Since 1994 South Africa has changed dramatically in all spheres, not least of which in the sphere of education. Not only are all schools now open to learners of all races, cultures, religions and language groups, but class sizes have also been standardized leading to the redeployment of a number of teachers from previously advantaged schools. Many schools have also changed from being single-medium to parallel-medium or double-medium schools. Some schools have been accorded Section 21 status, which makes their school governing bodies responsible for the financial affairs of their schools while others have been altogether exempted from school fees. The State has also introduced feeding and school transport schemes and has launched a number of initiatives aimed at teacher upgrading. It is clear, therefore, that the forces that led to political, social and economic change are now also changing school teaching, learning, leading and management. On the teaching and learning fronts schools have seen the introduction of two versions of an outcomes-based curriculum, the mainstreaming (inclusion) of learners who were previously marginalized because of mental and physical disabilities, and a new emphasis on active learning, critical thinking and group work. On the management and leadership front schools have seen the introduction of shared ownership of schools, with school governing bodies being tasked with school governance while the principal and his management team are responsible for the day to day management of schools. The primary means used by the State to effect these changes in schools is the development of policies aimed at redressing past imbalances at schools coupled with extensive staff training, especially those staff members expected to ensure the smooth implementations of policies towards educational transformation. Since principals are responsible for the day-to-day management of schools it follows that they are the ones who represent the various departments of education at school level. They are also, however, the ones who have to ensure that the voices of the teachers, learners and parents forming part of their school community are heard at government level. They therefore find themselves in the middle of two groups of people whose needs are often different but both of whom they – the principals - represent. It is principals, therefore, who most often bear the brunt of change and/or are the target of criticism from above or below. Being a principal myself I empathize with the position in which principals of South African public schools find themselves during these times of change. It was my personal experience, coupled with my exposure to other principals’ experiences of change, experiences often discussed at principals’ workshops and meetings, that made me decide to conduct an inquiry into principals’ experiences of change. It was while I was reading up on the topic that I became convinced that the most appropriate way of investigating these experiences was through the collection and analysis of principals’ first-hand accounts of change and the challenges change posed for them at a personal and professional level. I therefore opted to use narrative methodology in collecting, interpreting and presenting principals’ stories of change. Also informing my inquiry was the fact that, notwithstanding all the research that had been conducted into educational change in South Africa since the demise of apartheid, very little attention had been paid to principals’ experience of change or of the real impact of change on schools and the people who worked there. I asked myself whether things had really changed or whether the changes were merely superficial. Informing my inquiry was an urgency to find out what has really been happening in schools since 1998, when policies were first implemented. Could policy makers really claim that what they had formulated translated as intended into educational practice, and would those changes be sustainable over time? What happened in the interim? What happened to school principals? What were their feelings and experiences about the educational changes that had occurred from 1998 to 2008? What are they thinking now? Have they changed as individuals? Have their performance, leadership and/or management styles changed over the years, and if so, in what ways and why? Put differently, what was new about the way they conducted themselves and/or managed their schools? Have they learnt anything during the past ten years that could assist them in managing their schools differently than they had managed them prior to 1994? What I found was that, while the principals who participated in my study were very different in terms of culture, gender and personality, they were all challenged and are still being challenged by change and the way in which it has upset their own and their respective schools’ equilibrium. Even so, none of them are entirely negative about the changes that have been effected. Rather, they all have their own ideas about how change can be sustained and utilized to improve not only the quality of education but also human and other relations in the country. The conclusions I reached as a result of my research findings cannot be generalized across schools or made applicable to principals across the country since the study was conducted in a very specific region of the Gauteng Department of Education with a relatively small sample of schools. I am, however, of the opinion that the findings are significant in that they indicate commonalities and differences between principals that could be ascribed to race, culture, history and gender. Consequently I believe that, should the study be replicated in other contexts, it is quite possible that the same themes might emerge, thereby creating the possibility of making the kind of generalizations that could be of use to policy makers and/or educational change agents of the future. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.

Made available in DSpace on 2016-01-26T18:50:07Z (GMT). No. of bitstreams: 1 Dissertacao jose miguel.pdf: 837783 bytes, checksum: 25830f6a6ac8fb65c8cfe409969f40d5 (MD5) Previous issue date: 2006-06-26 / Taking as frameworks the quality indicators of participative and pedagogic management and of management of educational performances , proposed by government agencies and by UNESCO, this research study had as purpose to evaluate, according to the view of public school managers, the resources and limitations of the main softwares presently used as support for the management of schools of basic education, as well as the importance of introducing new tasks to such computational systems in order to make them more relevant to the democratic management of public schools of the State of São Paulo. The research subjects were public school managers of the School Directory of Santo Anastácio, situated at the far west region of the State of São Paulo. The instruments of data collection were two: a panel, composed by a group of principals for surveying both the characteristics of the available sofwares for supporting the school management and the relations of the available dimensions in these sofwares with the quality indicators of school management; and an electronic questionnaire sent to all school principals of the School Directory of Santo Anastácio for evaluating the level of importance of new dimensions to be added to the sofwares of support for the school management, taking as framework the quality indicators of school management. The managers of the schools surveyed felt that the current softwares of support of school management are not offering relevant information to the democratic management of public schools and, therefore, need improvement. The high degree of importance attributed by the principals to the innovations proposed to be added to the softwares of support to democratic management of state public schools, according to the parameter of quality indicators of participative, pedagogic and educational performance management indirectly also leads to the conclusion that the current softwares are precarious / Tendo como parâmetros os indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais propostos por organismos governamentais e pela UNESCO, esta pesquisa teve como propósito avaliar, segundo a ótica de gestores de escolas públicas estaduais, os recursos e as limitações dos principais sofwares atualmente utilizados como apoio à gestão de escolas de educação básica, bem como a importância da incorporação de novas funcionalidades a tais sistemas informatizados para torná-los mais relevantes à gestão democrática de escolas públicas do Estado de São Paulo. Os sujeitos da pesquisa foram diretores de escolas públicas da Diretoria de Ensino de Santo Anastácio, localizada no Extremo Oeste do Estado de São Paulo. Os instrumentos de coleta de dados para a pesquisa foram dois: um painel organizado com um grupo de gestores para levantar as características dos atuais softwares de apoio à gestão escolar e a relação das funcionalidades disponíveis nestes softwares com os indicadores de qualidade da gestão escolar; e um questionário eletrônico enviado a todos os gestores da Diretoria de Ensino de Santo Anastácio para avaliar o grau de importância da incorporação de novas funcionalidades aos softwares de apoio à gestão escolar, tendo como parâmetro os indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais. Os gestores das escolas pesquisadas consideraram que os atuais softwares de apoio à gestão escolar não estão oferecendo informações relevantes à gestão democrática das escolas públicas e, por isso, precisam de aperfeiçoamentos. O alto grau de importância atribuído pelos gestores às inovações propostas para serem incorporadas nos softwares de apoio à gestão democrática de escolas públicas estaduais, segundo o parâmetro de indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais, indiretamente também conduz à conclusão de que os atuais softwares são precários.

Made available in DSpace on 2016-07-18T17:54:29Z (GMT). No. of bitstreams: 1 Dissertacao jose miguel.pdf: 837783 bytes, checksum: 25830f6a6ac8fb65c8cfe409969f40d5 (MD5) Previous issue date: 2006-06-26 / Taking as frameworks the quality indicators of participative and pedagogic management and of management of educational performances , proposed by government agencies and by UNESCO, this research study had as purpose to evaluate, according to the view of public school managers, the resources and limitations of the main softwares presently used as support for the management of schools of basic education, as well as the importance of introducing new tasks to such computational systems in order to make them more relevant to the democratic management of public schools of the State of São Paulo. The research subjects were public school managers of the School Directory of Santo Anastácio, situated at the far west region of the State of São Paulo. The instruments of data collection were two: a panel, composed by a group of principals for surveying both the characteristics of the available sofwares for supporting the school management and the relations of the available dimensions in these sofwares with the quality indicators of school management; and an electronic questionnaire sent to all school principals of the School Directory of Santo Anastácio for evaluating the level of importance of new dimensions to be added to the sofwares of support for the school management, taking as framework the quality indicators of school management. The managers of the schools surveyed felt that the current softwares of support of school management are not offering relevant information to the democratic management of public schools and, therefore, need improvement. The high degree of importance attributed by the principals to the innovations proposed to be added to the softwares of support to democratic management of state public schools, according to the parameter of quality indicators of participative, pedagogic and educational performance management indirectly also leads to the conclusion that the current softwares are precarious / Tendo como parâmetros os indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais propostos por organismos governamentais e pela UNESCO, esta pesquisa teve como propósito avaliar, segundo a ótica de gestores de escolas públicas estaduais, os recursos e as limitações dos principais sofwares atualmente utilizados como apoio à gestão de escolas de educação básica, bem como a importância da incorporação de novas funcionalidades a tais sistemas informatizados para torná-los mais relevantes à gestão democrática de escolas públicas do Estado de São Paulo. Os sujeitos da pesquisa foram diretores de escolas públicas da Diretoria de Ensino de Santo Anastácio, localizada no Extremo Oeste do Estado de São Paulo. Os instrumentos de coleta de dados para a pesquisa foram dois: um painel organizado com um grupo de gestores para levantar as características dos atuais softwares de apoio à gestão escolar e a relação das funcionalidades disponíveis nestes softwares com os indicadores de qualidade da gestão escolar; e um questionário eletrônico enviado a todos os gestores da Diretoria de Ensino de Santo Anastácio para avaliar o grau de importância da incorporação de novas funcionalidades aos softwares de apoio à gestão escolar, tendo como parâmetro os indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais. Os gestores das escolas pesquisadas consideraram que os atuais softwares de apoio à gestão escolar não estão oferecendo informações relevantes à gestão democrática das escolas públicas e, por isso, precisam de aperfeiçoamentos. O alto grau de importância atribuído pelos gestores às inovações propostas para serem incorporadas nos softwares de apoio à gestão democrática de escolas públicas estaduais, segundo o parâmetro de indicadores de qualidade da gestão participativa, pedagógica e dos resultados educacionais, indiretamente também conduz à conclusão de que os atuais softwares são precários.

Made available in DSpace on 2016-06-02T19:39:25Z (GMT). No. of bitstreams: 1 4197.pdf: 3403566 bytes, checksum: 1aad10bea7217fdfd53a102f68376bca (MD5) Previous issue date: 2012-02-29 / Financiadora de Estudos e Projetos / This study aims to explain and categorize the concepts of Educational Administration, Management and Democratic Management within the Educational system presented on the Revista Brasileira de Política e Administração da Educação (RBPAE) between 1995 and 2004. Published since 1983 by the Associação Nacional de Política e Administração da Educação (ANPAE) this journal witnessed many historical moments in our society, from which two particular periods stand out: the Administrative State Reform (in the 1990s) and the reestablishment of the democracy (in the 1980s). During these two particular moments the discussion on public management received greater attention. Our study was based on the analysis of the conceptions on Educational Administration, Management and Democratic Management defended by the authors of the articles published on the magazine. This methodology enabled us to understand and categorize these conceivings. The RBPAE was used mainly by post grad researchers acting on the educational field as a means of knowledge source on educational administration, management and democratic management. The presence of these concepts on the Magazine happened because of two reasons: the number of articles and the ideas in each concept. The education management was the most studied subject during the 1980s and mid-1990s. In the late 1990s and early 2000s this trend was reversed and then the articles on educational administration outnumbered the ladder. It was analyzed under two different concepts: administration and democratic management. The ladder was less present on the studied articles. The most analyzed concept was the democratic management, which shows the preference of the Journal for these studies. In some of them the different ideas in each concept brought about some confusion. The educational management was presented as an activity related to the coordination of actions by means of organization, development and evaluation of the process collectively and hierarchically. The democratic management was presented by its political aspect and its main characteristics: the decentralization of power, collective decision-making, communication and technical improvements. Management was presented by the limitation of state management systems and self-regulation with the emphasis on evaluation and outcomes / O objetivo deste trabalho é explicitar e categorizar os conceitos de Administração da Educação, de Gestão Democrática e de Gerencialismo presentes na Revista Brasileira de Política e Administração da Educação (RBPAE) no período de 1995 a 2004. Publicada desde 1983 pela Associação Nacional de Política e Administração da Educação (ANPAE), a Revista acompanhou importantes momentos históricos de nossa sociedade brasileira. Dentre eles destaca-se o período de redemocratização da nossa sociedade, na década de 1980, e a Reforma Administrativa do Estado, na década de 1990, momentos em que a discussão sobre a gestão pública ganhou destaque em nossa sociedade. Neste trabalho nos baseamos na metodologia Epistemologia Política, que nos permitiu explicitar, categorizar e compreender as concepções de administração da educação, de gestão democrática e de gerencialismo difundidas e defendidas pelos autores dos artigos publicados na Revista. A RBPAE foi utilizada, principalmente, por pesquisadores de pós-graduação da área da educação como veículo de transmissão de conhecimento sobre a administração da educação, a gestão democrática e o gerencialismo. A presença destes conceitos na Revista se deu por meio de dois movimentos: o número de artigos publicados e as ideias presentes em cada conceito. Sobre a quantidade de artigos publicados, a administração da educação foi a temática mais abordada durante a década de 1980 e meados da década de 1990. Esse movimento se inverteu no final da década de 1990 e início dos anos 2000, instantes em que a gestão da educação passou a ter maior número de trabalhos publicados. A gestão da educação foi abordada por duas concepções, a gestão democrática e o gerencialismo, sendo que esta última esteve menos presente nos artigos investigados. A concepção mais abordada foi a gestão democrática, o que revela a preferência da Revista por estes estudos. Sobre as ideias presentes em cada conceito, há neste periódico um movimento que ora aproxima ora afasta cada uma das três concepções, resultando, em alguns estudos, na confusão das ideias presentes em cada conceito. A administração da educação foi apresentada como atividade relacionada à coordenação de ações por meio da organização, desenvolvimento e avaliação do processo de forma coletiva e hierárquica. A gestão democrática foi compreendida pelo aspecto político, tendo como características fundamentais a descentralização de poder, as tomadas de decisões coletivas, a comunicação horizontal e o aperfeiçoamento técnico. O gerencialismo foi apresentado pela limitação do Estado ao gerenciamento de sistemas auto-regulados e pela ênfase às avaliações e aos resultados.

During the second half of the 20th century there has been both a burgeoning intellectual interest in business and management as a topic and an exponential growth in the formal study of business and management as an academic subject. Indeed by the end of the century it was estimated that worldwide there were 8,000 business schools and more than 13 million students of business and management. In addition, it was estimated that worldwide annual expenditure on university level business and management education had reached US $15 billion (The Global Foundation for Management Education, 2008). However, despite this there is a lack of clarity regarding both the scale and the nature of the influence that academic scholarship exerts over managers. Accordingly this research study has sought to investigate the appropriation of ideas, theories, concepts and models by management practitioners. The thesis has reviewed and evaluated the two most obvious, most established and most influential potential explanations. These were diffusion of innovations (Rogers, 1962) and fashion theory (Abrahamson, 1991 & 1996; Abrahamson & Fairchild, 1999). It has been concluded that whilst both these potential explanations provided important insights, neither was able to provide a comprehensive theoretical foundation for this research study. Accordingly, a much broader range of pertinent scholarship was reviewed and evaluated. This included, but is not limited to, the scholarship that is associated with learning by adults (Dewey, 1933; Bartlett, 1967; Schank & Abelson, 1976; Mezirow, 1977). Although this additional scholarship provided a further range of potential explanations, the extent to which any of these would be found within the particular setting of management practitioners remained unclear. In addition, the literature review highlighted a number of unresolved debates regarding issues such as (i) whether management was a science or an applied science; (ii) whether it was a craft or a profession; (iii) whether in reality there were fashionable trends in management practice or whether in fact such practices were remarkably stable; and (iv) whether management theoreticians, gurus and consultants actually exerted significant influence over management practitioners. The literature review also highlighted methodological concerns relating to the use of citation analysis as a proxy for primary information regarding managerial practice. Hence, this research is situated in a gap which is delineated by the unresolved issues that are associated with both diffusion theory and fashion theory; the applicability of the broader range of scholarship to a management setting; the unresolved debates within this field of interest and the need to obtain primary information relating to management practice, rather than being dependant upon citation analysis. The research study has utilised qualitative data and inductive reasoning to examine these matters and the overarching research philosophy has been that of realism (Ritchie & Lewis, 2003). Ultimately, 39 semi-structured, recorded interviews were undertaken using the critical incident technique (Flanagan, 1954). Collectively these interviews lasted for 35 hours and obtained information relating to 160 critical incidents. The verbatim transcripts of the interviews totalled 350,000 words. A case study analysis of this data was undertaken to examine the decision making of the interviewees in relation to some of their most challenging managerial situations. This analysis concluded that for the ‘generality’ of these interviewees; theory played little, or no, overt part in their decision making. The data was also subjected to a content analysis using a bespoke compendium of 450 ‘terms’ that represented the development of theorising about management over the whole of the 20th century. This analysis concluded that the influence of the 20th century’s management theoreticians over these interviewees was weak. Finally, the possibility that any such influence might be a covert, rather than an overt; phenomenon was examined using both the insights of intertextuality (Allen, 2000; Bazerman, 2004) and the framework analysis technique (Ritchie, Spencer & O’Connor, 2003). This analysis demonstrated that the discourse, dialogue and language of these interviewees could be indexed to four domains; (i) the theoretical; (ii) the conceptual; (iii) the tactical; and (iv) the practical. The intertextual indexing outcomes were corroborated both by substantial extracts from the verbatim interview transcripts and by three unrelated strands of scholarship. These were (i) adaptive memory systems (Schacter, 2001); (ii) the realities of management (Carlson, 1954; Stewart, 1983; Mintzberg, 1989) and (iii) the role of concepts and conceptual thinking in nursing (McFarlane, 1977; Gordon, 1998; Orem, 2001). On this basis it has been concluded that management can be characterised as a conceptual discipline; that in its essential nature management is at least as conceptual as it is either theoretical or practical; and that managers appropriate concepts and ideas, rather than theories and models per se.

This study provides a contribution to the historiography of management education in England. Criticism of British management expressed in Government policy over the past sixty years has concluded that a low level of management education in the UK is affecting its ability to compete. To this end there have been a number of government interventions in management education. The focus of this research is the first phase of government intervention in management education initiated in 1945. By considering the development of management education from a historical perspective this research adopts the theoretical stance that an understanding of the past can contribute to an understanding of management education today. The report of a committee on Education for Management appointed in 1945 by the Minister of Education, the Urwick Report (1947) and the subsequent Diploma in Management Studies (DMS), the first qualification in management studies, are used as vehicles to articulate the involvement and relationships of industry and government with regard to formal management education. From this, conclusions are drawn about the professional and policy processes at play and consideration given as to how these shaped subsequent practice. The method adopted was documentary analysis of primary sources which included published and unpublished administrative papers from government archives. Data from journals, a newspaper, and the archives of employee and employer bodies were referenced to provide context and support the validity of my interpretation. I conclude that the key contribution which the Urwick Report made to management education was in establishing the principle that there was a body of knowledge associated with management. The study illuminates policy processes surrounding management education at a particular time with regard to a specific report. During this period opportunities existed that, if actioned, could have significantly changed the education of managers in England. Government, industry and education were all party to these opportunities. Events surrounding the Urwick Report, and the subsequent implementation of the DMS, offer some useful lessons from the past.

In this essay an analysis and classification is made of the roll of implementation swedish municipalities have regarding the national quality assurance policy in the school sector. In the light of international trends of decentralisation and the development of new quality assurance systems  the paper’s result classifies the municipalities as implementation roll number two according to Lundquist (1992) and his theory of implementation. The basis for this claim is given by the study of key actors in the municipal quality assurance work that shows that the implementation is made with a good understanding, with a loyal ambition but also with some shortcomings when it comes to the provision of necessary resources. Support for this is given by the case of municipality 2 that shows shortcomings regarding the number of employed, time, digital tools, knowledge and economic conditions. The same is shown in the case of municipality 1. Thus, the main conclusion of this essay is that the structural differences between the analyzed municipalities does not give rise to differences in the results of this study.

Global trends are transforming nearly every sector, and the higher education sector is not an exception. Universities are synchronizing their curricula so that credits are transferrable and cumulative across countries. Governments are increasingly controlling the quality of education through new regulations. Universities are now competing globally and managerial methods derived from business are being introduced. In South America, an increasing student population is demanding access to universities, while at the same time universities are facing a reduction in funding and more competition. The profile of students is shifting and demanding more flexible curricula along with double degree and continuing education programs. All of these trends, together with government regulations passed in 1992, have caused major transformations in the Colombian higher education sector. Universities have been straining to remain competitive in this new environment and many have attempted to implement credit frameworks as a solution. However, such transformations are complex and require uncommon managerial competencies. Furthermore, very little research has been done to understand the real impact of these changes in Colombian Universities, and any studies done have not provided a full picture of what was really happening within the management of Colombian Universities. Did universities fully understand the concept and complexity of implementing credit frameworks? What were the main drivers affecting the higher education sector in Colombia which catalysed the implementation of credit frameworks? Finally, what impact did this implementation have on university management? This research study attempted to answer these questions through an in-depth study of three representative universities. The results showed clear differences and also common understandings among universities and revealed key insights into university management. It is the hope of this research study that it may assist universities and policy makers in the on-going transformation of the Colombian higher education sector.

Made available in DSpace on 2016-04-27T14:30:48Z (GMT). No. of bitstreams: 1 Christiane Amaral Lunkes Argenta.pdf: 1936553 bytes, checksum: 75eae4b6fe062ee66f32d71d1bca6020 (MD5) Previous issue date: 2011-10-06 / The objectives of this study are: to identify the major challenges in the actions of the course coordinators of private higher education institutions and provide suggestions for overcoming them; to diagnose the required competences to the coordinators of undergraduate courses. For that, it was adopted a qualitative approach of the information with characteristics of action-research. The three stages of this research were decisive for the collection, analysis and categorization of data, especially when the Meeting of the Course Coordinators was held in the second stage. The methodological procedures used consisted in document analysis, semi-structured interviews, questionnaire application, and partial transcription of the Meeting. The results of this study provide basis: to reveal the importance of the partnership between the Higher Education Institutions, to identify the profile of the University administrators, to identify ten challenges for the performance of the course coordinators, to offer suggestions to overcome them and the required competences to the course coordinators from the overview of the University Management actors. Thus, based on that context, the course coordinators may contribute to their Institutions in the attempt to meet the requirements of the Ministry of Education (SINAES) and the current scenario of Higher Education in Brazil. This work does not end the debate; on the contrary, it encourages the course coordinators to face new commitment challenges and to build up a training program, which may support new researches / Os objetivos deste estudo são: identificar os principais desafios na atuação dos coordenadores de curso de instituições de ensino superior privadas e fornecer sugestões para a sua superação; diagnosticar as competências necessárias aos coordenadores de curso de graduação. Para tanto, adotou-se a abordagem qualitativa das informações com característica de pesquisa-ação. As três etapas desta pesquisa foram decisivas para a coleta, análise e categorização dos dados, principalmente, a segunda etapa, quando foi realizado o Encontro de Coordenadores de Curso. Os procedimentos utilizados foram a análise documental; entrevistas semiestruturadas, aplicação de questionário e transcrição parcial do Encontro. Os resultados revelam a importância da parceria entre as IES, identificam o perfil dos gestores universitários, identificam dez desafios para a atuação dos coordenadores de curso e oferecem sugestões para superá-los, além das competências necessárias aos coordenadores de curso a partir dos múltiplos olhares dos atores da gestão universitária. Assim, com base neste contexto, os coordenadores de curso poderão colaborar para que suas instituições atendam às exigências do MEC (SINAES) e do atual cenário do ensino superior brasileiro. Este trabalho não encerra o debate, ao contrário, estimula o enfrentamento dos desafios de comprometimento, por parte dos coordenadores de curso e a construção de um Programa de Formação, que partindo dos resultados encontrados, possa subsidiar novas pesquisas