2014) a fact that would impede the realization of studies within a functional approach to the system.…”

Section: Final Considerationsmentioning

confidence: 99%

Responsabilidade social da educação superior: mapeamento e tendências temáticas da produção científica brasileira (1990-2011)

2016

View full text Add to dashboard Cite

This article analyzes the scientific production regarding the social responsibility of higher education (RSES) from doctoral theses and dissertations defended in Brazil, from 1990 to 2011. Methodologically, it is a state-of-the-art bibliographic study. After the construction of the timeline of the scientific production, the prevalent areas of knowledge were identified, the geographic regions of origin and the institutional origin. Three topics were identified: university management, theoretical-conceptual aspects and normative and higher education. Among the studies produced in academic master's and doctoral degrees, it was found that the theme RSES is essentially multidisciplinary, challenging mostly the post graduate programs in management and in education, especially studies about university management, aiming not only at good performance in the educational market, but also the training for human development. KEYWORDS university; higher education; social responsibility of higher education. BRASILEIRA (1990BRASILEIRA ( -2011 RESUmO Este artigo analisa a produção científica sobre a responsabilidade social da educação superior (RSES) com base em teses de doutorado e dissertações de mestrado defendidas no Brasil, de 1990 a 2011. Metodologicamente, é um estudo bibliográfico do tipo estado da arte. Após a construção da linha do tempo da produção científica, levantaram-se as áreas do conhecimento predominantes, as regiões geográficas de origem e a procedência institucional. Identificaram-se três eixos temáticos: gestão universitária, aspectos teórico-conceituais e normativos e formação universitária. No âmbito dos estudos produzidos em mestrados acadêmicos e doutorados, constatou-se que a temática RSES é essencialmente multidisciplinar, que desafia, particularmente, os programas de pós-graduação em administração e em educação, com destaque para estudos sobre a gestão universitária, objetivando não só o bom desempenho no mercado educacional, mas também a formação para o desenvolvimento humano. PALAVRAS-CHAVEuniversidade; educação superior; responsabilidade social da educação superior. RESpONSABILIDAD SOCIAL DE LA EDuCACIÓN SupERIOR: MApEO Y tENDENCIAS tEMátICAS DE LA pRODuCCIÓNCIENtíFICA BRASILEÑA (1990BRASILEÑA ( -2011 RESUmEN Este artículo analiza la producción científica sobre la responsabilidad social de la educación superior (RSES), con base en tesis de doctorado y disertaciones de maestría defendidas en Brasil de 1990 a 2011. Me todológicamente, es un estudio bibliográfico de tipo estado del arte. Tras la construcción de la línea del tiempo de la producción científica, se mapearon las áreas de conocimiento predominantes, las regiones geográficas de origen y la procedencia institucional. Se identificaron tres ejes temáticos: gestión universitaria, aspectos teórico-conceptuales y normativos, y formación universitaria. En el ámbito de los estudios producidos en maestrías académicas y doctorados, se constató que la temática RSES es esencialmente mul tidisciplinar, que desafía, particularmente, a los progra...

show abstract

Educação superior, globalização e democratização: qual universidade?

Cited by 50 publications

References 0 publications

Fluência digital e uso de ambientes virtuais: caracterização de alunos de enfermagem

Fluência digital e uso de ambientes virtuais: caracterização de alunos de enfermagem

Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil—Elements of Reflection

Responsabilidade social da educação superior: mapeamento e tendências temáticas da produção científica brasileira (1990-2011)

Contact Info

Product

Resources

About