Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

How doctoral students view their institution's ability to resolve problems may be directly related to their overall satisfaction of the institution. Challenges such as barriers to communication could have a negative effect on the students' ability to be retained by the institution. Policies to address issues relating to retention; high default rates on student loans and student services are increasing and more constraining. While the literature indicates the formation of federal policies to monitor recruitment practices of for-profit online institutions, it is not known to what extent these policies have influenced the quality of postrecruitment services. Using the theoretical framework of Vincent Tinto's model of student retention, this qualitative phenomenological study analyzes the quality of these postrecruitment policies related to enrollment, financial, and problem resolution from the perspective of students. Data were collected from 20 current and former doctoral students of online programs at for-profit institutions through inteviews. These interview data were transcribed, and then subjected to open coding and thematic analysis. Findings indicate that participants perceive that their institutions were prepared to resolve problems; however, communication issues were prevalent largely because of the asynchronous nature of email communication or differences in time zones. Based on these findings, the recommendation is for institutions to consider reevaluating methods of communication with students. Social change can be obtained by utilizing the students' experiences to facilitate improvements in the for-profit sector to minimize the opportunity for snowball effects such as retention challenges.

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No. of bitstreams: 1 5862.pdf: 2265910 bytes, checksum: 08a97d66a81ecf0fb0a0ba353965fa71 (MD5) Previous issue date: 2014-02-28 / Universidade Federal de Minas Gerais / The higher education policies recently adopted in Brazil, especially the Support Program to Restructuring and Expansion Plans of Federal Universities REUNI and the National Program of Reorientation of the Professional Training in Health Pró- Saúde, have promoted the expansion of courses and vacancies in Federal Institutions of Higher Education (IFES) and has redirected the formation of professionals those work in health area respectively, with implications also for the training of occupational therapists.This study aimed to understand the deployment process and the folding downof the REUNI and Pró-Saúde with relation to undergraduate courses in occupational therapy from IFES and its Political Pedagogical Projects, tracing a general overview of how the teaching of occupational therapy has being developed in those institutions, since when those Programs have been implemented. Also it searched to identify the explicit discussion in undergraduate of the social occupational therapy in particular, through curriculum contents. For the realization of this study, besides the composition of the theoretical reference for analysis in the scope of the higher education and occupational therapy in Brazil, it was realized interviews with coordinators of undergraduate courses in occupational therapy from IFES in operation between 2012 and 2013, and the documentary survey of their political-pedagogical projects. By the systematization and analysis of data it was found that the REUNI had a big impact to the area, having been fundamental to the expanding process of public vacancies in occupational therapy, mainly to regions of the country those didn´t have this undergraduate degree in a public institution of higher educationyet. On the other hand, the Pro-Saúde wasn´t a substantial presence in most of the courses studied and their repercussions in the area were indirects. In a general way, the undergraduate courses in occupational therapy from IFES are in line with the National Curricular Guidelines, however, curricular flexibility promoted by them, as the normative imposed for courses deemed of the health area, have influenced the teaching of occupational therapy and reflected negatively on subareas those are not only of the health sector, such as social occupational therapy. The contents of this subarea are little inserted in the curriculum of courses and the most of them it is not specifically discussed. It is concluded by the need for rediscussion inside the occupational therapy of the guiding elements of undergraduate education especially in reference to the defense, or not, of a professional with generalist profile. / As políticas de ensino superior recentemente adotadas no Brasil, em especial o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais REUNI e o Programa Nacional de Reorientação da Formação Profissional em Saúde Pró-Saúde, promoveram a ampliação de cursos e vagas em Instituições Federais de Ensino Superior (IFES) e o redirecionamento da formação de profissionais que atuam na área da saúde, respectivamente, com implicações também para a formação de terapeutas ocupacionais. O presente trabalho buscou compreender o processo de implantação e o rebatimento do REUNI e do Pró-Saúde com relação aos cursos de graduação em terapia ocupacional das IFES e aos seus Projetos Político-Pedagógicos, traçando um panorama geral de como vem sendo desenvolvido o ensino de terapia ocupacional nessas instituições, desde esse enfoque; igualmente, buscou identificar a discussão explicita na graduação, por meio de conteúdos curriculares, acerca da terapia ocupacional social, em particular. Para a efetivação do estudo, além da composição do referencial teórico para as análises no âmbito do ensino superior e da terapia ocupacional no Brasil, foram realizadas entrevistas com os coordenadores dos cursos de graduação em terapia ocupacional das IFES em funcionamento, entre 2012 e 2013, e o levantamento documental dos seus Projetos Político-Pedagógicos. Pela sistematização e análise de dados, verificou-se que o REUNI teve um grande impacto para a área, tendo sido fundamental para o processo de expansão de vagas públicas na terapia ocupacional, principalmente, para regiões do país que, até então, não possuíam esse curso de graduação em uma Instituição de Ensino Superior (IES) pública. Por outro lado, o Pró-Saúde não foi uma presença significativa na grande maioria dos cursos estudados; seus reflexos na área foram indiretos. De forma geral, os cursos de graduação em terapia ocupacional das IFES estão em consonância com as Diretrizes Curriculares Nacionais, contudo, a flexibilização curricular promovida por estas, assim como as normativas impostas para os cursos considerados da área da saúde , têm influenciado o ensino de terapia ocupacional e repercutido negativamente em subáreas que não se delineiam apenas no setor saúde, como é o caso da terapia ocupacional social. Os conteúdos dessa subárea se inserem de forma muito minoritária nos currículos dos cursos e, em boa parte deles, não é especificamente abordada. Conclui-se pela necessidade de rediscussão, no interior da terapia ocupacional, dos elementos norteadores da formação graduada, sobretudo, em referência à defesa, ou não, de um profissional com perfil generalista.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-01-24T19:53:40Z No. of bitstreams: 1 Rui Anderson Costa Monteiro.pdf: 1703905 bytes, checksum: e8f890ffb9056c9be8c21abd1a091516 (MD5) / Made available in DSpace on 2018-01-24T19:53:40Z (GMT). No. of bitstreams: 1 Rui Anderson Costa Monteiro.pdf: 1703905 bytes, checksum: e8f890ffb9056c9be8c21abd1a091516 (MD5) Previous issue date: 2017-08-30 / The contexts of industrial-urban development from the last decades of the nineteenth century to the first of the twentieth century strongly marked the constitution and the debate about the creation of university institutions in the country. With the establishment of higher education by the university, the neoliberal context in which Brazil was inserted, based on the logic of markets and the corresponding culture of capitalism, the country became hostage to international parameters of regulation and evaluation defined from the centers of the accumulation system. As part of the result, we experience the exclusion of broader sectors of society. In higher education this is latent when we analyze the opportunities of access and permanence in public universities. From this scenario, proposals of institutions with an anti-hegemonic bias have arisen, regarding epistemological aspects and inclusion policies, among them the Federal University of the South Frontier, whose model presents itself as proposal of implantation and valorization of this project. In this sense, Obeduc-Capes / Uninove aimed to study the institutional matrices and the organizational structure of the recent universities created at the beginning of the 21st century in Brazil, in order to differentiate them from the traditional higher education models that historically influenced the organization of the sector in the country: Napoleonic, Humboldtian, American. By triangulating the data collected from the UFFS documents, the interviews with the managers and the answers of the university students, the research sought to verify if this federal institution constitutes a popular university and what the political-institutional and pedagogical challenges for its implantation. It consisted of a field research, of quantiqualitative analysis from the technique of categorization according to the one advocated by Content Analysis. Comparing the popular education propositions of the researchers representing our theoretical references, the documentary data that affirmed the UFFS popular project, the positions of the managers on the challenges faced with the implementation of this project and the students' perceptions about the popular nature of this model in construction, the dimensions of management, inclusion, assessment of learning and curriculum matrix were used for the exposition and confirmation of the conjecture presented. We consider the project of a self-declared university popular, even though it is not full, in the way of the realization by the advance in the attendance to the dimensions here researched and it shows an innovative proposal for the superior education of the 21st century. / Los contextos de desarrollo industrial-urbano de las últimas décadas del siglo XIX a las primeras del siglo XX marcaron fuertemente la constitución y el debate sobre la creación de instituciones universitarias en el país. Con el establecimiento de la educación superior por la universidad, el contexto neoliberal en el que Brasil se insertó, fundamentado en la lógica de los mercados y en la correspondiente cultura del capitalismo, el país se volvió rehén de parámetros internacionales de regulación y evaluación definidos a partir de los centros del país, sistema de acumulación. Como parte del resultado, vivimos la exclusión de sectores más amplios de la sociedad. En la enseñanza superior esto queda latente cuando analizamos las oportunidades de acceso y permanencia en las universidades públicas. A partir de este escenario, surgieron propuestas de instituciones con un sesgo contra hegemónico, en lo que se refiere a los aspectos epistemológicos y de políticas de inclusión, entre ellas, la Universidad Federal de la Frontera Sur, cuyo modelo se presenta como propuesta de implantación y valorización de este proyecto. En este sentido, el Obeduc-Capes / Uninove objetivó estudiar las matrices institucionales y la estructura organizacional de las recientes universidades creadas a principios del siglo XXI en Brasil, teniendo en vista las mismas plantear diferenciación en relación a los modelos tradicionales de educación superior que históricamente influyeron en la organización del sector en el país: napoleónico, humboldtiano, estadunidense. En el análisis de los datos recogidos de los documentos de la UFFS, de las entrevistas con los gestores y de las respuestas de los universitarios, se buscó con la investigación verificar si esa institución federal constituye una universidad popular y cuáles son los desafíos político-institucionales y pedagógicos para su implantación. Se consistió en una investigación de campo, de análisis cuantiqualitativa a partir de la técnica de categorización según lo preconizado por el Análisis de Contenido. Cotejando las proposiciones de la educación popular de los investigadores representantes de nuestras referencias teóricas, los datos documentales que afirman el proyecto popular de la UFFS, las posiciones de los gestores sobre los desafíos enfrentados con la implantación de ese proyecto y las percepciones de los estudiantes sobre la naturaleza popular de este modelo en se utilizaron las dimensiones de la gestión, de la inclusión, de la evaluación del aprendizaje y de la matriz curricular para la exposición y confirmación de la conjetura presentada. Consideramos el proyecto de universidad autodeclarada popular, aun no siendo pleno, en el camino de la efectivación por el avance en la atención a las dimensiones aquí investigadas y se muestra una propuesta innovadora para la educación superior del siglo XXI. / Os contextos de desenvolvimento industrial-urbano das últimas décadas do século XIX às primeiras do século XX marcaram fortemente a constituição e o debate sobre a criação de instituições universitárias no país. Com o estabelecimento da educação superior pela universidade, o contexto neoliberal no qual o Brasil se inseriu, fundamentado na lógica dos mercados e na correspondente cultura do capitalismo, o país tornou-se refém de parâmetros internacionais de regulação e avaliação definidos a partir dos centros do sistema de acumulação. Como parte do resultado, vivenciamos a exclusão de setores mais amplos da sociedade. No ensino superior isso fica latente quando analisamos as oportunidades de acesso e permanência nas universidades públicas. A partir deste cenário, surgiram propostas de instituições com um viés contra hegemônico, no que se refere aos aspectos epistemológicos e de políticas de inclusão, dentre elas, a Universidade Federal da Fronteira Sul, cujo modelo se apresenta como proposta de implantação e valorização deste projeto. Neste sentido, o Obeduc-Capes/Uninove objetivou estudar as matrizes institucionais e a estrutura organizacional das recentes universidades criadas no início do século XXI no Brasil, tendo em vista as mesmas proporem diferenciação em relação aos modelos tradicionais de educação superior que historicamente influíram na organização do setor no país: napoleônico, humboldtiano, estadunidense. Triangulando os dados levantados dos documentos da UFFS, das entrevistas com os gestores e das respostas dos universitários, buscou-se com a pesquisa verificar se essa instituição federal constitui uma universidade popular e quais os desafios político-institucionais e pedagógicos para sua implantação. Consistiu-se em uma pesquisa de campo, de análise quantiqualitativa a partir da técnica de categorização segundo o preconizado pela Análise de Conteúdo. Cotejando as proposições da educação popular dos pesquisadores representantes de nossas referências teóricas, os dados documentais que afirmam o projeto popular da UFFS, as posições dos gestores sobre os desafios enfrentados com a implantação desse projeto e as percepções dos estudantes sobre a natureza popular deste modelo em construção, foram utilizadas as dimensões da gestão, da inclusão, da avaliação da aprendizagem e da matriz curricular para a exposição e confirmação da conjectura apresentada. Consideramos o projeto de universidade autodeclarada popular, mesmo não sendo pleno, no caminho da efetivação pelo avanço no atendimento às dimensões aqui pesquisadas e se mostra uma proposta inovadora para a educação superior do século XXI.

Η παρούσα διδακτορική διατριβή έχει ως στόχο τη συνεισφορά στην ανάλυση και ερμηνεία της έντασης και διαμάχης κατά τη διάρκεια παραγωγής και εφαρμογής προγραμμάτων πολιτικής σχετικών με τη διασφάλιση της ποιότητας στο ελληνικό πανεπιστήμιο. Η βασική θεώρηση της εργασίας είναι ότι δρώντες (συλλογικοί και μεμονωμένοι) σχηματίζουν δίκτυα πολιτικής τα οποία συνασπίζονται και συγκρούονται με άλλους αντίστοιχους συνασπισμούς δικτύων έχοντας ως διακύβευμα την προώθηση και εφαρμογή πολιτικών σχετικά με το πανεπιστήμιο. Από την ανάλυση της ελληνικής περίπτωσης διαφαίνεται ότι κάθε προσπάθεια προώθησης ενός θεσμοποιημένου συστήματος διασφάλισης της ποιότητας στα ελληνικά πανεπιστήμια είχε ως αποτέλεσμα την αύξηση της έντασης στο χώρο του πανεπιστημίου. Οι ελληνικές κυβερνήσεις εντατικοποίησαν τις προσπάθειές τους για την ψήφιση και εφαρμογή ενός σχετικού νόμου, καθώς το θέμα της διασφάλισης της ποιότητας είχε τεθεί ως κεντρικό, ήδη από το 1998, μέσω των ευρωπαϊκών εκπαιδευτικών πολιτικών στην ανώτατη εκπαίδευση. Η παραγωγή, η επεξεργασία και η ερμηνεία των ερευνητικών δεδομένων οδήγησε επιγραμματικά στα κεντρικά ευρήματα της παρούσης διδακτορικής διατριβής: Η πρώτη αλλαγή πολιτικής πραγματοποιείται το 2005 με την παραγωγή συγκεκριμένου προγράμματος πολιτικής για τη διασφάλιση της ποιότητας στο ελληνικό πανεπιστήμιο (Ν.3374/2005). Η αλλαγή αυτή πραγματοποιείται κυρίως εξαιτίας των εξωτερικών συνθηκών του υποσυστήματος. Τόσο πριν από την παραγωγή του προγράμματος όσο και αμέσως μετά δημιουργούνται δύο ισχυροί αντιτιθέμενοι συνασπισμοί δικτύων με συγκρίσιμους πόρους. Κατά τη διάρκεια της αρχικής περιόδου εφαρμογής του προγράμματος, οι εξελίξεις εντός του υποσυστήματος πολιτικής του ελληνικού πανεπιστημίου προκαλούν αλλαγές στους πόρους των δύο συνασπισμών και στη θέση ισορροπίας της ισχύος. Ο συνασπισμός δικτύων «Εναντίον» του προγράμματος πολιτικής φαίνεται να αποδυναμώνεται διαρκώς με αποτέλεσμα να μην μπορεί να διατηρήσει με αποτελεσματικό τρόπο την ένταση σε υψηλά επίπεδα. Ο δε συνασπισμός «Υπέρ» φαίνεται να ισχυροποιείται αρκετά έναντι του αντιτιθέμενου συνασπισμού, με αποτέλεσμα να μπορεί να μεταβάλλει τις μεταξύ τους ισορροπίες ώστε να δημιουργούνται σαφώς ευνοϊκότερες συνθήκες για την υλοποίηση του προγράμματος, ιδιαίτερα από το 2008 και μετά. Οι παραπάνω αλλαγές πολιτικής, αν και σημαντικές, δεν συνοδεύονται από παράλληλη παραγωγή γνώσης εξαιτίας πολιτικής εμπειρίας τόσο εντός όσο και μεταξύ των αντιμαχόμενων συνασπισμών δικτύων. Αυτό συμβαίνει παρά το γεγονός ότι η πολιτική εμπειρία δεν υπήρξε αμελητέα καθώς η σύγκρουση και η αντιπαράθεση για το συγκεκριμένο ζήτημα πολιτικής ήταν διαρκώς παρούσα για μία δεκαετία περίπου. / The present thesis aims to the contribution in analysis and interpretation of intensity and conflict during the establishment and implementation of policy programs relative with Quality Assurance in Greek Universities. The basic view of this thesis is that actors form policy networks which create advocacy coalitions and collide with other corresponding network coalitions having at risk the establishment and implementation of policies programs for universities. It seems that in Greece whenever an effort for the establishment of institutionalized quality assurance system takes place the result is the presence of intensity and conflict. However, European educational policies in higher education since 1998 have placed quality assurance as one of the main action lines, fact that results the intensifying of efforts of Greek governments for the voting and implementation of a relative law. The production, the analysis and finally the interpretation of research data led succinctly to the central findings of the present thesis: In 2005 due to external to the policy sub-system events and parameters a first policy change takes place with the establishment of a policy program of quality assurance in universities (Law 3374/2005). So much before the establishment of the policy program what immediately afterwards, at the first period of implementation, two powerful conflicting advocacy coalition networks with comparable resources are created. During the initial period of the policy program implementation developments internal to the policy sub-system of Greek university cause changes in the allocation of resources in the two coalition networks. The advocacy coalition network “Against” the policy program appears to be permanently undermined. As a result this coalition finds difficulties on maintaining with effective way the intensity in high levels. The advocacy coalition network “In favour” to the policy program appears to be strengthened enough against the conflicting coalition. Therefore, this coalition is able to alter the balance point between the two advocacy coalitions and to create more favourable conditions for the implementation of the policy program particularly from 2008 and afterwards. These policy changes, no matter how important they are, they are not accompanied by production of “policy oriented learning” inside or across the conflicting advocacy coalitions. Policy oriented learning does not take place despite the fact that the policy experience of all actors and networks on this specific policy theme was not negligible since the conflict and the juxtaposition on the specific policy issue was continuously present for roughly a decade.

Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.<p>Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.<p>Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.<p> / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished