Nos últimos anos o setor privado foi obtendo presença majoritária no ensino superior brasileiro, chegando a atender 74% dos alunos matriculados, no ano de 2009. O segmento experimentou um período de forte expansão, após a promulgação da Lei de Diretrizes e Bases da Educação LDB (entre 1997 e 2002), e com o lançamento, pelo Governo Federal, de medidas que incentivaram o investimento privado no setor de ensino superior. Esse crescimento vivido pelo segmento está se esgotando e a competitividade no setor está aumentando. Nessa realidade competitiva em que as empresas estão imersas, os gestores devem buscar continuamente tornar suas empresas capazes de, no curto prazo, produzir resultados financeiros para garantir sua sobrevivência e que sejam compensadores a ponto de atrair o interesse e o capital de investidores; e ainda, no longo prazo, garantir a capacidade de renovação e adaptação do negócio às novas exigências do mercado. Neste contexto, a gestão baseada no valor surge como um instrumento gerencial para garantir a criação de valor para os acionistas e stakeholders. O objetivo deste trabalho é identificar e analisar a criação de valor econômico no segmento de instituições privadas de ensino superior de capital aberto no Brasil. Para medir se há criação/destruição de valor foi usado o modelo de GTV Geração Total de Valor, desenvolvido pelo Prof. Dr. Alberto Borges Matias (2007), que separa a geração de valor no capital de giro (curto prazo) e no longo prazo. O estudo desenvolvido conclui que as instituições privadas de ensino superior de capital aberto no Brasil geram valor no curto prazo, mas destroem no longo prazo. / In recent years, the private sector gained a dominant share of Brazilian college education market, encompassing 74% of students enrolled in the year 2009. The industry experienced a period of strong expansion, after the promulgation of the Law of Directives and Basis of Education - LDB - (between 1997 and 2002) and with the launch by the Federal Government of measures that encouraged private investment in college education. The growth experienced by this industry is reaching its limit and competition is increasing. In this competitive reality in which companies are immersed, managers must continually seek to make their companies, in the short term, produce financial results to ensure their survival and be worth enough to attract the interest and capital of investors. As well, in the long term, managers must ensure the capacity for renewal and adaptation of the business to new market demands. In this context, value-based management emerged as a management tool to ensure value creation for shareholders and stakeholders. The main aim of this study is to identify and analyze the creation of economic value by private college education companies that are publicly-traded in Brazil. To measure whether there is creation / destruction of value, it was used the GTV model - Total Value Generation, developed by Prof. Dr. Alberto Borges Matias (2007), which separates the generation of value in two components: working capital (short term) and long term. The study conclude that the private college education companies that are publicly-traded in Brazil create value in the short term, but they destroy in the long term.

Employee engagement in the mission of the organization is a critical component of success. In fact, it strongly contributes to the workers’ satisfaction levels and motivation. Moreover, it forms the atmosphere in the organizations. Therefore, employee engagement is a critical concept met not only in management but also in sociology and psychology. Focusing on the human factor, the current research is aimed at examining the factors affecting historically black colleges and universities’ (HBCU) staff engagement. The research question for the study is, are employees who have favorable views of their career development opportunities more likely to be engaged than other employees? Three research hypotheses were defined accordingly to answer the research question. The quantitative approach was helpful in determining the areas that were interrelated. The interviews with 20 members of an HBCU staff were conducted online. With the chosen methods and statistical analysis, the evidence proved that career development opportunities increased the level of employee engagement at HBCUs. The results did not show any significant correlation between the employees’ engagement and communications. The perception of the organizational change was not an essential contribution to employees’ devotion. Thus, it is evident that the improvements in career management and planning could become effective to increase the satisfaction of employees with their work organization. The study was limited, as it relied on the results from only one university. It did not reveal the meaningful correlation between engagement and communications. However, the answers of the participants showed that the process of information distribution, planning, explaining, and executing organizational changes at HBCU are important. Therefore, it is highly recommended to investigate the same variables in different contexts and expand the research to be able to generalize the data. Paying attention to different positions and experience of the workers can also influence the results relying on the interviews conducted with more people.

Neste trabalho apresentamos uma reflexão crítica sobre a formação de pesquisadores em física. Nossas perspectivas são em parte reproduzidas em uma proposta de ensino que é elaborada e analisadas sobre a ótica da obra de Bruno Latour, autor que se situa no campo dos estudos sociais da ciência. Essa proposta foi trabalhada com alunos dos terceiro semestre de Bacharelado em Física do Instituto de Física da Universidade de São Paulo (IFUSP). A intervenção educacional foi inspirada também na problematização do conhecimento segundo a perspectiva dos estudos de Paulo Freire. A proposta tem como eixo central um estudo histórico da relação massa energia, E=mc2. Esse estudo contempla obras de historiadores da ciência e de físicos, e se refere aos períodos pré e pós-relativísticos, além de buscar fazer uma ponte com a história da física nuclear. Um dos nossos objetivos é compreender melhor como a história da ciência pode ser um instrumento para estimular futuros pesquisadores a refletir sobre a prática científica. Como forma de enriquecer a análise e a proposta que fazemos, esse trabalho traz também algumas entrevistas com pesquisadores docentes do IFUSP. As entrevistas e sua análise constituem uma breve investigação sobre a relação entre ensino e pesquisa na universidade e sobre a presença ou não de reflexões sobre a prática e a natureza da ciência por parte destes pesquisadores docentes. Acreditamos que esse tipo de abordagem é importante nos cursos de bacharelado, pois ela pode favorecer a formação de um futuro pesquisador crítico, autônomo e consciente, que reflita sua prática, seus objetivos e os impactos de sua atividade. / The present record contains a critical reflection about research training programs in physics. Our purposes are in some measure supported on a teaching plan developed and analyzed under Bruno Latour\'s ideas, an author immersed in the social studies about science. This proposal was implemented with students of the third period of a physics graduation course of the Institute of Physics of the University of São Paulo. The education intervention was also inspired on Paulo Freire\'s idea of problematization of knowledge. The core of this proposal is a historical analysis about the relation mass-energy, E=mc². This study is based on works of historians of science and physicians and involves the period pre and pos theory of relativity. Furthermore, it intends to establish a relation with the history of nuclear physics. With all this, one of our objectives is to comprehend better how history of science can be a strategy to stimulate future reflections about scientific work by researchers. As a way to enrich this analysis and this proposal, this record also presents some interviews with researchers on physics of the Institute of Physics. The interviews and its analysis constitute a brief examination about the relation between teaching and researching in the university and the presence of considerations about scientific work and the nature of science in the arguments of these researchers. We believe that this kind of approach is important in physics graduation courses, since it can foster the formation of a critical, independent and conscious researcher that ponders over his actions, intentions and the impacts of his activities.

<p> Asian Americans are generally considered an educationally and economically successful minority in the United States, a perception known as the model minority myth. These images can negatively impact Asian Americans, especially in higher education, by neglecting their challenges and limiting the research conducted related to their struggles and obstacles in higher education. Since most studies involving Asian Americans focus on their enrollment in elite universities, there is not much recognition of Asian Americans in community colleges. This study focuses on one specific subgroup of Asians, Korean Americans. Although this group is more likely to attend highly selective colleges regardless of socioeconomic status, I focus on the Korean American students who attend community colleges. </p><p> This study aimed to explore the perceptions and experiences of Korean American students attending community colleges and how their perceptions and experiences influence the construction of their possible selves. More specifically, this study examined the opportunities and obstacles they experienced in community college and how these experiences intersected with model minority myths. This study also focused on the possible selves Korean American students might construct while attending community college. Possible selves are &ldquo;representations of the self in the past and they include representations of the self in the future&rdquo; (Markus &amp; Nurius, 1986, p. 954) and various self-conceptions that include &ldquo;the good selves, the bad selves, the hoped-for selves, the feared selves, the not-me selves, the ideal selves, and the ought-selves&rdquo; (Markus &amp; Nurius, 1986, p. 957). For this study, 29 Korean American community college students were recruited and semi-structured interviews were conducted regarding their high school experiences, community college experiences, and future goals and plans. Through data analysis inspired by a grounded theory approach, 40 codes were developed and three major themes emerged related to the experiences of Korean American students at community college. </p><p> The findings showed that before Korean American students attended community colleges, they negatively perceived community colleges as a place for those who did not get into four-year colleges or did not do well in high school, a perception strongly influenced by others such as parents, peers, or members of Korean communities. However, once they attended, many of them had positive experiences through the various academic and career services offered and interactions with faculty and peers. These positive experiences changed Korean American students&rsquo; negative views of community colleges. Although positive experiences changed their negative perceptions of community colleges, they consistently encountered negative perceptions from others which conflicted with their positive experiences. Korean American students also constructed various possible selves based on their academic and career goals. Most constructed positive possible selves if they had more specific academic and career goals and as well as the confidence to achieve them. These students thought community colleges helped develop their future goals but were ultimately ambivalent about their attendance at community college. Some believed community college was a foundation or stepping stone for achieving their goals while others thought attending community college would negatively influence their future. </p><p> This study is important because it explores an issue to which little scholarly attention has been paid and which has not been thoroughly investigated. Theoretically this study can contribute to the literature on possible selves and Asian Americans in higher education, give a deeper understanding of a particular group in relation to model minority stereotypes, and provide a guide for how to examine multifaceted elements which can influence the understanding of how community college students develop possible selves. This study also has practical benefits: it can promote how to better support Korean American students in order to help them succeed in achieving their goals in higher education.</p><p>

<p> As the demand for online higher education increases, community colleges find themselves under pressure to secure qualified faculty members to deliver courses in that modality. The challenge, however, is that there is a dearth of qualified faculty members who are familiar with online instruction tools and who can deliver quality online instruction. To meet that need South County Community College (SCCC pseudonym) created the Online Teaching Certification (OTC) course designed to prepare faculty to teach in the online classroom. </p><p> This qualitative case study sought to examine the experiences and perceptions of 16 faculty members who completed the Online Teaching Certification (OTC) course to determine the extent to which the OTC course effectively contributed to the improvement of their ability to teach online courses and which components of the course warranted improvement. Data included interviews with the participants, site observations, and an analysis of existing documents in order to triangulate perspectives from multiple sources. Malcolm Knowles Adult Learning Theory provided the framework to analyze the data. </p><p> Participants felt the OTC had overall success in preparing them to teach online. The most effective components of the OTC course identified were the structure of the course which was aligned with best practices including the Online Education Initiative&rsquo;s Course Design Rubric, the activities in the course which mirrored those that faculty would use in their own online classes, and the sense of learning community enhanced by classroom activities including discussion forums, peer-to-peer feedback, and instructor interaction with the students. The least effective component was the self-paced format (no firm due dates for assignments) which some of the participants believed impacted the building of community in the course due to irregular participation. Recommendations for policy include requiring administrators who evaluate faculty who teach online to take the course, and requiring faculty who teach online to engage in professional development related to online instruction. </p><p>

Orientador: Sonia Aparecida Além Marrach / Banca: Sandra Aparecida Riscal / Banca: Neusa Maria Dal'Ri / Resumo: Esta pesquisa objetiva analisar o Ensino Superior Privado em Marília através do estudo de caso de uma instituição privada, a Fundação de Ensino Eurípides Soares das Rocha, no período compreendido entre 1967 a 2003. Desenvolveu uma avaliação histórica do período no contexto da educação brasileira, abordando o cenário da educação superior, o movimento e a facilitação da expansão do ensino superior no período militar pós-64, a reforma universitária em 1968 e conseqüências para os rumos da educação superior no país. Em seguida foram analisados as décadas de 1980 e 1990 e as regulamentações que influenciaram a política neoliberal no período. Ao mesmo tempo a pesquisa também aborda a influencia que o mercado massificado exerceu sobre os rumos das instituições de ensino superior e em especial como afetou os rumos da instituição analisada. As mudanças da Fundação Eurípides, influenciadas pelos fatores externos, indicam o processo de adaptação e reestruturação organizacional objetivando aumentar sua competitividade. / Abstract: This research has the purpose of analyzing the Private College Education in Marília City through the study of a case in a Private Institution called Fundação de Ensino Eurípides Soares da Rocha, from 1967 to 2003. It was developed a historical evaluation of the period in Brazilian Education context, dealing with the college education setting and its expansion facilitation during the military period after 1964, the university reform and the consequences to the directions of college education to the country. Next it were analyzed the 80’s and 90’s decades and the adjustments whi influenced the neoliberal political in the period. At the same time the research also deals with the influence that the full market fulfilled into the directions of college education institutions and especially how it affected the directions of the analyzed institution. / Mestre

nÃo hà / Busca-se, cada vez mais, a qualidade em tudo o que se oferece à sociedade. No Ãmbito da EducaÃÃo Superior no Brasil, nÃo à diferente. Desde a publicaÃÃo da Lei no 10.861, de 14 de abril de 2004, que instituiu o Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior (SINAES), a avaliaÃÃo constitui um dos instrumentos capazes de medir em que nÃvel os cursos precisam melhorar. Tendo o SINAES duas avaliaÃÃes externas e uma interna e permanente denominada AutoavaliaÃÃo Institucional (AI), o sistema procura identificar, nas suas trÃs grandes dimensÃes, organizaÃÃo didÃtico-pedagÃgica, infraestrutura e corpo docente e tutorial, aspectos que precisam ser melhorados nos cursos e nas instituiÃÃes de Ensino Superior (IES). A AI à recorrente na academia, mas o que resta saber à se os seus resultados proporcionam as mudanÃas esperadas e em tempo real. O estudo exploratÃrio de dois casos aqui estudados analisa a AI de dois campi do IFCE, tendo como objetivo conhecer a autoavaliaÃÃo institucional de uma instituiÃÃo de Ensino Superior, o IFCE, desde perspectiva de discentes, tÃcnicos e docentes, a fim de verificar a efetividade de melhorias nos cursos e na InstituiÃÃo, nos anos de 2014 a 2016, decorrentes deste processo avaliativo. Os sujeitos pesquisados foram os gestores, estudantes, docentes e tÃcnicos em EducaÃÃo dos campi de Tauà e CrateÃs, no CearÃ. A coleta em campo foi realizada por meio de entrevista estruturada com os gestores, em seguida, um questionÃrio especÃfico para cada segmento respondente da autoavaliaÃÃo institucional, sendo, assim, caracterizada como pesquisa de campo com finalidade exploratÃria. Complementando a coleta de dados, ouviu-se a ComissÃo Central de AvaliaÃÃo e compararam-se as informaÃÃes coletadas com um estudo anterior na mesma IES com temÃtica semelhante. Notou-se que os gestores usam os dados da AI para realizar suas intervenÃÃes nos campi, mesmo sem ser de modo sistematizado com o planejamento. Acerca dos segmentos, pode-se verificar que em alguns aspectos pesquisados e considerados fragilidades na AI, os tÃcnicos, discentes e docentes respondentes deste estudo conseguiram perceber melhorias na IES, como investimentos em infraestrutura, aumento do nÃmero de servidores, programas de extensÃo. Nem sempre, contudo, as aÃÃes da gestÃo para superar as fragilidades apontadas na AI sÃo percebidas ou satisfazem os tÃcnicos administrativos, docentes e discentes, pois sÃo apontados aspectos que nÃo denotam nenhuma melhoria. Por fim, alguns resultados deste estudo devem ser relativizados por conta da rotatividade de servidores e algumas especificidades dos questionÃrios da autoavaliaÃÃo institucional. / We seek, more and more, quality in everything that is offered to society. In the field of Higher Education in Brazil, it is no different. Since the publication of Law No. 10,861 of April 14, 2004, which established the National System for the Evaluation of Higher Education (SINAES), evaluation is one of the instruments capable of measuring the level at which courses need to be improved. Since the SINAES has two external evaluations and an internal and permanent one called Institutional Self-Assessment (AI), the system seeks to identify, in its three large dimensions, didactic-pedagogical organization, infrastructure and faculty and tutorial, aspects that need to be improved in the courses and in the Higher education institutions (HEIs). AI is recurring in academia, but what remains to know is whether its results provide the expected changes in real time. The exploratory study of two cases studied here analyzes the IIA of two IFCE campuses, aiming at knowing the institutional self-assessment of a Higher Education institution, the IFCE, from the perspectives of students, technicians and teachers, in order to verify the effectiveness of Improvements in courses and in the Institution, from 2014 to 2016, resulting from this evaluation process. The subjects studied were the managers, students, teachers and technicians in Education of the campuses of Tauà and CrateÃs, in CearÃ. The field data collection was performed through a structured interview with the managers, then a specific questionnaire for each respondent segment of the institutional self-assessment, being thus characterized as an exploratory field research. Complementing the data collection, the Central Evaluation Commission was heard and the information collected was compared with an earlier study in the same HE with a similar theme. It was noted that managers use the AI &#8203;&#8203;data to perform their interventions on the campuses, even without being systematized with planning. Regarding the segments, it is possible to verify that in some aspects researched and considered weaknesses in the AI, the technicians, students and teachers of this study were able to perceive improvements in the HEI, such as investments in infrastructure, increase in the number of servers, extension programs. Not always, however, the actions of the management to overcome the weaknesses pointed out in the AI &#8203;&#8203;are perceived or satisfied by the administrative technicians, teachers and students, since they point out aspects that do not denote any improvement. Finally, some results of this study should be relativized due to server turnover and some specificities of the institutional self-assessment questionnaires.

nÃo hà / A PolÃtica Nacional de Plantas Medicinais e FitoterÃpicos (PNPMF) elaborada em 2006 pelo governo federal brasileiro, atravÃs do Decreto N 5.813/06, estabeleceu nacionalmente diretrizes e linhas prioritÃrias para o desenvolvimento de aÃÃes voltadas à garantia do acesso e uso racional das plantas medicinais e fitoterÃpicos, colocando a capacitaÃÃo tÃcnico-cientÃfica dos profissionais envolvidos em toda a cadeia produtiva das plantas medicinais como estratÃgia para proporcionar à populaÃÃo o acesso seguro, eficaz e de qualidade a essa terapÃutica. PorÃm, transcorrida uma dÃcada, verifica-se que a fitoterapia continua a ocasionar divergÃncias entre profissionais de saÃde. Tal situaÃÃo pode estar relacionada a deficiÃncias na formaÃÃo acadÃmica pela forte influÃncia da indÃstria farmacÃutica de quimiossÃntese que direcionou os currÃculos e a evoluÃÃo da prÃtica mÃdica no paÃs. Por isso, a pesquisa procurou descobrir quais as repercussÃes geradas pela PNPMF na formaÃÃo superior em saÃde no estado do CearÃ, no perÃodo de 2006 a 2016, partindo da hipÃtese que os profissionais de saÃde (enfermeiros, farmacÃuticos, fisioterapeutas, mÃdicos, nutricionistas e odontologistas) nÃo sÃo capacitados plenamente ao trabalho com plantas medicinais na graduaÃÃo e que isso se constitui um problema em saÃde pÃblica. O estado do Cearà foi escolhido porque se consagrou atravÃs do pioneirismo da fitoterapia em saÃde pÃblica e serviu de modelo para o restante do paÃs. A pesquisa se constitui em um estudo de caso qualitativo-quantitativo, com abordagem exploratÃria e descritiva fazendo uso da tÃcnica de triangulaÃÃo. Promove um paralelo das informaÃÃes relativas Ãs profissÃes de saÃde, desde dados das diretrizes curriculares nacionais Ãs instituiÃÃes de ensino superior cearenses e legislaÃÃes dos conselhos de classe, agregando as opiniÃes dos diversos grupos envolvidos na temÃtica educaÃÃo superior e fitoterapia dentro e fora do estado, desde os especialistas na Ãrea aos discentes de saÃde. Verificou-se no Cearà poucos avanÃos efetivados pela PNPMF na educaÃÃo superior em saÃde com muitos cursos de graduaÃÃo voltados para a alopatia, o que repercute negativamente no enfrentamento do mercado de trabalho e na utilizaÃÃo da terapÃutica, colaborando para a consolidaÃÃo de um cenÃrio preocupante. Faz-se necessÃria a tomada de medidas estratÃgicas em diversas Ãreas (educaÃÃo, saÃde, polÃtica e gestÃo) para a construÃÃo de um futuro condizente com a realidade sanitÃria, socioeconÃmica, cultural e tecnolÃgica do Brasil no sÃculo vinte e um, que exige profissionais de saÃde qualificados em consonÃncia com uma fitoterapia de bases cientÃficas frente ao grande avanÃo da busca por qualidade de vida na atualidade. / The National Policy of Medicinal Plants and Phytotherapics (PNPMF), elaborated in 2006 by the Brazilian federal government, through Decree No. 5.813 / 06, established national guidelines and priority lines for the development of actions aimed at guaranteeing the access and rational use of medicinal plants And phytotherapeutics, placing the technical-scientific training of the professionals involved in the entire production chain of medicinal plants as a strategy to provide the population with safe, effective and quality access to this therapy. However, after a decade, it is verified that phytotherapy continues to cause divergences among health professionals. Such situation may be related to deficiencies in academic formation due to the strong influence of the chemosynthesis pharmaceutical industry that directed curricula and the evolution of medical practice in the country. Therefore, the research sought to discover the repercussions generated by the PNPMF in the higher education in health in the state of CearÃ, from 2006 to 2016, based on the hypothesis that health professionals (nurses, pharmacists, physiotherapists, physicians, nutritionists and dentists ) Are not fully qualified to work with medicinal plants at graduation and that this constitutes a public health problem. The state of Cearà was chosen because it was consecrated through the pioneering of phytotherapy in public health and served as a model for the rest of the country. The research is a qualitative-quantitative case study, with an exploratory and descriptive approach using the triangulation technique. It promotes a parallel of the information on the health professions, from data of the national curricular guidelines to the higher education institutions of Cearà and the legislations of the class councils, adding the opinions of the different groups involved in the subject of higher education and phytotherapy in and out of the state, since Specialists in the field to health students. In CearÃ, there were few advances made by the PNPMF in higher education in health with many undergraduate courses focused on allopathy, which has a negative impact on the labor market and the use of therapeutics, contributing to the consolidation of a worrying scenario. It is necessary to take strategic measures in various areas (education, health, politics and management) to build a future that is in keeping with the health, socioeconomic, cultural and technological reality of Brazil in the twenty-first century. Health professionals in line with a scientifically based herbal medicine in the face of the great advance of the quest for quality of life nowadays.

Nos últimos anos o setor privado foi obtendo presença majoritária no ensino superior brasileiro, chegando a atender 74% dos alunos matriculados, no ano de 2009. O segmento experimentou um período de forte expansão, após a promulgação da Lei de Diretrizes e Bases da Educação LDB (entre 1997 e 2002), e com o lançamento, pelo Governo Federal, de medidas que incentivaram o investimento privado no setor de ensino superior. Esse crescimento vivido pelo segmento está se esgotando e a competitividade no setor está aumentando. Nessa realidade competitiva em que as empresas estão imersas, os gestores devem buscar continuamente tornar suas empresas capazes de, no curto prazo, produzir resultados financeiros para garantir sua sobrevivência e que sejam compensadores a ponto de atrair o interesse e o capital de investidores; e ainda, no longo prazo, garantir a capacidade de renovação e adaptação do negócio às novas exigências do mercado. Neste contexto, a gestão baseada no valor surge como um instrumento gerencial para garantir a criação de valor para os acionistas e stakeholders. O objetivo deste trabalho é identificar e analisar a criação de valor econômico no segmento de instituições privadas de ensino superior de capital aberto no Brasil. Para medir se há criação/destruição de valor foi usado o modelo de GTV Geração Total de Valor, desenvolvido pelo Prof. Dr. Alberto Borges Matias (2007), que separa a geração de valor no capital de giro (curto prazo) e no longo prazo. O estudo desenvolvido conclui que as instituições privadas de ensino superior de capital aberto no Brasil geram valor no curto prazo, mas destroem no longo prazo. / In recent years, the private sector gained a dominant share of Brazilian college education market, encompassing 74% of students enrolled in the year 2009. The industry experienced a period of strong expansion, after the promulgation of the Law of Directives and Basis of Education - LDB - (between 1997 and 2002) and with the launch by the Federal Government of measures that encouraged private investment in college education. The growth experienced by this industry is reaching its limit and competition is increasing. In this competitive reality in which companies are immersed, managers must continually seek to make their companies, in the short term, produce financial results to ensure their survival and be worth enough to attract the interest and capital of investors. As well, in the long term, managers must ensure the capacity for renewal and adaptation of the business to new market demands. In this context, value-based management emerged as a management tool to ensure value creation for shareholders and stakeholders. The main aim of this study is to identify and analyze the creation of economic value by private college education companies that are publicly-traded in Brazil. To measure whether there is creation / destruction of value, it was used the GTV model - Total Value Generation, developed by Prof. Dr. Alberto Borges Matias (2007), which separates the generation of value in two components: working capital (short term) and long term. The study conclude that the private college education companies that are publicly-traded in Brazil create value in the short term, but they destroy in the long term.

Neste trabalho apresentamos uma reflexão crítica sobre a formação de pesquisadores em física. Nossas perspectivas são em parte reproduzidas em uma proposta de ensino que é elaborada e analisadas sobre a ótica da obra de Bruno Latour, autor que se situa no campo dos estudos sociais da ciência. Essa proposta foi trabalhada com alunos dos terceiro semestre de Bacharelado em Física do Instituto de Física da Universidade de São Paulo (IFUSP). A intervenção educacional foi inspirada também na problematização do conhecimento segundo a perspectiva dos estudos de Paulo Freire. A proposta tem como eixo central um estudo histórico da relação massa energia, E=mc2. Esse estudo contempla obras de historiadores da ciência e de físicos, e se refere aos períodos pré e pós-relativísticos, além de buscar fazer uma ponte com a história da física nuclear. Um dos nossos objetivos é compreender melhor como a história da ciência pode ser um instrumento para estimular futuros pesquisadores a refletir sobre a prática científica. Como forma de enriquecer a análise e a proposta que fazemos, esse trabalho traz também algumas entrevistas com pesquisadores docentes do IFUSP. As entrevistas e sua análise constituem uma breve investigação sobre a relação entre ensino e pesquisa na universidade e sobre a presença ou não de reflexões sobre a prática e a natureza da ciência por parte destes pesquisadores docentes. Acreditamos que esse tipo de abordagem é importante nos cursos de bacharelado, pois ela pode favorecer a formação de um futuro pesquisador crítico, autônomo e consciente, que reflita sua prática, seus objetivos e os impactos de sua atividade. / The present record contains a critical reflection about research training programs in physics. Our purposes are in some measure supported on a teaching plan developed and analyzed under Bruno Latour\'s ideas, an author immersed in the social studies about science. This proposal was implemented with students of the third period of a physics graduation course of the Institute of Physics of the University of São Paulo. The education intervention was also inspired on Paulo Freire\'s idea of problematization of knowledge. The core of this proposal is a historical analysis about the relation mass-energy, E=mc². This study is based on works of historians of science and physicians and involves the period pre and pos theory of relativity. Furthermore, it intends to establish a relation with the history of nuclear physics. With all this, one of our objectives is to comprehend better how history of science can be a strategy to stimulate future reflections about scientific work by researchers. As a way to enrich this analysis and this proposal, this record also presents some interviews with researchers on physics of the Institute of Physics. The interviews and its analysis constitute a brief examination about the relation between teaching and researching in the university and the presence of considerations about scientific work and the nature of science in the arguments of these researchers. We believe that this kind of approach is important in physics graduation courses, since it can foster the formation of a critical, independent and conscious researcher that ponders over his actions, intentions and the impacts of his activities.