Made available in DSpace on 2014-03-20T02:00:57Z (GMT). No. of bitstreams: 1 000455064-Texto+Completo-0.pdf: 4633620 bytes, checksum: d456bd416b637e5514243fb6d4583258 (MD5) Previous issue date: 2014 / The Socially Responsible University, in the context of university-society relations, has been associated with quality in the perspective of social pertinence, by means of managing teaching processes, research, extension and institutional management, which may contribute for facing issues concerning the legitimacy and sustainability of universities in the contemporaneity. In addition, the Socially Responsible Education, under the Socially Responsible University, regards academic processes on humanistic and professional training, fulfilling the Social Responsible mission of the university, and occurring, mainly, in ethics and citizenship training. Moreover, this study has approached the perspective of complex thinking by Edgar Morin, and, in the context of the ethics management of educational impacts by François Vallaeys, both emergent subjects of the higher education scenario in this century. Furthermore, this research has sought to understand the Socially Responsible Education, its expressions and potentialities in the context of the Community University, aiming to contribute for the elaboration and/or qualification of educational policies and strategies towards ethics and citizenship training, and the advance of Socially Responsible management in the university as well. Through a qualitative approach, this study has not only identified the manifestations of the Socially Responsible University in the institutional planning and strategies of PUCRS, but also analyzed the expressions of Socially Responsible Education in the graduate teaching at this university. Beyond that, this research has carried out a documental analysis of the set of Pedagogical Course Projects, approved from 2009 to 2013, based on items such as socio-environmental responsibility and graduate profile; it has also investigated the perceptions of students from different courses on Socially Responsible Education and possible impacts on their ethics and citizenship training, through a focus group. The results have revealed the potential and diversity of ongoing institutional initiatives under the Socially Responsible University, and, more accurately, the Socially Responsible Education as well as identifying opportunities for the integration of these initiatives in a sustainable management pattern. Even if the predominant conception of social responsibility comes from the social commitment through the realization of community actions, Socially Responsible Education, ethics and citizenship training have been expressed in different fundaments, principles, strategies and institutional initiatives, highlighting the curriculum subjects that have treated these topics and theory-practical experiences in the social reality. Therefore, the perception of students has been fostering these expressions and revealing conceptions, gaps and expectations in relation to the role of the university in the Socially Responsible training. Thus, the results of this research have pointed to challenges and dilemmas to be faced when consolidating and fortifying SER in the university, from which some strategies have been suggested to be implemented on the management, and that are going to serve as an inspiration to this and other realities in the higher education field. Complex thought and emergent rationalities, which foster new pedagogical theories, have been taken as the bases for the Socially Responsible Education in the contemporaneity and its potentiality, in order to mobilize and reflect socially responsible processes associated with quality, being socially pertinent in the Community University, and considered as boosters of the new future. / A Responsabilidade Social Universitária no contexto das relações universidade-sociedade se associa à qualidade na perspectiva da pertinência social por meio da gestão dos processos de ensino, pesquisa, extensão e gestão institucional que contribuam para o enfrentamento de questões ligadas à legitimidade e à sustentabilidade das universidades na contemporaneidade. A Educação Socialmente Responsável, no âmbito da Responsabilidade Social Universitária, diz respeito aos processos acadêmicos de formação humanística e profissional no cumprimento da missão socialmente responsável da universidade e se manifesta, sobretudo, na formação ética e cidadã. Abordados neste estudo na perspectiva do pensamento complexo de Edgar Morin e no contexto da gestão ética dos impactos educativos proposta por François Vallaeys, ambos são temas emergentes no cenário da educação superior neste século. A pesquisa busca compreender a Educação Socialmente Responsável, suas expressões e potencialidades no contexto de uma universidade comunitária, tendo em vista contribuir para a formulação e/ou qualificação de políticas e estratégias educativas em prol de uma formação ética e cidadã e do avanço da gestão da responsabilidade social na universidade. Por meio da abordagem qualitativa, o estudo identifica as manifestações da Responsabilidade Social Universitária no planejamento e nas estratégias institucionais da PUCRS (Pontifícia Universidade Católica do rio Grande do Sul) e analisa as expressões da Educação Socialmente Responsável (ESR) no ensino de graduação desta universidade. Realiza análise documental do conjunto de Projetos Pedagógicos de Curso aprovados no período de 2009 a 2013 com base nos itens responsabilidade socioambiental e perfil de egresso, e investiga as percepções dos alunos de diferentes cursos sobre a Educação Socialmente Responsável e os possíveis impactos na sua formação ética e cidadã, por meio de grupo focal. Os resultados revelam a potência e a diversidade das iniciativas institucionais em curso no âmbito da Responsabilidade Social Universitária e mais precisamente da Educação Socialmente Responsável, bem como identificam oportunidades para a integração dessas iniciativas em um modelo de gestão sustentável. Ainda que a concepção predominante de responsabilidade social seja do compromisso social por meio da realização de ações comunitárias, a Educação Socialmente Responsável e a formação ética e cidadã se expressam em diferentes fundamentos, princípios, estratégias e iniciativas institucionais, com destaque às disciplinas que tratam desses temas e às experiências teórico-práticas na realidade social. As percepções dos alunos alimentam essas expressões e revelam concepções, lacunas e expectativas em relação ao papel da universidade na formação socialmente responsável. Os resultados da pesquisa apontam desafios e dilemas a enfrentar na consolidação e fortalecimento da ESR na universidade, a partir dos quais são sugeridas estratégias a serem contempladas na gestão e que poderão servir como inspiração para essa e outras realidades no campo da educação superior. O pensamento complexo e as racionalidades emergentes que alimentam novas teorias pedagógicas são tomados como bases para a Educação Socialmente Responsável na contemporaneidade em sua potencialidade para mobilizar e refletir processos de responsabilidade social associados à qualidade com pertinência social em universidade comunitária e que sejam impulsionadores de novos futuros.

Made available in DSpace on 2015-04-14T14:23:42Z (GMT). No. of bitstreams: 1 455064.pdf: 4633620 bytes, checksum: d456bd416b637e5514243fb6d4583258 (MD5) Previous issue date: 2014-01-21 / The Socially Responsible University, in the context of university-society relations, has been associated with quality in the perspective of social pertinence, by means of managing teaching processes, research, extension and institutional management, which may contribute for facing issues concerning the legitimacy and sustainability of universities in the contemporaneity. In addition, the Socially Responsible Education, under the Socially Responsible University, regards academic processes on humanistic and professional training, fulfilling the Social Responsible mission of the university, and occurring, mainly, in ethics and citizenship training. Moreover, this study has approached the perspective of complex thinking by Edgar Morin, and, in the context of the ethics management of educational impacts by Fran?ois Vallaeys, both emergent subjects of the higher education scenario in this century. Furthermore, this research has sought to understand the Socially Responsible Education, its expressions and potentialities in the context of the Community University, aiming to contribute for the elaboration and/or qualification of educational policies and strategies towards ethics and citizenship training, and the advance of Socially Responsible management in the university as well. Through a qualitative approach, this study has not only identified the manifestations of the Socially Responsible University in the institutional planning and strategies of PUCRS, but also analyzed the expressions of Socially Responsible Education in the graduate teaching at this university. Beyond that, this research has carried out a documental analysis of the set of Pedagogical Course Projects, approved from 2009 to 2013, based on items such as socio-environmental responsibility and graduate profile; it has also investigated the perceptions of students from different courses on Socially Responsible Education and possible impacts on their ethics and citizenship training, through a focus group. The results have revealed the potential and diversity of ongoing institutional initiatives under the Socially Responsible University, and, more accurately, the Socially Responsible Education as well as identifying opportunities for the integration of these initiatives in a sustainable management pattern. Even if the predominant conception of social responsibility comes from the social commitment through the realization of community actions, Socially Responsible Education, ethics and citizenship training have been expressed in different fundaments, principles, strategies and institutional initiatives, highlighting the curriculum subjects that have treated these topics and theory-practical experiences in the social reality. Therefore, the perception of students has been fostering these expressions and revealing conceptions, gaps and expectations in relation to the role of the university in the Socially Responsible training. Thus, the results of this research have pointed to challenges and dilemmas to be faced when consolidating and fortifying SER in the university, from which some strategies have been suggested to be implemented on the management, and that are going to serve as an inspiration to this and other realities in the higher education field. Complex thought and emergent rationalities, which foster new pedagogical theories, have been taken as the bases for the Socially Responsible Education in the contemporaneity and its potentiality, in order to mobilize and reflect socially responsible processes associated with quality, being socially pertinent in the Community University, and considered as boosters of the new future. / A Responsabilidade Social Universit?ria no contexto das rela??es universidade-sociedade se associa ? qualidade na perspectiva da pertin?ncia social por meio da gest?o dos processos de ensino, pesquisa, extens?o e gest?o institucional que contribuam para o enfrentamento de quest?es ligadas ? legitimidade e ? sustentabilidade das universidades na contemporaneidade. A Educa??o Socialmente Respons?vel, no ?mbito da Responsabilidade Social Universit?ria, diz respeito aos processos acad?micos de forma??o human?stica e profissional no cumprimento da miss?o socialmente respons?vel da universidade e se manifesta, sobretudo, na forma??o ?tica e cidad?. Abordados neste estudo na perspectiva do pensamento complexo de Edgar Morin e no contexto da gest?o ?tica dos impactos educativos proposta por Fran?ois Vallaeys, ambos s?o temas emergentes no cen?rio da educa??o superior neste s?culo. A pesquisa busca compreender a Educa??o Socialmente Respons?vel, suas express?es e potencialidades no contexto de uma universidade comunit?ria, tendo em vista contribuir para a formula??o e/ou qualifica??o de pol?ticas e estrat?gias educativas em prol de uma forma??o ?tica e cidad? e do avan?o da gest?o da responsabilidade social na universidade. Por meio da abordagem qualitativa, o estudo identifica as manifesta??es da Responsabilidade Social Universit?ria no planejamento e nas estrat?gias institucionais da PUCRS (Pontif?cia Universidade Cat?lica do rio Grande do Sul) e analisa as express?es da Educa??o Socialmente Respons?vel (ESR) no ensino de gradua??o desta universidade. Realiza an?lise documental do conjunto de Projetos Pedag?gicos de Curso aprovados no per?odo de 2009 a 2013 com base nos itens responsabilidade socioambiental e perfil de egresso, e investiga as percep??es dos alunos de diferentes cursos sobre a Educa??o Socialmente Respons?vel e os poss?veis impactos na sua forma??o ?tica e cidad?, por meio de grupo focal. Os resultados revelam a pot?ncia e a diversidade das iniciativas institucionais em curso no ?mbito da Responsabilidade Social Universit?ria e mais precisamente da Educa??o Socialmente Respons?vel, bem como identificam oportunidades para a integra??o dessas iniciativas em um modelo de gest?o sustent?vel. Ainda que a concep??o predominante de responsabilidade social seja do compromisso social por meio da realiza??o de a??es comunit?rias, a Educa??o Socialmente Respons?vel e a forma??o ?tica e cidad? se expressam em diferentes fundamentos, princ?pios, estrat?gias e iniciativas institucionais, com destaque ?s disciplinas que tratam desses temas e ?s experi?ncias te?rico-pr?ticas na realidade social. As percep??es dos alunos alimentam essas express?es e revelam concep??es, lacunas e expectativas em rela??o ao papel da universidade na forma??o socialmente respons?vel. Os resultados da pesquisa apontam desafios e dilemas a enfrentar na consolida??o e fortalecimento da ESR na universidade, a partir dos quais s?o sugeridas estrat?gias a serem contempladas na gest?o e que poder?o servir como inspira??o para essa e outras realidades no campo da educa??o superior. O pensamento complexo e as racionalidades emergentes que alimentam novas teorias pedag?gicas s?o tomados como bases para a Educa??o Socialmente Respons?vel na contemporaneidade em sua potencialidade para mobilizar e refletir processos de responsabilidade social associados ? qualidade com pertin?ncia social em universidade comunit?ria e que sejam impulsionadores de novos futuros.