Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-06T19:54:05Z No. of bitstreams: 1 TES_EVANDRO_DUARTE_DE_SA_COMPLETO.pdf: 1462163 bytes, checksum: d6a2a20eba6580a8586e00ec3d4092d0 (MD5) / Made available in DSpace on 2017-06-06T19:54:05Z (GMT). No. of bitstreams: 1 TES_EVANDRO_DUARTE_DE_SA_COMPLETO.pdf: 1462163 bytes, checksum: d6a2a20eba6580a8586e00ec3d4092d0 (MD5) Previous issue date: 2016-11-10 / This thesis considers the relevance of Brazilian higher education in the process of significantly adding necessary knowledge to general and citizen education of professionals of Education, as forwards Brazilian law for every academic knowledge area. Higher education is important to improve building citizenship, and the general component offered by Higher Education Institutions (HEIs) in their curriculum components is an important vector for developing education to citizenship. The aim of this study was understanding aspects related to general and citizen education of Recife?s-PE Education professionals and students. This research was guided by the methodological principles of the qualitative and quantitative approaches oriented by an exploratory approach. Thus, it was decided to know the perceptions of coordinators of Pedagogy courses, as well as the performance of its students on the National Student Performance Exam (Enade), for Education and the process of teaching being objects of study of this science and for Enade, extensively evaluating the citizen education of high level professionals through its general education component. The research question comprehends the relevance of Brazilian higher education in the process of adding necessary knowledge to general and citizen education of professionals of Education. In the statistical analysis was considered a range of 95% (P ? 0.05) confidence. The semi-structured interview revealed that the course coordinators recognize that Enade has stimulated the Higher Education Institutions to invest in teacher training. On the other hand, the perceptions of coordinators of Pedagogy courses indicates that in Recife?s Higher Education Institutions, there is more emphasis on specific training than on general and citizen education. This conclusion was confirmed by the analysis of data obtained by freshmen and graduate students of Education in the general and specific components applied to Enade in 2005, 2008, 2011 and 2014. Therefore, further researches are recommended, since education for citizenship is an important tool for building possibilities in the field of activity of other sciences. / A presente tese considera a relev?ncia do ensino superior brasileiro no processo de agregar significativamente conhecimentos necess?rios ?s forma??es geral e cidad? de profissionais pedagogos, conforme encaminha a legisla??o brasileira para todas as ?reas do saber acad?mico. A educa??o superior constitui-se em uma importante via para o aperfei?oamento da constru??o da cidadania, sendo o componente de forma??o geral contemplado pelas Institui??es de Ensino Superior (IES) em seus componentes curriculares um importante vetor para o desenvolvimento da forma??o cidad?. O objetivo do presente trabalho foi compreender aspectos relacionados ? forma??o geral e cidad? de pedagogos da cidade do Recife-PE. Esta pesquisa pautou-se em princ?pios metodol?gicos da abordagem quali-quantitativa, com enfoque explorat?rio. Dessa forma, optou-se em conhecer a percep??o de coordenadores de cursos de Pedagogia, bem como a performance de estudantes desse mesmo curso em provas do Exame Nacional de Desempenho de Estudantes (Enade), pelo fato dessa ci?ncia possuir a educa??o e o processo de ensino como objetos de estudo e o Enade, por sua vez, avaliar extensivamente a forma??o cidad? de profissionais de n?vel superior atrav?s do seu componente de forma??o geral. A quest?o de pesquisa da presente tese considera a relev?ncia do ensino superior brasileiro no processo de agregar significativamente conhecimentos necess?rios ? forma??o geral e cidad? de profissionais pedagogos. Na an?lise estat?stica considerou-se um intervalo de 95% (P ? 0,05) de confian?a. Verificou-se, atrav?s da aplica??o de entrevista semiestruturada, que os coordenadores de cursos reconhecem que o Enade tem estimulado as IES a investirem na forma??o docente. Por outro lado, constatou-se por meio da coleta de percep??es com coordenadores de cursos de Pedagogia que, nas IES, h? mais ?nfase na forma??o espec?fica, em detrimento da forma??o geral e cidad?, fato esse corroborado por meio da an?lise de resultados obtidos por estudantes ingressantes e concluintes do curso de Pedagogia no componente de forma??o geral e no componente de forma??o espec?fica aplicados ao Enade dos anos de 2005, 2008, 2011 e 2014. Nesse sentido, recomendam-se outras pesquisas, uma vez que a educa??o para a cidadania ? uma importante ferramenta para se construir possibilidades no campo de atua??o de outras ci?ncias.

Made available in DSpace on 2016-04-04T18:33:21Z (GMT). No. of bitstreams: 1 CARLOS MARSHAL FRANCA.pdf: 1201605 bytes, checksum: a2ea2b2e561699418ed58da6484ec2d3 (MD5) Previous issue date: 2015-02-27 / The last decades have been witnessing a centrality space to the so-called university rankings in Brazil, Ibero-american countries and the world, generated by official government institutes (public rankings) or from evaluations conducted by non-governmental agencies, often linked to media-segment companies (private rankings). The rising of the private rankings may be interpreted as result of the institutionalization process of an educational market of university education articulated to a moment in which remodeling processes of the National States are taking place and, intensified from the 1990 decade on, would have begun to operate based on principles typical of a market logic. The observation of the Ibero-american scenario allowed to identify three private rankings (50 Carreras - Los Mejores Centros Universit?rios; Ranking de Calidad de l?s Universidades Chilenas; and Ranking Universit?rio Folha RUF), generated and disseminated by press-media vehicles widely distributed in three important countries: El Mundo, in Spain; El Mercurio, in Chile; and Folha de S?o Paulo, in Brazil. The core objective of this work consists of studying these three private university rankings from a Compared Education perspective, aiming to understand their trajectory, functioning and the methodology employed to formulate them. The results of this investigation indicate that the scientific production concerning the rankings in the Iberoamerican space still is incipient. The comparative analysis conducted with the referred rankings showed closeness and separation points among them concerning the role performed by private rankings generated by newspapers of wide reach, the way each one addresses the issue of the complexity and diversity of the university national systems and the degree of objectivity or subjectivity from which their indicators are built. / As ?ltimas d?cadas v?m testemunhando um espa?o de centralidade para os chamados rankings universit?rios no Brasil, nos pa?ses ibero-americanos e no mundo, produzidos por inst?ncias governamentais oficiais (rankings p?blicos) ou a partir de avalia??es realizadas por ag?ncias n?o governamentais, vinculadas muitas vezes a empresas do segmento midi?tico (rankings privados). O surgimento de rankings privados pode ser interpretado como decorr?ncia do processo de institucionaliza??o de um mercado educacional de educa??o superior, articulado ao um momento em que se verificam processos de reforma dos Estados Nacionais que, intensificados a partir da d?cada de 1990, teriam passado a operar com base em princ?pios t?picos de uma l?gica de mercado. O exame do cen?rio ibero-americano permitiu identificar tr?s rankings privados (o 50 Carreras - Los Mejores Centros Universit?rios; o Ranking de Calidad de l?s Universidades Chilenas; e o Ranking Universit?rio Folha RUF) produzidos e disseminados por ve?culos de m?dia impressa de grande circula??o, em tr?s importantes pa?ses: o El Mundo, da Espanha; o El Mercurio, do Chile; e a Folha de S?o Paulo, do Brasil. O objetivo central do trabalho consiste em estudar, a partir de uma perspectiva da Educa??o Comparada, esses tr?s rankings universit?rios privados, buscando compreender sua trajet?ria, funcionamento e a metodologia utilizada para a formula??o dos mesmos. Os resultados desta investiga??o apontam que a produ??o cient?fica a respeito de rankings no espa?o ibero-americano ? ainda incipiente. A an?lise comparativa efetuada entre os tr?s rankings em quest?o evidenciou pontos de aproxima??o e de distanciamento entre os mesmos quanto ao papel desempenhado pelos rankings privados produzidos por jornais de grande circula??o; ? maneira como cada um deles trata a quest?o da complexidade e diversidade dos sistemas universit?rios nacionais; e quanto ao grau objetividade ou subjetividade a partir do qual s?o constru?dos seus indicadores.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:29:21Z No. of bitstreams: 1 DIS_NADIA_DE_FATIMA_BORBA_MARTINS_COMPLETO.pdf: 1110662 bytes, checksum: 97354464aef131b1d5f242a68680cadd (MD5) / Made available in DSpace on 2017-06-30T18:29:21Z (GMT). No. of bitstreams: 1 DIS_NADIA_DE_FATIMA_BORBA_MARTINS_COMPLETO.pdf: 1110662 bytes, checksum: 97354464aef131b1d5f242a68680cadd (MD5) Previous issue date: 2017-03-21 / The research analyzes the political-educational context in which graduate courses called Interdisciplinary Bachelors were conceived and created. The bibliographic research was used, with a qualitative approach. As instruments to obtain data that contributed to the analysis of that context, semi-structured interviews were conducted, with two teachers participating in the Working Group, established by the SESu / MEC Ordinance no. 383 of April 12, 2010, which prepared the Guidelines for Interdisciplinary Bachelor's Degree. In order to subsidize the study, the theoretical contribution of theses and dissertations was sought, in which it was decided to use Ball & Bowe's Policy Cycle Approach, specifically regarding the Context of Influence. With the combination of studies on the subject, carried out and disseminated in theses and dissertations, the experiences reported by the interviewees and the authors consulted, it was possible to obtain information that brought some light on the paths that led to the creation of the Graduation Courses called Interdisciplinary Bachelors. These paths are certainly due to the transformations resulting from globalization in all areas and in particular in the field of educational policies. . On the other hand, in seeking to identify the paths that led to the creation in Brazil of undergraduate courses called Interdisciplinary Bachelor's, one can affirm that this new training proposal reflects a situation that presents itself as a worldwide trend: the reorganization of knowledge in the perspective of interdisciplinary integration, which according to the authors studied, could cause the "frontiers of scientific knowledge" to advance. The Bologna Process, flagship of education reform in Europe, was an inspiration matrix for Brazilian Interdisciplinary Bachelor's. Another inspiring source of the national proposal were the major American colleges and the brief experience of the University of Brasilia in 1961, idealized by An?sio Teixeira and Darcy Ribeiro. Thus, the study, brought some light on the paths that led to the creation of the Undergraduate Courses called Interdisciplinary Bachelor. / A pesquisa analisa o contexto pol?tico-educacional em que foram pensados e criados os cursos de gradua??o denominados Bacharelados Interdisciplinares. Foi utilizada a pesquisa bibliogr?fica, de abordagem qualitativa. Como instrumentos para obten??o de dados que contribu?ram para a an?lise daquele contexto, foram feitas entrevistas semiestruturadas, com dois docentes participantes do Grupo de Trabalho institu?do pela Portaria SESu/MEC n?. 383, de 12 de abril de 2010, que elaborou os Referenciais Orientadores para os Bacharelados Interdisciplinares. Para subsidiar o estudo, buscou-se o aporte te?rico de teses e disserta??es nas quais optou-se por utilizar a Abordagem do Ciclo de Pol?ticas de Ball & Bowe no que se refere, especificamente, ao Contexto da Influ?ncia. Com a mescla dos estudos sobre a tem?tica realizados e divulgados em teses e disserta??es, as experi?ncias relatadas pelos entrevistados e os autores consultados foi poss?vel obter-se informa??es que apontaram alguns caminhos que conduziram ? cria??o dos Bacharelados Interdisciplinares. Esses caminhos passam, certamente, pelas transforma??es decorrentes da globaliza??o em todas as ?reas e em particular no campo das pol?ticas educacionais. Por outro lado, ao buscar-se identificar os caminhos que levaram ? cria??o, no Brasil, dos Cursos de Gradua??o denominados Bacharelados Interdisciplinares, pode-se afirmar que esta nova proposta formativa reflete uma situa??o que se apresenta como tend?ncia no mundo todo: a reorganiza??o do conhecimento na perspectiva da integra??o interdisciplinar, o que segundo os autores estudados, poder? fazer com que avancem as ?fronteiras do conhecimento cient?fico?. O Processo de Bolonha, carro-chefe da reforma de ensino na Europa, foi uma matriz de inspira??o para os Bacharelados Interdisciplinares brasileiros. Outra fonte inspiradora da proposta nacional foram os major colleges estadunidenses e a experi?ncia breve da Universidade de Bras?lia, em 1961, idealizada por An?sio Teixeira e Darcy Ribeiro. Assim, o estudo realizado, trouxe alguma luz sobre os caminhos que levaram ? cria??o dos Cursos de Gradua??o denominados Bacharelados Interdisciplinares.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-01-17T16:25:06Z No. of bitstreams: 1 ROBINALVA FERREIRA.pdf: 7408148 bytes, checksum: 9695152f9d9aeea7f2261a00b9d10b98 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-01-29T10:46:15Z (GMT) No. of bitstreams: 1 ROBINALVA FERREIRA.pdf: 7408148 bytes, checksum: 9695152f9d9aeea7f2261a00b9d10b98 (MD5) / Made available in DSpace on 2018-01-29T10:50:00Z (GMT). No. of bitstreams: 1 ROBINALVA FERREIRA.pdf: 7408148 bytes, checksum: 9695152f9d9aeea7f2261a00b9d10b98 (MD5) Previous issue date: 2017-11-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis was framed in the Research Training, Policies and Practices in Education, in the Doctoral Program of the Graduate Program in Education (PPGEdu) of the Pontif?cia Universidade do Rio Grande do Sul (PUCRS), and had as general objective to analyze the advances and challenges of the use of Active Methodologies (AM) in the training of students from the perspectives of teachers and students of a University in Santa Catarina. As for the empirical tapestry: the research was developed through a qualitative approach (AMADO, 2014), using the case study (L?DKE and ANDR?, 2003), having as a locus a Catarinense University. In the sense of the complementarity of the study, I also researched in a Portuguese university. The data were collected in three ways: an interview with teachers (seven), a focus group with students (four) and the use of principles of documentary analysis in institutional documents such as the teaching / learning plan, PPC, PPI and report of notes. Data analysis was done using the qualitative technique of Discursive Textual Analysis-DTA of Moraes and Galiazzi (2014). The theoretical tapestry was constructed from the elaboration of the state of knowledge (MOROSINI, 2006): higher education: national and institutional legislation; higher education: planning; higher education: teacher and student. The final tapestry, meta-text, resulted from the tapestry of the analysis, triangulation, description, interpretation and argumentation of emerging categories. The main results were as follows: many advances in the use of AM: As for internal choreography: student: more learning, more politicized, more reflexive, more critical, more autonomous, more reading, protagonist, culture change, more capable to professional practice, small increase in their grades. As for the choreographic variables: improvement in relations, use of differentiated physical space such as Laboratory of Innovative Methodologies and Future Teacher Education Laboratory, better grades of teachers, students participate in the decision of contents and evaluations. As for the external choreography: institutional: teacher participation in continuing education about AM, participation as AM teachers, change of teaching and learning conception, accession of many teachers to the use of AM. Internal choreography: class, problematization, theory / practice, use of ICTs. Regarding the challenges: internal choreography: student, building student engagement, student culture, reading difficulty, writing, Basic Education deficiency, pre-class activity, lack of time / student worker, difficult to concentrating in LIM, initial resistance in the first AM classes. External Choreography: institutional, criticism and resistance of some teachers in the use of AM, lack of time for planning and evaluation, precarious Basic Education that hardly discusses AM, study group with little in depth on the subject, volatility of teachers' disciplines, extensive curriculum, need for co-reflection among teachers, exchange of experience, supervision, practicing more what is studied, and said about AM and the need for the enhancement of teaching. The results indicate that innovative practice is taking place in the university classroom. The research also presents the approximations and distances in the use of AM by Brazilian and Portuguese interlocutors. It is necessary to continue to deepen this thematic. / Esta tese foi tran?ada na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso de Doutorado, do Programa de P?s-Gradua??o em Educa??o (PPGEdu) da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS), e teve como objetivo geral analisar os avan?os e desafios da utiliza??o de Metodologias Ativas (MA) na forma??o de estudantes na perspectiva de docentes e discentes de uma Universidade Comunit?ria Catarinense. Quanto ao tran?ado emp?rico: a investiga??o foi desenvolvida por meio de uma abordagem qualitativa (AMADO, 2014), utilizando o estudo de caso (L?DKE; ANDR?, 2003), tendo como locus uma Universidade Comunit?ria Catarinense. No sentido da complementaridade do estudo, tamb?m foi pesquisado em uma universidade portuguesa. Os dados foram coletados por tr?s vias: a entrevista com docentes (sete), o grupo focal com estudantes (quatro) e uso dos princ?pios da an?lise documental em documentos institucionais como o plano ensino/aprendizagem, PPC, PPI e relat?rio de notas. A an?lise dos dados foi feita utilizando a t?cnica qualitativa da An?lise Textual Discursiva ? ATD, de Moraes e Galiazzi (2014). O tran?ado te?rico foi constru?do a partir da elabora??o do estado do conhecimento (MOROSINI, 2006): Educa??o Superior: legisla??o nacional e institucional; Educa??o Superior: planejamento; Educa??o Superior: docente e estudante. O tran?ado final, metatexto, resultou do tran?ado da an?lise, triangula??o, descri??o, interpreta??o e argumenta??o das categorias emergentes. Os principais resultados foram os seguintes: muitos avan?os na utiliza??o da MA; quanto ? coreografia interna: estudante: mais aprendizagem, mais politizado, mais reflexivo, mais cr?tico, mais auton?nomo, mais leitura, protagonista, mudan?a de cultura, mais apto para a pr?tica profissional, pequeno aumento de notas. Quanto ?s vari?veis coreogr?ficas: melhora nas rela??es, utiliza??o de espa?o f?sico diferenciado como Laborat?rio de Metodologias Inovadoras ? LMI e Future Teacher E-ducation Laborat?rio, melhor nota do docente, alunos participam da decis?o dos conte?dos e das avalia??es. Quanto ? coreografia externa: institucional: participa??o de professores na forma??o continuada sobre MA, participa??o como ministrantes de MA, mudan?a de concep??o de ensinar e aprender, ades?o de muitos professores na utiliza??o da MA. Coreografia interna: aula, problematiza??o, rela??o teoria/pr?tica, utiliza??o TICs. Quanto aos desafios: coreografia interna: estudante, gerar engajamento do aluno, cultura do aluno receber, dificuldade de leitura, escrita, defici?ncia da educa??o b?sica, realizar atividade pr?-aula, falta de tempo/aluno trabalhador, dificuldade de concentra??o no LMI, resist?ncia inicial nas primeiras aulas com MA. Coreografia Externa: Institucional, cr?tica e resist?ncia de alguns professores na utiliza??o da MA, falta tempo para planejamento e avalia??o, Educa??o B?sica prec?ria que pouco discute MA, grupo de estudo com pouco aprofundamento, volatilidade de disciplinas dos docentes, curr?culo extenso, necessidade de correflex?o entre docentes, de troca de experi?ncia, de supervis?o, de praticar mais o que se estuda e fala dobre MA e necessidade de valoriza??o da doc?ncia. Os resultados sinalizam de que est? ocorrendo a pr?tica inovadora na aula universit?ria. A pesquisa tamb?m apresenta as aproxima??es e distanciamentos na utiliza??o da MA por interlocutores brasileiros e portugueses. ? necess?rio continuar aprofundando essa tem?tica.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-13T19:52:03Z No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-26T19:56:06Z (GMT) No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Made available in DSpace on 2018-04-26T20:00:18Z (GMT). No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) Previous issue date: 2018-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / From Law n? 11.892/08 we have in Brazil the constitution of a new institutional architecture with the Brazilian Educational System ? in particular Higher Education ? in the context of Professional and Technological Education (EPT): The Federal Institutes of Education, Science and Technology (IF?s). This institutionality was conceived as being strategic in the development of the nation, aligned to the world of work, to the productive arrangements, and to the strengthening of democracy and citizenship in the pursuit of national, regional and local development. Higher Education in this context presents itself in an emergent way, since the IF?s institutionality is effective based on the precepts of inclusion, social justice and equity in the formation of subjects. A multidiverse range of subjects ended up entering this university space, bringing to FIs a differentiated profile of students, different from those ?traditionally? known to teachers and managers. Thus, important issues arise for the operationalization of processes, especially those linked to the demands arising from the implementation of this new model of educational institution. In this sense, the objective of this research is to understand how the model of Management of Higher Education developed, implemented and articulated in the Federal Institute of Education, Science and Technology of Rio Grande do Sul ? Campus Porto Alegre, consubstantiates against the Superior Courses of Technology of the institution from the perspective of its coordinators. Due to the nature of this research we use the qualitative approach, in the descriptive-exploratory perspective, in the production of the data we have as Procedures Documental Research in line with the Case Study, and in relation to the instruments of data production, we used the semi-structured interview with the subjects of the research (Coordinators of the Higher Technology Courses of IFRS ? Porto Alegre). Next to the methodological process we have the Approach of the Policy Cycle in the theoretical-methodological perspective (focusing on the Context of Practice) in the production of the data, and the analysis was developed from the Discursive Textual Analysis (ATD) in light of the assumptions of the Multidimensional Paradigm of Administration of Education. The results of the study point to the complexity of Higher Education Management from the IF?s perspective, the management model of the institution presents itself in a quite different way, incorporating in it concepts of economic efficiency, pedagogical effectiveness, cultural relevance and effectiveness policy. This complexity and diversity is shown from the combination of these concepts with the Management of Higher Technology Courses of the institution, the precepts of effectiveness and effectiveness are highlighted in this scenario. We have in the institution a management model built as a possible alternative to so-called ?traditional? models within the emerging context in which Higher Education is effective in our country, having in justice and social inclusion the way of consolidating the management processes of this new institutionality. / A partir da Lei n? 11.892/08 temos no Brasil a constitui??o de uma nova arquitetura institucional junto ao Sistema de Educacional Brasileiro ? em especial ? Educa??o Superior ? no contexto da Educa??o Profissional e Tecnol?gica (EPT): Os Institutos Federais de Educa??o, Ci?ncia e Tecnologia (IF?s). Est? institucionalidade foi concebida como sendo estrat?gica no desenvolvimento da na??o, alinhada ao mundo trabalho, aos arranjos produtivos, e ao fortalecimento da democracia e da cidadania na busca do desenvolvimento nacional, regional e local. A Educa??o Superior neste contexto se apresenta de forma emergente, pois a institucionalidade dos IF?s, se efetiva a partir dos preceitos de inclus?o, justi?a social e equidade na forma??o de sujeitos. Uma gama multidiversa de sujeitos acabaram por adentrar este espa?o ?universit?rio?, trazendo para os IF?s um perfil diferenciado de alunado, distinto daqueles ?tradicionalmente? conhecidos por professores e gestores. Dessa forma, surgem quest?es importantes para a operacionaliza??o dos processos, principalmente aqueles ligados as demandas decorrentes da implementa??o deste novo modelo de institui??o de ensino. Nesse sentido, o objetivo desta investiga??o ? compreender como o modelo de Gest?o da Educa??o Superior desenvolvido, implementado e articulado no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul ? Campus Porto Alegre, se consubstancia frente aos Cursos Superiores de Tecnologia da institui??o, na perspectiva de seus coordenadores. Em fun??o da natureza desta investiga??o utilizamos a abordagem qualitativa, na perspectiva descritiva-explorat?ria, na produ??o dos dados temos como procedimentos a Pesquisa Documental alinhada ao Estudo de Caso, e com rela??o aos instrumentos de produ??o de dados, utilizamos a entrevista semiestruturada junto aos sujeitos da pesquisa (Coordenadores dos Cursos Superiores de Tecnologia do IFRS ? Porto Alegre). Junto ao processo metodol?gico temos a Abordagem do Ciclo de Pol?ticas na perspectiva te?rico-metodol?gica (focando no Contexto da Pr?tica) na produ??o dos dados, e a an?lise foi desenvolvida a partir da An?lise Textual Discursiva (ATD) a luz dos pressupostos do Paradigma Multidimensional da Administra??o da Educa??o. Os resultados do estudo apontam para a complexidade na qual se insere a Gest?o da Educa??o Superior na perspectiva dos IF?s, o modelo de gest?o da institui??o se apresenta de maneira bastante diversa, incorporando em si conceitos de efici?ncia econ?mica, efic?cia pedag?gica, relev?ncia cultural e efetividade pol?tica. Esta complexidade e diversidade se mostra a partir da combina??o destes conceitos junto a Gest?o dos Cursos Superiores de Tecnologia da institui??o, os preceitos da efic?cia e da efetividade ganham destaque nesse cen?rio. Temos na institui??o um modelo de gest?o constru?do como uma alternativa poss?vel a modelos ditos ?tradicionais? dentro do contexto emergente no qual a Educa??o Superior se efetiva em nosso pa?s, tendo na justi?a e na inclus?o social a forma de consolidar os processos gestion?rios desta nova institucionalidade.

Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-04-13T20:19:24Z No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Rejected by Tatiana Lopes (tatiana.lopes@pucrs.br), reason: Rejei??o a pedido do PPG. on 2018-04-13T20:28:46Z (GMT) / Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-04-13T20:30:17Z No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-27T18:53:32Z (GMT) No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) / Made available in DSpace on 2018-04-27T18:56:29Z (GMT). No. of bitstreams: 1 Tese - Carolina Ritter.pdf: 1778621 bytes, checksum: 52880f13dc972ad0cd872079f3bd915e (MD5) Previous issue date: 2018-03-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The current study is an analysis about the quotas policies at the Federal Universities since the Quotas Law promulgation, in 2012, and its relation with the Brazilian social development. It is a qualitative research driven by dialectical-critical method, which starts on with the assumption that the public University as a social institution can correlates with the social development, being its own access one of its dimensions. It is guided by the following question: What is the relation between the Federal Universities quotas policies and the Brazilian social development? To respond to, it is necessary to recover historical and theoretical aspects of the academic education and the evolution of the country encompassing periods, from Brazil when it was a Colony until Brazil in the XXI century; to explore, from inside of this thread, the Federal Academic Education Institutions? affirmative action policies growth, with the quotas policies as one of its modalities, as well as the principles and the debates that enfold its configuration and implantation; uses the documental research enveloping the 12.711 law from 2012, the projects that preceded the law, as from the documents produced by eight Federal Universities which encompass data about the vacancy booking system implementation. Among its main results, there are the following conclusions: The quotas policy reflects the pressure being exerted by the Brazilian black social movement and from the indigenous people, as well as, the response from the government to the present stage demands of the capitalist methods of production, being able to constitute itself as an instrument of social conflicts containment; it represents a process of a finite disruption, as far as it concerns to the racial matter, from a public University, historically focused to the access and education of the middle class and the upper class. Therefore, the quotas policy associates itself with the social development in the scope of the dependant Brazilian capitalist society inasmuch as provides progressive social changes to the Federal Universities access and incorporates, at the same time, the conception of human capital and the white racial ideology. This process outcame and the redirection of the social development model on which they enroll, builds up the dispute between contradictory societal terms projects and, consequently, the concrete conditions and the capacity of mobilization and resistance of the working class and from the social movements in their fight for their rights for the universalisation, gratuity and quality of the public education, and for the racism elimination and all forms of prejudice and discriminations. / A presente pesquisa trata-se de um estudo sobre a pol?tica de cotas nas universidades federais a partir da promulga??o da Lei de Cotas, em 2012, e sua rela??o com o desenvolvimento social do Brasil. ? uma pesquisa qualitativa orientada pelo m?todo dial?tico-cr?tico, que parte do pressuposto de que a universidade p?blica enquanto uma institui??o social pode se correlacionar com o desenvolvimento social, sendo o acesso a esta uma de suas dimens?es. ? norteada pela seguinte quest?o: Quais as rela??es entre a pol?tica de cotas nas universidades federais e o desenvolvimento social no Brasil? Para respond?-la, resgata aspectos te?ricos e hist?ricos da educa??o superior e do desenvolvimento do pa?s englobando os per?odos do Brasil Col?nia at? o s?culo XXI; explora, dentro deste encadeamento, o desenvolvimento de a??es afirmativas nas Institui??es Federais de Ensino Superior, sendo a pol?tica de cotas uma de suas modalidades, assim como os princ?pios e os debates que envolvem a sua configura??o e implanta??o; utiliza a pesquisa documental envolvendo a Lei 12.711 de 2012, os projetos que a antecederam, assim como documentos produzidos por oito universidades federais que englobam dados sobre a implementa??o da reserva de vagas. Entre os seus principais resultados, est?o as seguintes conclus?es: A pol?tica de cotas reflete tanto as press?es exercidas pelo movimento negro e coletivos ind?genas quanto a resposta do Estado ?s demandas do atual est?gio do modo de produ??o capitalista, podendo constituir-se enquanto um instrumento de conten??o dos conflitos sociais; representa um processo de tensionamento limitado sobretudo, no que tange ? quest?o racial, de uma universidade p?blica historicamente voltada ao ingresso e ? forma??o das classes m?dias e altas. Logo, a pol?tica de cotas se relaciona com o desenvolvimento social no ?mbito da sociedade capitalista dependente brasileira na medida em que proporciona mudan?as sociais progressivas no acesso ?s universidades federais e engloba concomitantemente a concep??o de capital humano e a ideologia racial do branco. Os desdobramentos deste processo e os (re)direcionamentos do modelo de desenvolvimento social no qual se inscrevem, envolvem a disputa entre projetos societ?rios antag?nicos e, por conseguinte, as condi??es concretas e a capacidade de mobiliza??o e resist?ncia da classe trabalhadora e dos movimentos sociais na luta pelo direito ? universaliza??o da educa??o p?blica, gratuita e de qualidade, e pela elimina??o do racismo e de todas as formas de preconceitos e discrimina??es.

Made available in DSpace on 2016-04-04T18:32:35Z (GMT). No. of bitstreams: 1 Maria Angelica - Diss-Final-3.pdf: 654034 bytes, checksum: a26a70ab768732f03f6123034725bd3d (MD5) Previous issue date: 2006-02-01 / This study has as research object the university and the formation and practice of teacher as a professional of education. It is inserted in the research line University, Teaching and Teachers Formation , and its objective proposes the investigation of the construction process of formation of university teachers, how and where these professionals are formed, a construction that is historical and that occurs and takes place individually and inside collective relationships. This investigation also tries to know challenges and possibilities faced by teachers and education nowadays, more and more questioned at several aspects concerning their role in contemporary society. In this study, by making use of a bibliographical and documental research, and supported by teachers interviews, taken as oral sources adapted as methodological procedure, we tried to know how are constructed teachers life trajectories, which are the influences, models and defiance's there presented. The investigation shows us, throughout the stories of life and teachers routes, that the formation of this professional constitutes a process permanently in construction, individual, unique, but also influenced by different contexts, historical moments and by conditions of personal and professional life as well by professional partners. Contradictions and challengers presented in the university, always larger, faced by these professionals confirm the need of researches that bring reflexive and critical knowledge about the formation and practice of the teacher of superior education. / Este trabalho tem por objeto de pesquisa a educa??o superior, a forma??o e a atua??o do docente, profissional da educa??o. Inserido na linha de pesquisa Universidade, doc?ncia e forma??o de professores , tem por objetivo pesquisar o processo de constru??o da forma??o do docente da educa??o superior, como e onde se formam estes profissionais, uma constru??o que ? hist?rica, acontece e se desenvolve individual e coletivamente. Esta pesquisa busca conhecer tamb?m os desafios e as possibilidades para os docentes e para a educa??o na atualidade, cada vez mais questionados quanto ao seu papel na sociedade contempor?nea. Atrav?s de uma pesquisa bibliogr?fica, documental e da utiliza??o de entrevistas com professores, das fontes orais como procedimento metodol?gico, procuramos conhecer como se constroem as trajet?rias de vida docentes, quais as influ?ncias, os modelos e os desafios. A investiga??o realizada mostra-nos, atrav?s das hist?rias de vida e das trajet?rias docentes, que a forma??o deste profissional ? um processo que est? permanentemente em constru??o, que ele ? ?nico, individual, mas que ? influenciado por diferentes contextos, pelo momento hist?rico, pelas condi??es de vida pessoal e profissional, pelos companheiros de profiss?o. As contradi??es e os desafios presentes na educa??o superior e para os seus profissionais s?o cada vez maiores, confirmando-nos a necessidade de pesquisas que busquem conhecer de forma reflexiva e cr?tica a forma??o e a atua??o do docente da educa??o superior.

Made available in DSpace on 2016-04-04T18:32:37Z (GMT). No. of bitstreams: 1 Rogerio Canciam.pdf: 938596 bytes, checksum: 91f98a86b3b4e4970a367b03fd32e12e (MD5) Previous issue date: 2007-03-30 / The carried through study is inserted in the Education area and is joined the University research line, Education and Teachers Formation The carried through research had as objective to recoup on the basis of the older teachers stories in teaching activities at PUC-Campinas, information that could contribute for the history of this educational institution in more remote times. With this intention methodological procedures derived of Verbal History had been adopted and five older professors have been interviewed. After previous selection four great axles had been determined from the interviews: changes in the forms of teaching and changes occurred in the classroom; the University structure in relation to education, research and extension; Campinas and region University relation; Movements inside of the University. The produced depositions had allowed a boarding of based qualitative nature in the presentation, analysis and interpretation of the information available with the teaching stories. We could evidence with the study that the critical and decisive moments to understand with bigger accuracy PUC-Campinas history were consistently elaborated in the interviewed University stories and over all there is a level of conscience and theoretical reflection from their part undeniably endorsed by the performance and experience what it allowed to count on a sufficiently deep lucidity for the ends of knowledge regarding to great appreciated subjects. On the other hand, accurately by the density of the made appreciations some more critical implications and questions could have been perceived with the possible interpretation as the adequacy of values problem, intentions and purposes presented in the direction lines established with the project of a confessional and communitarian nature institution like PUC-Campinas front to the challenges placed for a social and culturally diverse organization in the present time. / O estudo realizado insere-se na ?rea da Educa??o e articula ? linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores. A pesquisa realizada teve como objetivo recuperar, com base nos relatos de professores mais velhos em atividades docente na PUC-Campinas, informa??es que pudessem contribuir para a hist?ria dessa institui??o educacional em tempos mais remotos. Com esse intuito, foram adotados procedimentos metodol?gicos derivados da Hist?ria Oral, sendo efetuadas entrevistas com cinco docentes mais antigos. Ap?s sele??o pr?via, quatro grandes eixos foram tematizados a partir das entrevistas: mudan?as nas formas de ensinar e mudan?as que ocorreram na sala de aula; a estrutura da Universidade em rela??o ao ensino, pesquisa e extens?o; a Rela??o da Universidade com o munic?pio de Campinas e regi?o; Movimentos dentro da Universidade. Os depoimentos produzidos permitiram uma abordagem de natureza qualitativa consubstanciada na apresenta??o, an?lise e interpreta??o das informa??es disponibilizadas com os relatos docentes. Pudemos constatar com o estudo que momentos cr?ticos e decisivos para compreendermos com maior acuidade a hist?ria da PUC-Campinas estavam consistentemente elaborados nos relatos dos docentes entrevistados, e que, sobretudo, h? por parte deles um n?vel de consci?ncia e de reflex?o te?rica inegavelmente respaldada pela atua??o e viv?ncia, o que permitiu para os fins do conhecimento a respeito dos grandes temas apreciados contar com uma lucidez bastante profunda. Por outro lado, exatamente pela densidade das aprecia??es feitas, algumas implica??es e quest?es mais cr?ticas puderam ser percebidas com a interpreta??o possibilitada, como o problema da adequa??o de valores, intuitos e prop?sitos presentes nas diretrizes estabelecidas com o projeto de uma institui??o de natureza confessional e comunit?ria como a PUC-Campinas frente aos desafios colocados por uma organiza??o social e culturalmente diversa na atualidade.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T16:54:46Z No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T16:55:06Z (GMT) No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) / Made available in DSpace on 2018-04-13T16:55:06Z (GMT). No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) Previous issue date: 2017-12-15 / The objective of this research is to investigate the relationship between distance education (EaD, in Portuguese abbreviation) offers in the Federal District (DF, in Portuguese abbreviation) and the local higher education privatization process. It is a quantitative study that uses an approximation with the methodology and reference of the Policy Cycle Approach (BOWE; BALL; GOLD,1992; BALL,1994) to analyze the data and to reflect upon the generated results. As investigation methods, documental analysis was used to verify the changes occurred in the four main laws about EaD issued between 2005 and 2017; as well as interviews with EaD coordinators of private and public Higher Education Institutes (IES, in Portuguese abbreviation) and also with representatives of higher education policy managers in the DF. The collected data were analyzed based on Bardin Content Analysis (2011), with theory and methodology support from the Policy Cycle Approach and discussed in five axes of analysis: characteristics of the EaD modality; conditions for EaD offers; coordinators interpretation about EaD legislation; EaD in higher education; and public higher education in the DF. The results indicate an offer expansion of EaD bachelor??s courses from profit and non-profit private IES in the national level as well as in the DF. This expansion will probably gain impulse based on new laws about EaD issued in 2017 by the federal government and that, as demonstrated in this research, created more flexible rules to the creation of EaD bachelor??s courses. The results also demonstrated that the EaD private offer in DF is concentrated in hands of big educational groups that already dominate the national offer of higher education, which leaves little room for local private IES. The research data also indicated that higher education manager institutions in DF do not effectively monitor private IES expansion, with its respective course offers in the EaD modality. From the viewpoint of the managers, they defend the creation of a DF public university as an option to reduce the strong presence of the private sector in DF??s higher education. This work indicates some research lines that could be investigated in the future, such as to verify how EaD bachelor??s courses expansion will occur both in private and public IES, based on new EaD legislation; and what will be the impact of the new rules about the Programa Universidade Aberta do Brasil, the main public program for EaD bacherlor??s courses offer. / O objetivo desta pesquisa foi investigar a rela????o da oferta da modalidade ?? dist??ncia no Distrito Federal e o processo local de privatiza????o da educa????o superior. ?? um estudo qualitativo que se utilizou de uma aproxima????o com o referencial te??rico-metodol??gico do Ciclo de Pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994) para analisar os dados e refletir sobre os resultados encontrados. Como t??cnicas de investiga????o, utilizou-se a an??lise documental para verificar o teor e as mudan??as ocorridas nas quatro principais legisla????es sobre Educa????o a Dist??ncia editadas entre 2005 e 2017; e ainda entrevistas realizadas com coordenadores de EaD de Institui????es de Ensino Superior (IES) privadas e representantes de ??rg??os gestores da educa????o superior no Distrito Federal. Os dados coletados foram analisados ?? luz da teoria da An??lise do Conte??do de Bardin (2011), com o suporte te??rico-metodol??gico do Ciclo de Pol??ticas, e discutidos em cinco eixos de an??lise: Caracter??sticas da modalidade EaD; Condi????es para a oferta de EaD; Interpreta????o dos coordenadores sobre a legisla????o de EaD; a EaD na educa????o superior e A educa????o superior p??blica no Distrito Federal. Os resultados apontaram para uma expans??o da oferta de cursos de gradua????o na modalidade a dist??ncia pelas IES privadas com e sem fins lucrativas no cen??rio nacional e tamb??m no Distrito Federal. Essa expans??o dever?? ganhar impulso a partir das novas legisla????es sobre EaD editadas em 2017 pelo governo federal e que, conforme demonstrou a pesquisa, flexibilizam as regras para a oferta de cursos de gradua????o na modalidade EaD. Os resultados tamb??m demonstraram que a oferta privada de EaD no DF est?? concentrada nas m??os de grandes grupos educacionais que j?? dominam a oferta nacional de educa????o superior, o que deixa pouco espa??o de atua????o para as IES privadas locais. Os dados da pesquisa indicaram ainda que n??o h??, por parte dos ??rg??os gestores da educa????o superior no DF, um monitoramento efetivo da expans??o das IES privadas, com suas respectivas ofertas de cursos na modalidade EaD. Do ponto de vista dos gestores, eles defendem a cria????o de uma universidade p??blica distrital como op????o para reduzir a forte presen??a do setor privado na educa????o superior do DF. O trabalho deixa em aberto algunas trilhas de pesquisa que podem ser investigadas no futuro, entre elas verificar como se dar??, a partir das novas legisla????es sobre a EaD, a expans??o dos cursos de gradua????o nessa modalidade tanto nas IES privadas, quanto nas IES p??blicas e qual ser?? o impacto das novas regras no Programa Universidade Aberta do Brasil, principal programa p??blico de oferta de cursos de gradua????o a dist??ncia.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-08-06T13:51:59Z No. of bitstreams: 1 Disserta??o Lorena M Nascimento_ VERS?O FINAL.pdf: 1265841 bytes, checksum: acc332a064159c4463195d33d288d70e (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-08-07T13:09:22Z (GMT) No. of bitstreams: 1 Disserta??o Lorena M Nascimento_ VERS?O FINAL.pdf: 1265841 bytes, checksum: acc332a064159c4463195d33d288d70e (MD5) / Made available in DSpace on 2018-08-07T13:18:03Z (GMT). No. of bitstreams: 1 Disserta??o Lorena M Nascimento_ VERS?O FINAL.pdf: 1265841 bytes, checksum: acc332a064159c4463195d33d288d70e (MD5) Previous issue date: 2018-02-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / In Brazil, since the 1990s, higher education policies have been conceived and implemented that imply significant changes, both in public and private universities. Faced with this, higher education is in the process of effervescence and transformation in the face of multiple determinations and conflicts present in the restructuring of it. These processes of adjustment and transformation of higher education have been structured through a growing expansion process of access and entry through programs and public policies implemented by the Federal government. It is perceived that, faced with a reality of great possibilities for access and entry into Higher Education, it is also necessary to ensure the permanence of students, since according to data from the Higher Education Census (BRASIL, 2016) in 2016 they entered the Higher Education 8.048.701 students with enrollments in different courses, of these more than 6 million in private institutions. But in that same year, only 1.169.449 students have completed undergraduate studies. In other words, you will notice that the number of entrants is growing each year, but the number of students who complete higher education does not follow the same growth. Faced with this reality, it is necessary to analyze the conditions of residence of students, in the whole context which are inserted from the factors of motivation, because according Huertas (2001), the motivation is always the result of an interaction between the person and the environment and can be generated by needs and interests, or by external processes, as rewards or punishments. Therefore, the study proposed here seeks to identify which aspects of the motivational process of students of the Pedagogy course are related to their permanence in Higher Education, through quanti-quali research, which used a research instrument composed of two questionnaires (social demographic and permanence issues) and the Academic Motivation Scale - EMA (VALLERAND et al., 1992) (lickert scale), with 90 students from the Pedagogy course of a community institution in southern Brazil. The analysis of the data found that the motivational processes of the students are more involved by intrinsic aspects, although the extrinsic factors are present when analyzing the items of the scale individually. It was also identified as main factors of influence in the permanence the relations with the professional formation and expectation regarding the valorization of the chosen profession. In this context, there is a very strong presence of working students, families with low levels of education, women, low income and heads of families that characterize this sample, denoting special attention on the part of the institution regarding the participation of this student in the academic life and its university integration. In this way, this study begins a reflection on the institutional policies that can subsidize the assistance to the students, to stimulate the permanence and the equity in Higher Education. / No Brasil, a partir da d?cada de 1990 foram sendo concebidas e implantadas pol?ticas de Educa??o Superior que implicam em mudan?as significativas, tanto nas universidades p?blicas como privadas. Diante disso, a Educa??o Superior encontra-se em processo de efervesc?ncia e transforma??o face a m?ltiplas determina??es e conflitos presentes na reestrutura??o da mesma. Esses processos de ajustes e de transforma??o da Educa??o Superior, t?m se estruturado mediante um crescente processo de expans?o do acesso e do ingresso, atrav?s de programas e pol?ticas p?blicas implementadas pelo governo Federal. Percebe-se que diante de uma realidade de grandes possibilidades de acesso e ingresso na Educa??o Superior, ? necess?rio assegurar, tamb?m, a perman?ncia dos estudantes, pois segundo dados do Censo da Educa??o Superior (BRASIL, 2016) no ano de 2016 est?o matriculados na Educa??o Superior 8.048.701, mas nesse mesmo ano, apenas 1.169.449 estudantes conclu?ram a gradua??o. Ou seja, percebe-se que o n?mero de ingressantes vem crescendo a cada ano, mas o n?mero de estudantes que conclui a Educa??o Superior n?o acompanha, com a mesma propor??o, o de estudantes matriculados. Diante dessa realidade, se faz necess?rio analisar as condi??es de perman?ncia dos estudantes, em todo o contexto que est?o inseridos, a partir dos fatores da motiva??o, pois segundo Huertas (2001), a motiva??o ? sempre fruto de uma intera??o entre a pessoa e o ambiente e pode ser gerada por necessidades e interesses, ou por processos externos, como recompensas ou puni??es. Para tanto, o estudo aqui proposto buscou identificar quais aspectos do processo motivacional dos estudantes do curso de Pedagogia tem rela??o com a sua perman?ncia na Educa??o Superior, atrav?s de uma pesquisa quanti-quali, que utilizou um instrumento de pesquisa composto de dois question?rios (s?cio demogr?fico e quest?es sobre perman?ncia) e a Escala de Motiva??o Acad?mica ? EMA (VALLERAND et.al, 1992) (escala do tipo lickert), com 90 estudantes do curso de Pedagogia de uma institui??o comunit?ria no sul do Brasil. A an?lise dos dados constatou que os processos motivacionais dos estudantes est?o mais envolvidos por aspectos intr?nsecos apesar dos fatores extr?nsecos se mostrarem presentes quando analisados os itens da escala individualmente. Tamb?m foi identificado como principais fatores de influ?ncia na perman?ncia as rela??es com a forma??o profissional e expectativa com rela??o a valoriza??o da profiss?o escolhida. Nesse contexto, destaca-se a presen?a muito forte de estudantes trabalhadores, de fam?lias com pouca escolaridade, mulheres, de baixa renda e chefes de fam?lia que caracterizam essa amostra, denotando especial aten??o por parte da institui??o ao que diz respeito a participa??o desse estudante na vida acad?mica e sua integra??o universit?ria. Dessa forma, esse estudo inicia uma reflex?o sobre as pol?ticas institucionais que podem subsidiar a assist?ncia aos estudantes, de modo a estimular a perman?ncia e a equidade na Educa??o Superior.