Este trabalho tem como objetivo central a pesquisa sobre o processo de financeirização do capital no ensino superior do setor privado com fins lucrativos no Brasil (2007-2012), por meio dos estudos das empresas educacionais Anhanguera Educacional Participações S.A., da Estácio Participações S.A. e da Kroton Educacional S.A. Com a revisão bibliográfica de trabalhos pertinentes ao tema, como livros, artigos, teses, dissertações e textos publicados em veículos de comunicação de massa, junto com os dados estatísticos disponibilizados principalmente por instituições governamentais e pelas empresas educacionais, almejou-se discutir a problemática, de forma crítica, e inserir novas contribuições teóricas para o debate educacional vinculado ao tema. Ainda que o assunto tenha despertado nos últimos anos a preocupação de um maior número de pesquisadores, as pesquisas sobre essa questão ainda são bastante insuficientes. Assim, a principal contribuição deste texto consistiu na análise da trajetória dos exercícios sociais delimitados para as três companhias, onde foi possível observar como, por exemplo, as novas estratégias de gestão corporativa; as suas inserções no mercado de ações; a participação de grandes fundos de investimentos (nacionais e estrangeiros); as pequenas melhorias na distribuição de renda no país nos últimos anos; bem como os incentivos governamentais como as bolsas de estudos e a renúncia fiscal permitiram um importante crescimento para todas elas. Além da introdução, que apresenta o trabalho, o texto conta com mais cinco partes. No capítulo 1, faz-se uma revisão sobre a legislação e a bibliografia associada ao ensino superior, com o foco no setor privado, desde o período do regime militar até a primeira metade dos anos de 2010. Em seguida, no capítulo 2, trabalha-se com os dados estatísticos para o ensino superior, com destaque para o setor privado no segmento particular, em especial depois da segunda metade dos anos de 1990, até o final dos anos 2000. Para o capítulo 3, discute-se a mercantilização para o nível de ensino, ao trazer para o debate a questão dos organismos internacionais; da qualidade; das políticas públicas para o financiamento estudantil, da renúncia fiscal e das bolsas de estudos no setor privado; além da financeirização do capital para o ensino superior do setor privado no segmento particular. O capítulo 4 introduz ao debate a questão da gestão corporativa para as três empresas educacionais, com a análise de alguns de seus documentos, bem como buscou caracterizar as três companhias, no período de 2007 a 2012, por meio de seus dados operacionais e financeiros, diante da consulta a uma série de documentos disponíveis nos seus endereços eletrônicos associados às relações com investidores. Por fim, as considerações finais apresentaram alguns dos principais resultados do trabalho. / This work has as main objective the research about the process of financialisation of capital in higher education of the for-profit private sector in Brazil (2007-2012), through the studies of educational companies Anhanguera Educacional Participações S.A., the Estácio Participações S.A. and Kroton Educacional S.A. With the bibliographical revision of works relevant to the theme, how to books, articles, theses, dissertations and texts published in mass media, along with the statistical data provided mainly by governmental institutions and educational undertakings, stardom-discuss the problematics, critically, and insert new theoretical contributions to the educational debate linked to the theme. Even though the matter has aroused concern in recent years an increasing number of researchers, the research on this issue are still quite inadequate. Thus, the main contribution of this text consisted in the analysis of the trajectory of the delimited for the social exercises three companies, where it was possible to observe how, for example, the new corporate management strategies; their insertions on the stock market; the participation of large investment funds (domestic and foreign); small improvements in income distribution in the country in recent years; as well as Government incentives such as scholarships and tax waiver allowed a significant growth for all of them. In addition to the introduction, which presents the work, the text has five parts. In Chapter 1, a review on the legislation and the bibliography linked to higher education, with the focus on the private sector, since the period of the military regime until the first half of 2010. Then, in Chapter 2, working with the statistical data for the higher education, with emphasis on the private sector in particular, especially after the second half of the year 1990, until the end of the year 2000. For Chapter 3, we discuss the commercialization to the level of education, to bring to the debate the issue of international bodies; the quality; public policies for student financing, the tax waiver and scholarships in the private sector; Besides the financialisation of the capital for the private sector higher education in particular. Chapter 4 introduces the debate the issue of corporate management for the three educational companies, with the analysis of some of its documents, as well as sought to characterize the three companies, in the period from 2007 to 2012, through its operational and financial data, in front of the query to a series of documents available in their electronic addresses linked to investor relations. Lastly, the final considerations presented some of the main results of the work.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 RICARDO_Arquivo Combinado 2_PUBLICAR.pdf: 14078803 bytes, checksum: 946d56c7d573af1aed4d9038b7996605 (MD5) Previous issue date: 2012-08-29 / The aim of autonomy is part of the university since its creation in the Middle Ages, and due to interventions made by the Church and the State, great changes were brought about. Such a concept is a complex one and has generated various discussions, different interpretations and trends of thought. For some scholars, the autonomy is the dismissal of any limit or link with the State, the university is entitled to self-government; for others, such autonomy is viewed as relative and is emphasized as to specific issues to the extent that the university presents an improvement in the quality of its teaching. This research was carried out to ponder on the creation of the University in Brazil and the importance of Private Higher Education Institutions, their development into corporations and the search for autonomy by means of Educational Reforms proposed by the State, and changes brought about along history. For that analysis, one investigated the environments of Universidade do Oeste Paulista (Unoeste) teaching, research and services extended to the community in order to verify which of those higher education functions is allowed greater freedom to achieve self-government and whether the application of the University Autonomy (granted by art. 207 of the 1988 Federal Constitution) is being put into practice or whether the new Laws, Decrees and Administrative Rules enacted by the State interfere, directly or indirectly, within the university jurisdiction. To carry out this research and achieve its aims, one adopted a qualitative approach, a descriptive historical course, with a critical-dialectical epistemological axis in a case study. One used in the research documents concerning Unoeste, acts such as Bylaws, Internal Rules, minutes of the University Research and Graduate Board and those laws dealing with the issue of research. It points to the conclusion that the university autonomy should not be mistaken as a constitutional device, but rather as a process in progress. / A ideia de autonomia acompanha a universidade desde sua criação, na Idade Média, e devido às intervenções da Igreja e do Estado houve grandes transformações. Esse conceito é complexo e vem promovendo várias discussões, interpretações e linhas de pensamentos diferentes. Para alguns, a autonomia é a negação de qualquer limite ou vínculo com o Estado, a universidade tem o poder de se autogovernar; para outros, essa autonomia é relativa e se acentua em pontos específicos à medida que a universidade apresenta um crescimento na qualidade do ensino. O desenvolvimento desta pesquisa objetivou descrever a criação da Universidade no Brasil e a importância das Instituições Privadas de Ensino, sua evolução como corporação e a busca pela autonomia por meio das Reformas Educacionais propostas pelo Estado, e suas transformações no decorrer da história. Para esta análise, foram investigados os ambientes da Universidade do Oeste Paulista (Unoeste) a fim de verificar quais dessas funções da educação superior têm maior liberdade para se autogovernar e se a aplicação da Autonomia Universitária (concedida pelo art. 207 da Constituição Federal de 1988) está sendo exercida ou se as novas Leis, Decretos e Portarias Normativas expedidas pelo Estado interferem, direta ou indiretamente, na esfera de competência das universidades. Para a realização desta pesquisa e alcance dos objetivos traçados, adotou-se a metodologia histórica descritiva, num estudo de caso. Na pesquisa, foram utilizados documentos da Unoeste, tais como: Estatuto, Regimento Interno, atas dos Conselhos Universitário de Pesquisa e Pós-Graduação, fotos e as legislações que tratam do referido assunto da pesquisa. A conclusão reporta que a autonomia universitária não pode apenas ser confundia como um dispositivo constitucional, mais sim como um processo em plena construção.

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / M Ed / unrestricted

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The two-year private college has been recognized as a valuable sector of American higher education; yet, its documented decline has failed to incite substantial research focusing on the how and why. This study explored the plight and potential of one particular set of private institutions, the two-year United Methodist colleges, which exhibit characteristics that both distinguish and closely align them with the broader institutional classification as two-year private colleges. By means of a multi-case approach, this study attempted to identify significant opportunities and threats perceived by chief executive officers that affect the viability of these representative institutions. Ultimately, the study sought to document the strategies employed by these schools to ensure their continued existence. The researcher intended to strengthen the empirical foundation for an informed discussion of the issues affecting this unique sector of higher education and, specifically, to identify relevant variables that may be used in subsequent research efforts. The results of the study indicate that the two-year United Methodist colleges share opportunities and challenges with the small, four-year liberal arts college and the general category of religious colleges. At the same time, the data reflect intra-group differences that contribute to the distinctiveness of the individual institutions. Clearly, the future appears to be questionable for this institutional sector that is small in terms of the number of colleges operating and the volume of students served. However, as the first authentic American contribution to the higher education landscape, the two-year private and church-related college continues to serve a unique purpose with its own particular approach to student development, academic endeavors, communal activities, and organizational operation. These institutions contribute to the diversity of the higher education system in the United States as a body of colleges specifically committed to the needs of freshmen and sophomores in an environment characterized by a strong sense of values and community. The impact of their extinction is inestimable but would undoubtedly diminish the pluralism that is so greatly valued in the American higher education system.

A dissertação analisa o Projeto Bolsa Universidade (PBU), considerando a parceria das instituições de ensino superior privadas com o Programa Escola da Família (PEF) e suas relações com a expansão e privatização no ensino superior paulista. De natureza qualitativa, a pesquisa compreendeu o levantamento e a análise de documentos na Secretaria de Estado da Educação e entrevistas com seus gestores de modo a apurar o histórico, descrever e analisar a implementação do Projeto Bolsa Universidade no período de 2003 a 2014. A evolução do PEF e PBU nesses onze anos aponta para uma acentuada redução de número de escolas atendidas e de Instituições de Ensino Superior envolvidas, enquanto o número de bolsistas diminui em proporção muito menor. A investigação constatou a falta de publicidade e transparência de dados básicos e enfrentou dificuldade de acesso às informações sobre o financiamento e custo do PBU. A pesquisa conclui que ao longo de sua trajetória, essa política pública sofreu mudanças que deslocaram seu foco do ensino básico para a concessão de bolsas de estudo e o subsídio ao ensino superior privado. / This masters dissertation analyzes the Projeto Bolsa Universidade (University Scholarship Project), considering the partnership of private higher education institutions with the Programa Escola da Família (Family School Program) and its relations with the expansion and privatization of higher education in São Paulo. In a qualitative way, the research included the collection and analysis of documents in the State Department of Education and interviews with its managers in order to ascertain its history. It also describes and analyzes the implementation of the Projeto Bolsa Universidade (University Scholarship Project), from 2003 to 2014. The evolution of the PEF and PBU in these eleven years points to a marked reduction in the number of schools attended and of Higher Education Institutions involved, while the number of attendance to the fellows decreases in a much smaller proportion. The investigation found an absence of data and a great difficulty of access to the information public on the financing and real cost of the PBU. The research reveals the trajectory of this public policy and the changes that have made it shift the focus from basic education to subsidy to private superior education.

O trabalho apresenta um percurso formativo constituído por duas dimensões: uma não formal, em processo de auto-organização comunitária no bairro periférico chamado Cabuçu, no município de Guarulhos, Grande São Paulo; outra formal, a partir do processo construtivo de proposta pedagógica no curso de Turismo de um empreendimento de ensino superior (uma faculdade isolada com fins lucrativos). À luz de referencial teórico metodológico composto por discussões sobre concepções de educação e da pesquisa e extensão como recursos pedagógicos a qualificar uma formação superior de baixa qualidade, cada vez mais mercantilizada e delegada ao setor privado, a investigação se pautou por expor a evolução da educação superior no Brasil desde seu surgimento, como forma de delinear o panorama deste nível de ensino com seus diferentes caminhos, funções, finalidades e complexidade, passando pela descrição do processo formativo que compõe o objeto de estudo, culminando em uma análise que encerra a dissertação. Os procedimentos de pesquisa utilizados formam um quadro composto pelo estudo de caso, tendo a observação direta, o levantamento documental e entrevistas como fontes de evidências, além da revisão de literatura que orientou a contextualização do objeto, a abordagem e as perspectivas de análise. Como resultados do caminho investigativo observam-se o movimento, por vezes inconsciente, da auto-organização comunitária como processo formativo dos envolvidos direta e indiretamente, apontando para outra concepção de educação, mais afeta a compreendê-la como mediadora de alternativas emancipatórias na direção de superar conflitos identificados na realidade a partir de leituras críticas da mesma; o que gera as possibilidades de tais processos educativos em empreendimentos particulares de ensino superior são justamente as deficiências intrínsecas àquelas empresas de ensino que operam de acordo com uma lógica que condiciona a desqualificação do ensino ofertado; ao descrever e refletir sobre a articulação entre o ensino, a pesquisa e a extensão como recursos pedagógicos mediando o processo formativo comunitário auto-organizado e sua integração a uma organização de ensino, evidencia-se as possibilidades que se abrem a uma situação diferenciada em se tratando de ensino superior: um processo não formal de educação pautando o curso de uma instituição formal, tanto no que se refere ao currículo e à proposta pedagógica do curso, como também às formas de organização e diálogo entre professores e estudantes no que se refere à busca por mecanismos decisórios mais democráticos sobre o curso. / The work presents a formation consisting of two dimensions: a non-formal, in the process of community self organization called Cabuçu, periph district in the municipality of Guarulhos, São Paulo; another formal, from the constructive process of pedagogical proposal in the course of tourism private higher education faculty isolated (makingnot). The theoretical referential light composed discussions on methodological conceptions of education and research and extension as pedagogical resources qualify a low quality higher education, increasingly commodificated and delegated to the private sector, research was marked by exposing the development of higher education in Brazil since its emergence as a way to outline the scenery this level of education with its different paths, functions, purposes and complexity by training process description that renders the object of study, culminating in an analysis that ends the dissertation. Search procedures form a composite frame used by case study, having direct observation, the documentary survey and interviews as sources of evidence, in addition to the literature review that guided object\'s context, the approach and the analysis perspective. As investigative path results the movement, sometimes unconscious, community self organization of training process involved as directly and indirectly, pointing to another more education, design affects the understand it as a mediator of alternatives emancipatórias toward overcoming conflicts found in fact from the same comprehensions; the criticism that generates the possibilities for such educational processes in higher education private enterprises are intrinsic precisely those deficiencies that companies operate in accordance with a logic that makes the disqualification of education offerings; to describe and reflect on the relationship between education, research and pedagogical resources extension as mediating community self training process is organized and its integration with an organization of education, highlights the possibilities that open up to diferentiated when it comes to higher education: a non-formal education process with the course of a formal institution, both with regard to curriculum and educational course proposal, but also the forms of organization and dialogue between teachers and students in the search for more democratic decision-making mechanisms on the course.

Made available in DSpace on 2016-04-29T14:16:40Z (GMT). No. of bitstreams: 1 Valeria de Oliveira Albuquerque.pdf: 1204119 bytes, checksum: f224a058d3a86ee6a6a32a0c384a8cfe (MD5) Previous issue date: 2015-03-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis discusses the teaching in higher education Private institutions in the city of São Paulo (IPES), and aims to analyze the conditions and relations in which this work is done, individualising its implementation, especially in the context of growth private education. With regard to the object of this study, we consider teaching a type of work inserted in capitalist relations of production and their living subjects - teachers - employed in the service sector. We tried to understand how higher education facing the market and the capitalist sociability conditions, determines and features the work of social worker in teaching, and to identify current strategies of labor precarization ties and intensification of the teaching workload social worker in IPES. For the unveiling of the thesis subject, bibliographical and documentary research has been done, and access to other sources as major newspapers and internet research, considering the rapid changes in the nature of the sponsors of the IPES, in these last five years have engaged in intense economic processes of sale, merger, acquisition and opening of capital in the stock market, which imposed new elements for teaching and research. To collect empirical data, there was qualitative research, based on semi-structured interviews and form, and personal contacts, by email or by phone. Direct observation was due to some interviews have taken place in the space of IPES, where interviewed on assignment. The research sample comprised 14 Private Institutions of Higher Education (IPES), offering classroom course of social work in the city of São Paulo. The subject of research were 13 social workers teachers, with bond of at least 3 semesters in a row in the same IPES. The analysis, based on the studies and the results of empirical research, pointed out that the main factor of precarization and intensification of teaching is the incompatibility between the procurement regime hourly and own demands of teaching in university teaching / Esta tese discute o trabalho docente nas Instituições Privadas de Ensino Superior na cidade de São Paulo (IPES), e tem o objetivo de analisar as condições e relações em que este trabalho se concretiza, particularizando a sua realização, sobretudo, no contexto de crescimento da educação privada. No que se refere ao objeto deste estudo, consideramos a docência um tipo de trabalho inserido nas relações capitalistas de produção e seus sujeitos vivos os professores trabalhadores assalariados do setor de serviços. Buscou-se entender como a educação superior voltada para o mercado e para a sociabilidade capitalista condiciona, determina e caracteriza o trabalho do assistente social na docência, bem como apontar as estratégias atuais de precarização dos vínculos trabalhistas e de intensificação da carga de trabalho do docente assistente social nas IPES. Para o desvendamento do objeto da tese, foram realizadas pesquisas bibliográfica e documental, além do acesso a outras fontes como jornais de grande circulação e pesquisa na internet, considerando as rápidas mudanças na natureza das mantenedoras das IPES, que nesses últimos cinco anos se envolveram em intensos processos econômicos de venda, fusão, aquisição e abertura de capitais na bolsa de valores, o que impôs novos elementos para o trabalho docente e para a pesquisa. Para a coleta de dados empíricos, realizou-se pesquisa de natureza qualitativa, tendo como base entrevistas semiestruturadas e formulário, além de contatos pessoais, por e-mail ou por telefone. A observação direta se deu em razão de algumas entrevistas terem se realizado no espaço da IPES, onde a entrevistada realizava seu trabalho. O universo da pesquisa compreendeu 14 Instituições Privadas de Ensino Superior (IPES), com oferta de curso presencial de Serviço Social na cidade de São Paulo. Os sujeitos da pesquisa foram 13 assistentes sociais professoras, com vínculo de pelo menos 3 semestres seguidos na mesma IPES. A análise realizada, a partir dos estudos e dos resultados da pesquisa empírica, apontou que o principal fator de precarização e intensificação do trabalho docente é a incompatibilidade entre o regime de contratação horista e as demandas próprias do trabalho docente no magistério superior

As urban areas have come to increasing dominate the social landscape, rurality is often defined in negative ways such as being backwards, simple, or even deviant. Urbanormativity is a theoretical approach developed to capture the normative and structural impacts and implications of privileging the urban. The result is not only the construction of urban as correct and positive and rurality as abnormal and backwards, the cultural ideology impacts the structural flow of resources which negatively impacts and results in a marginalization of rural areas. The primary question motivating this research is how does urbanormativity shape the interactions between rural towns and private institutions of higher education located in these towns? In particular, this research examines how the rural anti-idyll and idyll concretize the urbanormative cultural ideology in a local context. Additionally, this research investigates how everyday processes of inequality are enacted adding complexity to how urbanormativity plays out in a particular setting. While much research has examined the role of higher education in urban areas, very little research has examined private higher education in rural places. Still, rural located higher education is important for rural locales as an employer, as a gathering place, as a source of job skills training, and for economic development. Emplacing rural higher education in its respective locale is also important because as an institution, rural located higher education is one mechanism through which rural localities are integrated into larger urban-focused normative and structural systems. Using a case study, this research examined the effects of urbanormativity on local constructions of rurality and the impacts for both the rural locale and the rural located private higher educational institution. In particular, urbanormative cultural ideology played out in concrete ways for both local residents and for faculty and staff of the local private university as they explained the anti-idyllic and idyllic aspects of the local context. These conceptualizations of rurality and their place within the local context hold concrete implications for decision making by residents, those employed by the institution, and the institution itself. Viewed within urbanormativity as an institution that integrates the locale with the larger society and system, this research found that the impact and implications of urbanormativity resulted in challenges including employee and student recruiting and retention as well as becoming a regional university rather than a local college placing both the local community and the private university between a rock and a hard place.

This thesis is focused on the development of private higher education systems in the Czech and the Slovak Republic. By the study of literature, legislation and by processing public and non-public statistical data, this thesis analyses the development of the private higher education system in the Czech and the Slovak Republic including their comparison and summarizes current terms that private universities must meet. Furthermore, this thesis is focused on processing the gathered statistical data of the number of private universities, their students and graduates. An integral part of the thesis is also the analysis of the study programs which are taught at private universities. The method of processing the statistical data is mainly the quantitative analysis of the data provided by the statistical offices in the Czech and Slovak Republic and by the ministries of education in both countries. The trend analysis was used for the outputs which display tendencies of phenomena in a specific period of time and comparative analysis comparing established indicators.