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The implementation of the Bologna Process in Kazakhstan higher education : views from withinTampayeva, Gulnara Y. January 2016 (has links)
In this thesis I examine the question: how do Kazakhstan academics respond to the reforms of higher education (HE) carried out as part of Europeanisation? I study the local academics' accounts of the process of implementation of the Bologna Process and of wider Western education standards within local post-Soviet practice, since the beginning of the twenty-first century. This local policy implementation is examined within the framework of educational policy borrowing, grounded in works by Steiner-Khamsi, Silova, and Phillips. Thirty-eight interviews were conducted in four HE institutions in different regions of Kazakhstan and analysed through the application of Critical Discourse Analysis (CDA) based on work by van Dijk and Fairclough. Using the method of CDA, I explore how power relationships and abuses of power play out between the educational authority and the academics in the politically driven reform environment, and how academics respond to this in their views of the reforms. I found that participants overall are critical of the reform process. They respond with three discourses, identified as nostalgia and loss, progress and modernity and chaotic reform. While the discourse of nostalgia implicitly connects to the 'better' Soviet education, as an ideological belief inherited from the past, and the discourse of progress reflects the spread of the ideology of European modernity, they both appear in connection to the central discourse of chaotic reformation. I found that chaos, which is a prime characteristic of the reforms in Kazakhstan HE, is linked to clashes between political/educational motivations and Soviet/Western approaches. These findings support my main argument that the specific post-Soviet context should be taken into account in studies of education in the 'Second World'. These 'context models' are influential on how Western standards are implemented in the reality of post-Soviet education.
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Educação na primeira república parahybana: legislação, imprensa e sujeitos no governo de Camillo de Hollanda (1916-1920)Biserra, Ingrid Karla Cruz 24 March 2015 (has links)
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Previous issue date: 2015-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to analyze the main discussions on education during Camillo de Hollanda government (1916-1920). This required map the involved subjects and analyze the main debates around the sociability network of these. The periodization is justified because in this period there were greater openness in the discussion and effective actions aimed for education in the state of Parahyba, it was possible to observe an intense debate on educational issues, especially on new teaching dictates propounded by the New School ideals that formed and operated up in various school groups created from 1916 in the state. Imbued with the modern principles and guided by the sanitarists ideals, this government has developed a proposal for a state organization based on that ideology, reverberating especially in education legislation. Excelled changes in the capital‟s architecture - opening and enlargement of streets, construction of squares and public buildings, and in the education sector, the reform of Parahybana‟s Primary Education, officiated by Decree 873, of December 21, 1917 as an offshoot of the discussions on the hygienism and the beautification of the city. We used as a source, above all, the official documents - legislation, presidential messages, State' almanac and writings produced by the subjects in newspapers of the period, reports, minutes, correspondence, book and newsletter. In such vehicles, primary and secondary teachers, taken in our research as intellectuals, discussed issues such as school hygiene, physical education, gymnastics, moral and civic education, school medical inspection, among other things immersed in the list of discussions of that period. We observed that, engaged in discussions in terms of ideas, inseparable from the political field, intellectuals created forms of political action to intervene in society. The sociability categories, generation and itinerary, used in our work and extracted from the thought of the French historian, Jean-François Sirinelli, helped us understand the subject in a social and historical perspective and their intellectual trajectories. In general, the elements mentioned in the sources derived from several concerned initiatives to insert the country in modern times under the ideals of health, beauty, progress and civility. Reviewing the intellectual discussions in these areas helps us to understand the complex process of Brazilian education and, in particular, the role played by Paraíba‟s intellectuals in this scenario. / Este trabalho objetivou analisar as principais discussões em torno da educação durante o governo de Camillo de Hollanda (1916-1920). Para isso foi necessário mapear os sujeitos envolvidos e analisar os principais debates em torno da rede de sociabilidade destes. A periodização justifica-se porque, nesse período, houve uma maior abertura na discussão e na efetivação de ações voltadas para a educação no estado da Parahyba, em que foi possível observar um intenso debate a respeito das questões educativas, principalmente sobre os novos ditames pedagógicos propugnados pelo ideário escolanovista que se formava e operacionalizava-se nos vários grupos escolares criados a partir de 1916 no estado. Imbuído dos preceitos modernos e guiado pelos ideais sanitaristas, esse governo desenvolveu uma proposta de organização do estado baseada nesse ideário, reverberando especialmente na legislação do ensino. Sobressaíram-se mudanças na arquitetura da capital – abertura e alargamento de ruas, construção de praças e prédios públicos, e no âmbito educacional, a Reforma da Instrução Primária Parahybana, oficializada pelo decreto 873, de 21 de dezembro de 1917 como um desdobramento das discussões sobre o higienismo e o embelezamento da cidade. Utilizamos como fonte, sobretudo, os documentos oficiais – legislação, mensagens presidenciais, almanaque do estado e os escritos produzidos pelos sujeitos do período em jornais, relatórios, atas, correspondências, livro e boletim. Em tais veículos, os professores primários e os secundários, tomados em nossa pesquisa como intelectuais, discutiram sobre temas como a higiene escolar, a educação física, a ginástica, a educação moral e cívica, a inspeção médica escolar, entre outros assuntos imersos no rol de discussões do período. Observamos que, engajados nas discussões no plano das ideias, inseparáveis do campo político, os intelectuais criaram formas de ação política para intervir na sociedade. As categorias sociabilidade, geração e itinerário, utilizadas em nosso trabalho e extraídas do pensamento do historiador francês, Jean-François Sirinelli, auxiliaram-nos a entender os sujeitos numa perspectiva social e histórica e em suas trajetórias intelectuais. De modo geral, os elementos apontados nas fontes derivaram de várias iniciativas preocupadas por inserir o país na modernidade sob os ideais de higiene, beleza, progresso e civilidade. Rever as discussões de intelectuais nesses espaços nos ajuda a entender o complexo processo de escolarização brasileira e, em particular, o lugar ocupado por intelectuais paraibanos nesse cenário.
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A REFORMA DA EDUCAÇÃO PROFISSIONAL DE NÍVEL TÉCNICO: CURRÍCULO POR COMPETÊNCIAS - UM ESTUDO NA ESCOLA AGROTÉCNICA DO CAJUEIRO / THE REFORMO OF THE PROFESSIONAL EDUCATION OF TECHNICAL LEVEL: THE CURRICULUM OF COMPETENCES A study at Agrotécnica School of Cajueiro.Arnaud, Benedita Ferreira 25 October 2007 (has links)
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Previous issue date: 2007-10-25 / The present work reconstitutes the reform of the Professional Education of Technical Level
regulated by decree 2.208/97 at Agrotécnica School of Cajueiro (EAC), UEPB Campus IV,
located in municipality of Catolé do Rocha, PB. The mentioned reform, inserted in actual
phase of productive reorganization of fund (1997 2006) returns to the traditional dualism,
between Professional School and High School and institutes the curriculum by competences.
Parting from decree 2.208/97, the assurance of competences by formation realized, estimates
cadastre of establishments of teaching, which maintain professional courses, at MEC and
CREA/PB. For certificate competences, the Technical Schools have started the process of
reforms, relatively the organizations of teaching and curriculum. As long as member of
functional board of the Agrotécnica School of Cajueiro, as teacher for more 25 years
underwent this reform, in years 1999/2006. The climate tension caused by difficulties and
problems faced in institutional quotidian, have instigated us to realization of this research. We
have assumed, as object of investigation the (re)significance of the reform instituted by
Decree 2.208/97, specifically, the study of the curriculum by competences. We have defined
as objectives: to analyze the impacts of pedagogical reform implanted in the mentioned
Institution and the implications of this reform in school dynamics and teaching work. For the
theorical investigation, we have assumed critical boarding about the work (Marx and authors
who reaffirm the centralization of work), about the reforms of the Professional Education in
Brazil and the curriculum. For the methodological boarding, we have prioritized the analyzes
of the speech, based in Bakhtin, by compatibility with the purposes of the study. The empiric
research happened at Agrotécnica School of Cajueiro in the school year 2006. The subjects of
research were the teachers and managers of Technical Course in Art and Science of
Agriculture and cattle raising. As instrument of collect of data, we have utilized semistructured
interviews and official documents, which have materialized the reform. Collected
data have been systematized, through following categories: The administrative organization of
reform and pedagogical organization. Produced synthesis reveal: Contradictions between
legal devices of norms and the practice of changes; theorical inconsistencies, relatively the
speech of competences and the implantation of same ones in the education; bureaucracy,
disqualification and devaluation of the teaching work; besides the reinforcement of the
contradiction fund-work. Beyond the synthesis, we have bet in the movement of the history
and have kept the faith in human being and in the education while the fund has insisted in
destroy them. / O presente trabalho reconstitui a reforma da Educação Profissional de Nível Técnico,
regulamentada pelo Decreto 2.208/97, na Escola Agrotécnica do Cajueiro (E.A.C), UEPB
Campus IV, localizada no município de Catolé do Rocha-PB. A referida reforma,
contextualizada na atual fase de reorganização produtiva do capital (1997-2006), retorna a
tradicional dualidade entre Ensino Profissionalizante e Ensino Médio e institui o currículo por
competências. A partir do Decreto 2.208/97, a certificação de competências pela formação
realizada, pressupõe cadastro dos estabelecimentos de ensino, que mantém cursos
profissionalizantes, no MEC e no CREA/PB. Para certificar competências, as Escolas
Técnicas iniciaram o processo de reformas, relativamente às organizações do ensino e do
currículo. Enquanto integrante do quadro funcional da Escola Agrotécnica do Cajueiro, na
qualidade de professora, há mais de 25 anos, vivenciamos essa reforma, no decorrer dos anos
1999-2006. O clima de tensão gerado pelas dificuldades e problemas enfrentados, no
cotidiano institucional, nos instigou à realização desta pesquisa. Assumimos, como objeto de
investigação a (re) significação da reforma instituída pelo Decreto 2.208/97, especificamente,
o estudo do currículo por competências. Definimos como objetivos: analisar os impactos da
reforma pedagógica implantada na referida Instituição e as implicações dessa reforma na
dinâmica escolar e no trabalho docente. Para a investigação teórica, assumimos abordagens
críticas sobre o trabalho (Marx e autores que reafirmam a centralidade do trabalho), sobre as
reformas da Educação Profissional no Brasil e sobre o currículo. Para a abordagem
metodológica, priorizamos a análise do discurso, fundamentada em Bakhtin, pela
compatibilidade com os propósitos do estudo. A pesquisa empírica realizou-se na Escola
Agrotécnica do Cajueiro, no decorrer do ano letivo de 2006. Os sujeitos da pesquisa foram
os/as professores/as e gestores do Curso Técnico em Agropecuária. Como instrumentos de
coleta dos dados, utilizamos entrevistas semi-estruturadas e documentos oficiais, que
materializam a reforma. Os dados coletados foram sistematizados, através das seguintes
categorias: a organização administrativa da reforma e a organização pedagógica. As sínteses
produzidas revelam: distorções entre dispositivos legais/normativos e práticas reformistas;
inconsistências teóricas, relativamente ao discurso das competências e à implantação das
mesmas na educação; burocratização, desqualificação e desvalorização do trabalho docente;
além de reforço à contradição capital-trabalho. Para além das sínteses, apostamos no
movimento da história e mantemos a crença no ser humano e na educação, enquanto o
capital insiste em destruí-los .
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Organizacija geografske nastave u školskim kurikulumima u svetu i primena iskustva u nastavi geografije Srbije / Worldwide organization of geography teaching in school curriculums and application of gained experience in geaography teaching in SerbiaKomlenović Đurđica 12 July 2003 (has links)
<p>Savremeni svetski tokovi u oblasti obrazovanja i izvršene reforme nastavnih planova i programa, uslovili su promenu obrazovnog sistema u i reformu geografske nastave u Srbiji u osnovnom obrazovanju. Dobro struktuiran geografski kurikulum Srbije obezbediće adekvatno mesto geografiji u našem obrazovnom sistemu.</p> / <p>Modern world actions in the field of education and reformscarried out in teaching plans and programmes have caused changes in the educational system and reforms of geaography teaching in Serbia on the level of primary school education. Well structioral geographic curriculum of Serbia will provide a suitable place for geography in our educational system.</p>
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School Choice, Charter Schools, Standardized Testing Measures, and Neoliberal Market-Based Education Reforms and Systems in the United States of America and Sweden: A Comparative StudyWalton Jr, Iran January 2022 (has links)
This thesis is a comparative analysis of the neoliberal market-based reforms and outcomes implemented in both the United States and Sweden during the latter portion of the twentieth century. This thesis highlights the impact associated with the implementation of the reforms then does a comparative analysis of the outcomes. This thesis seeks to uncover the impact of the reforms and the true nature of the reforms. Many classical sociological theories are used to analyze and contextualize the education reforms as a means to preserve existing social stratifications and societal norms and introduce the capacity for private access to public education funding. Theorists used for this thesis include Karl Marx, Max Weber, Samuel Bowles, Herbert Gintis, Iris Marion Young, Stephen J. McNamee and Robert K. Miller. When analyzing these reforms through the lenses provided by the theorists, it is clear that government rhetoric associated with the reforms in both nations served as a disguise for other objectives, which this thesis shows.
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The Politics of Higher Education Reforms in Central and Eastern Europe. Development Challenges of the Republic of MoldovaPadure, Lucia 25 February 2010 (has links)
This thesis examines factors that underscored higher education reforms in Central and Eastern Europe during the transition period from 1990 to 2005. The study explores higher education reforms in three national settings – Hungary, Romania and the Republic of Moldova, and presents a detailed analysis of the Moldovan case. Rooted in critical approaches to development, transition reforms and policy analysis in higher education, it addresses the new realities of global capitalism, inequitable distribution of power between the industrialized nations and the rest of the world, and the ways in which this power distribution impacts higher education systems in Central and Eastern Europe.
Historical analyses, a qualitative cross-national analysis of HE systems in three nations, and interviews with Moldovan higher education policymakers provided rich data on higher education reforms in the region and selected nations. Higher education evolved from institutions serving very select elite in the Middle Ages to universities driving modernization in the 19th and the first half of the 20th century, and to diverse institutional types - universities, colleges, institutes - underscoring the massification of higher education after WWII. Policies pursued by Hungarian, Romanian and Moldovan leaders to expand higher education were informed by the national socio-economic, political and demographic contexts, the dominant global development agenda, and international institutional practices.
The capacity of national leaders to carry out higher education reforms was limited by the colonial and post-colonial relationships that were established over centuries between each of these nations and stronger regional powers, such as the Habsburg, Ottoman and Russian Empires, the Soviet Union, and the European Union. Major regional powers had a significant role in the formation of nation states, educational institutions and higher education politics. At the same time, national elites used language and ethnic policies to shape social and higher education developments and build national identities.
By bringing an international perspective to the analysis of reforms in Central and Eastern Europe, by focusing on Hungary, Romania and Moldova, and by drawing on critical theory and post-colonial studies, this research study contributes to the international scholarly discussion of higher education and development reforms, enriches methodological developments in the field of higher education, and advances the discourse of comparative higher education.
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Pokusné a reformní školy 20. a 30. let 20. století v Československu / Experimental and educational reform school in the 20s and 30s of the 20th century in CzechoslovakiaSůvová, Barbora January 2014 (has links)
The diploma thesis focuses on the experimental and educational reform schools, that have been developed and operated in the 20th and 30th of the 20th century in Czechoslovakia. It shows the political situation in the newly formed Czechoslovakia, as weel as monitors the development of education after 1918. The core of this diploma thesis is in the reform efforts of selected experimental schools. It presents experimental work school in Holešovice, "Dům dětství" in Horní Krnsko and "Dětská farma" of Eduard Štroch. In this part of thesis were the educational devices and objectives of these experimental schools, the organization and progress of teaching described. It also focuses on the selected individuals who were participated in their creation. The thesis analyzes the reform effort, which was followed by reform educators in the 30th, mainly the reform attempt of Václav Příhoda and his unitary educational model.
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The Politics of Higher Education Reforms in Central and Eastern Europe. Development Challenges of the Republic of MoldovaPadure, Lucia 25 February 2010 (has links)
This thesis examines factors that underscored higher education reforms in Central and Eastern Europe during the transition period from 1990 to 2005. The study explores higher education reforms in three national settings – Hungary, Romania and the Republic of Moldova, and presents a detailed analysis of the Moldovan case. Rooted in critical approaches to development, transition reforms and policy analysis in higher education, it addresses the new realities of global capitalism, inequitable distribution of power between the industrialized nations and the rest of the world, and the ways in which this power distribution impacts higher education systems in Central and Eastern Europe.
Historical analyses, a qualitative cross-national analysis of HE systems in three nations, and interviews with Moldovan higher education policymakers provided rich data on higher education reforms in the region and selected nations. Higher education evolved from institutions serving very select elite in the Middle Ages to universities driving modernization in the 19th and the first half of the 20th century, and to diverse institutional types - universities, colleges, institutes - underscoring the massification of higher education after WWII. Policies pursued by Hungarian, Romanian and Moldovan leaders to expand higher education were informed by the national socio-economic, political and demographic contexts, the dominant global development agenda, and international institutional practices.
The capacity of national leaders to carry out higher education reforms was limited by the colonial and post-colonial relationships that were established over centuries between each of these nations and stronger regional powers, such as the Habsburg, Ottoman and Russian Empires, the Soviet Union, and the European Union. Major regional powers had a significant role in the formation of nation states, educational institutions and higher education politics. At the same time, national elites used language and ethnic policies to shape social and higher education developments and build national identities.
By bringing an international perspective to the analysis of reforms in Central and Eastern Europe, by focusing on Hungary, Romania and Moldova, and by drawing on critical theory and post-colonial studies, this research study contributes to the international scholarly discussion of higher education and development reforms, enriches methodological developments in the field of higher education, and advances the discourse of comparative higher education.
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Pol?tica de forma??o docente na Am?rica Latina :Argentina, Brasil e ChileRodriguez, Jorge Alberto 09 August 2007 (has links)
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Previous issue date: 2007-08-09 / This work aims at studying the policies of teaching training and their impact in the actors and in the education systems of the countries in which these policies were implemented into the context of neoliberal reforms. We particularly studied these policies in three Latin America countries: Argentina, Brazil and Chile. The policies studied here are the ones implemented from the 90 s. However, the horizon of this study is at the beginning of the 80 s, period that starts one of the four intervention initiatives of education here studied: The Main Project of Education For Latin America and Caribbean (PROMEDLAC), which in 2002 goes into a new stage and it is called Regional Project of Education for Latin America and Caribbean (PRELAC), worked out by UNESCO as a request of government representatives of countries of the region, based on the suggestions of Declaration of Mexico , signed by them in 1979. These suggestions will be in the base of the other three initiatives: The Education For All (EPT); Ibero-American Conferences of Education (CIE) and The Hemisphere Action Plan of Education (PAHE), whose documents are the base to the production of an abundant legislation and normatization on education that created the parameters on which the policies of education reforms were worked out and implemented and the dynamism of our education systems from the last two decades of the twentieth century on. All these initiatives intend to work with objectives, projects and programs that, in some cases, in isolation or in groups, are under influence of their actions in a way that frequently it is difficult to identify which of them is the main responsible for some advances. It is important to stand out that not all of the suggestions produced by these initiatives were implemented as policies, and many of them to be implemented were changed in such a way that they were distorted, even they were a result of a multilateral deal, each country gave to them its own interpretation. Moreover, in all these processes the teaching entities had and keep having a fundamental role. The evidences, result of the evaluations of each initiative, show that education policies implemented produced advances in several aspects. They are still not the ideal ones, in truth, but they do exist. In relation to the teaching questions, there were and are still being implemented multiples and varied actions that did not have the expected impact in the education systems of the countries, objects of this study, but, many of them that go on, are promising and start to have a positive impact into the education systems. Even so, the teaching subject matter, even playing a central role in the agenda of all countries of the region, still represents one of the big challenges to the advance and improvement of our education systems / O presente trabalho prop?e-se um estudo da(s) pol?tica(s) de forma??o docente e seu impacto nestes atores e nos sistemas educativos dos pa?ses em que foram implementadas no contexto das reformas neoliberais. Estudamos estas pol?ticas de modo particular em tr?s pa?ses da Am?rica Latina: Argentina, Brasil e Chile. As pol?ticas aqui estudadas s?o as implementadas a partir da d?cada de 1990, entretanto, situamos o horizonte deste estudo iniciando na d?cada de 1980, per?odo em que come?a uma das quatro iniciativas internacionais de educa??o aqui estudadas: o Projeto Principal de Educa??o para Am?rica Latina e o Caribe (PROMEDLAC), que em 2002 entra numa nova etapa e passa a ser chamado de Projeto Regional de Educa??o para Am?rica Latina e o Caribe (PRELAC), elaborado pela UNESCO a pedido dos representantes dos governos dos pa?ses da regi?o, tendo como base as sugest?es da Declara??o do Mexico por eles assinada em 1979, sugest?es estas que ir?o estar na base das outras tr?s iniciativas: a Educa??o para Todos EPT; as Confer?ncias Ibero-americanas de Educa??o CIE e o Plano de A??o Hemisf?rico de Educa??o PAHE, cujos documentos t?m servido de base ? produ??o de uma abundante legisla??o e normatiza??o sobre educa??o, que criou os par?metros sobre os quais foram elaboradas e implementadas as pol?ticas que tornaram poss?vel os processos de reforma educativa e a dinamiza??o dos nossos sistemas educacionais a partir das ?ltimas duas d?cadas do s?culo XX. Todas estas iniciativas prop?em-se trabalhar com objetivos, metas, projetos e programas que, em alguns casos, de forma isolada e em outros de forma conjunta, est?o a sofrer a influ?ncia de suas a??es a ponto de, com freq??ncia, ser dif?cil identificar qual das iniciativas ? a principal respons?vel por determinados avan?os. ? importante ressaltar que nem todas as sugest?es produzidas por estas iniciativas foram implementadas como pol?ticas ou, ainda, muitas delas ao serem implementadas sofreram deforma??es que as descaracterizaram, j? que, embora resultassem de acordos multilaterais, cada pa?s deu-lhes a sua pr?pria interpreta??o. Al?m disso, em todos esses processos as entidades docentes tiveram e continuam a ter um papel fundamental. As evid?ncias, fruto de avalia??es a que tem sido submetida cada uma das iniciativas, mostram que as pol?ticas educacionais implementadas produziram avan?os em diversos aspectos. N?o s?o, ? verdade, os ideais nem os esperados, mas tem havido. Em rela??o ? quest?o docente, foram e est?o sendo implementadas m?ltiplas e variadas a??es que n?o tiveram o impacto esperado, particularmente nos sistemas educativos dos paises que serviram de espa?o emp?rico deste estudo. No entanto muitas das que est?o em andamento s?o bastante promissoras e come?am a impactar de forma positiva os sistemas educativos. Mesmo assim, a tem?tica docente, embora ocupe lugar central na agenda da totalidade de pa?ses da regi?o, ainda representa um dos grandes desafios ao avan?o e melhoria dos sistemas educacionais
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A educação da "miséria" = particularidade capitalista e educação superior no Brasil / The education of the "misery" : particular capitalist and higher education in BrazilMinto, Lalo Watanabe, 1978- 19 August 2018 (has links)
Orientador: José Claudinei Lombardi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T05:16:32Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011 / Resumo: Este estudo examina a relação entre as transformações da educação superior e o desenvolvimento capitalista no Brasil. Com base no referencial teórico marxista e na análise histórica, argumenta-se que os interesses de classes dominantes nas condições da particularidade brasileira não tornaram imprescindíveis formas autônomas de educação superior. A revolução burguesa se desenvolveu conforme padrões conservadores, não reproduzindo as formas clássicas e, neste sentido, dando origem a um tipo de educação superior também conservador, pouco abrangente, e com funções distintas de outras experiências históricas. Na primeira parte do estudo (capítulos 1 e 2), examina-se esse processo de desenvolvimento sob condições particulares, articulando o caso brasileiro ao desenvolvimento global do modo de produção capitalista. Na segunda parte (capítulos 3, 4 e 5), observam-se as determinações desta particularidade no campo educacional, em especial da educação superior. Esta análise foca o período que vai das reformas do ensino superior da Ditadura aos dias atuais, quadrante histórico que demarca o encerramento da revolução burguesa de extração colonial. Com este, a educação superior tende a se (re)ajustar definitivamente aos padrões da dominação imperialista e da subordinação ao grande capital. / Abstract: This study examines the relationship between changes in the higher education and capitalist development in Brazil. Based on Marxist theory and historical analysis, it is argued that the interests of dominant classes within the conditions of Brazilian particularity did not become indispensable autonomous forms of higher education. The bourgeois revolution unfolded according conservative standards, not reproducing classical forms and, thereby, giving rise to a kind of higher education also conservative and elitist. The first part of the study (chapters 1 and 2) examines this development process under particular conditions, linking Brazil with the global development of capitalist mode of production. The second part (chapters 3, 4 and 5) examines the determinations of this particularity in education, especially in higher education. This analysis covers the period from 68?higher education reforms to contemporary reforms, which marks the historical quarter closing of bourgeois revolution of colonial extraction. With this, higher education tends to (re)fit the patterns of imperialistic domination and subordination to the interests of capital. / Doutorado / Filosofia e História da Educação / Doutor em Educação
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