Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:58Z No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T12:12:02Z (GMT) No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Made available in DSpace on 2018-01-18T12:12:02Z (GMT). No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) Previous issue date: 2017-03-21 / A presente disserta??o tem como objetivo analisar o Programa Licenciaturas Internacionais (PLI) e a sua implementa??o na Universidade Federal do Rio Grande do Norte (UFRN), evidenciando suas repercuss?es para a forma??o inicial de professores. Toma como refer?ncia o PLI, criado em 2009 pelo governo brasileiro a partir da proposta do Grupo Coimbra de Universidades Brasileiras (GCUB) e se constituiu em uma estrat?gia para incentivar a perman?ncia e a forma??o inicial de professores da educa??o b?sica em cursos de educa??o superior. O Programa conta com o financiamento da funda??o Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) e tem como objetivo incentivar a mobilidade estudantil em cursos de licenciaturas entre as universidades brasileiras, portuguesas e francesas em sete ?reas de forma??o: Matem?tica, Portugu?s, F?sica, Qu?mica, Biologia, Estudos Art?sticos e Educa??o F?sica. Trata-se de uma pesquisa qualitativa, baseada na revis?o da literatura sobre a tem?tica, na an?lise de documentos internacionais que tratam das diretrizes para a internacionaliza??o do ensino superior, entre eles, documentos do Banco Mundial (BM), da Organiza??o das Na??es Unidas para a Educa??o, a Ci?ncia e a Cultura (UNESCO) e a Comiss?o Econ?mica para a Am?rica Latina e o Caribe (CEPAL). Em n?vel nacional, a pesquisa ancorou-se em documentos oriundos do Minist?rio da Educa??o (MEC) e da CAPES que criam o Programa e estabelecem suas diretrizes, bem como o Plano de Desenvolvimento Institucional da UFRN, e ainda dados disponibilizados pela Secretaria de Rela??es Internacionais da institui??o. Foram constru?das e analisadas s?ries estat?sticas de dados da oferta do PLI na UFRN nos anos de 2010 a 2013; realizadas entrevistas semiestruturadas com um gestor da UFRN que atua diretamente com o PLI, coordenadores de cursos de licenciaturas participantes do Programa e question?rios online com os estudantes que integraram o mesmo. O Programa contemplou, no per?odo do estudo (2010-2013), as licenciaturas de Ci?ncias Biol?gicas, Educa??o F?sica, Qu?mica, Matem?tica e Letras, com seis projetos aprovados pela CAPES. Conclui-se que, no contexto da internacionaliza??o do ensino superior, o PLI tem sido utilizado como uma estrat?gia n?o s? de expans?o, como tamb?m de perman?ncia dos alunos nos cursos de forma??o de professores. Apresenta pontos positivos ao permitir a mobilidade estudantil, o conhecimento de novas culturas, a dupla titula??o e uma forma??o no exterior, o que representa uma maior valoriza??o para os cursos de forma??o de professores da educa??o b?sica. No entanto, o Programa apresentou uma s?rie de fragilidades e contradi??es, entre elas: dificuldades de equival?ncia de disciplinas cursadas pelos alunos no exterior, o que ? evidenciado pela maioria dos coordenadores de projetos e pelos estudantes da UFRN que responderam ao question?rio desta pesquisa; compatibiliza??o de cr?ditos das disciplinas cursadas nos pa?ses de destino, Fran?a ou Portugal, ambos participantes do Processo de Bolonha, que t?m o sistema de acredita??o baseado em ciclos, diferente do sistema adotado no Brasil; organiza??o curricular diferente no que se refere ao bacharelado e ?s licenciaturas com preju?zos para a forma??o pedag?gica do licenciado. / This dissertation aims to analyze the International Program for Teaching Degrees (PLI) and its application at the Federal University of Rio Grande do Norte (UFRN), showing its repercussions for initial teacher training. It is taken as a reference of PLI , created in 2009 by the Brazilian government based on the proposal of the Coimbra Group of Brazilian Universities (GCUB). The PLI was a strategy to encourage the continuation and initial training of teachers of basic education in higher education courses. The program is funded by the foundation Coordination of Improvement of Higher Level Education Personnel (CAPES) and aims to encourage student mobility in Undergraduate courses between Brazilian, Portuguese and French universities in seven areas of training: Mathematics, Portuguese, Physics, Chemistry, Biology, Art Studies and Physical Education. This is a qualitative research, an analysis of the literature on a thematic, an analysis of the documents that deal with the guidelines for an internationalization of higher education, among them the documents of the World Bank (WB), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America and the Caribbean (CEPAL). At the national level, research on documents from the Ministry of Education (MEC) and CAPES that create the Program and its guidelines, as well as the Institutional Development Plan of UFRN, and data provided by the International Relations Secretariat of the institution. Statistical series of PLI supply data were constructed and analyzed at the UFRN in the years 2010 to 2013; semistructured interviews with UFRN managers who work directly with the PLI, coordinators of the courses participating in the Program and online questionnaires with students who were part of the program. The Program has not included in the study period (2010-2013) as degree of Biological Sciences, Physical Education, Chemistry, Mathematics and Letters with six projects approved by CAPES. It is concluded that there is no context of internationalization of higher education, or PLI has been used as a non-expansion strategy, as well as the permanence of students in teacher training courses. It presents positive points to allow student mobility, knowledge of new cultures, a double degree and non-external training, which represents a greater appreciation for the training courses for primary education teachers. However, the Program presented a series of weaknesses and contradictions, among them, difficulties of equivalence of courses taken by students abroad, as evidenced by most of the project coordinators and students interviewed at UFRN; Compatibility of credits of the disciplines studied in the countries of destination, France or Portugal, both participants in the Bologna Process, which have the system of accreditation based on cycles, different from the system adopted in Brazil; different curricular organization with regard to the Bachelor and Degrees with courses for pedagogical training of the licensee.