Este trabalho resulta de pesquisa de natureza exploratÃria, envolvendo levantamento bibliogrÃfico e documental, em que foi procedida à anÃlise de conteÃdo de depoimentos redigidos por estudantes bolsistas vinculados, em 2011.1, ao Programa Aprendizagem Cooperativa em CÃlulas Estudantis (PACCE), da Coordenadoria de FormaÃÃo e Aprendizagem Cooperativa (COFAC), da PrÃ-Reitoria de GraduaÃÃo (PROGRAD) da Universidade Federal do Cearà (UFC). Os conteÃdos abordados envolvem a assistÃncia ao estudanteâ praticada nas instituiÃÃes federais de ensino superior brasileiras (IFES), ditada pelo panorama socioeconÃmico mundial â e o trabalho realizado com e pelos bolsistas do PACCE, que utiliza preceitos da aprendizagem cooperativa, observando-se o caso da UFC. Buscou-se investigar a potencialidade do programa, como forma de assistÃncia, com o suporte na percepÃÃo desse estudante bolsista, materializada em expressÃo escrita sobre sua experiÃncia apÃs um semestre de atividades. NÃo pretendendo generalizar os resultados, os dados da pesquisa revelam que o referido programa possui vÃrios fatores que o tornam uma forma de assistÃncia em potencial e mais abrangente, pois trabalha nÃo sà conteÃdos acadÃmicos mas tambÃm a formaÃÃo geral que habilita o estudante universitÃrio, pessoal e profissionalmente. / This work results from an exploratory study involving bibliographic and documental data collection, which was proceeded through analysis of statements written by scholar students linked to the Student Cells in Cooperative Learning Program (PACCE), from the Training and Learning Cooperative Coordinating Body (COFAC), the Dean of Graduate Studies (PROGRAD), of the Federal University of Ceara (UFC), in 2011.1. The content addressed involve assistance to the students - performed in federal educational institutions in Brazil (IFES), dictated by socioeconomic worldwide panorama - and the work done by scholars of PACCE, which use principles of cooperative learning, observing the UFC instance . We aimed to investigate the potential of the program as a way of assistance, starting with the support in the perception of that scholarship student, embodied in written expression on his experience after a semester of activities. Not wishing to generalize the findings, the survey data show that the program has several factors that make it a potential form of assistance and more comprehensive because it works not only academic content but also general training that enables the college student in personal and professional ways.

nÃo hà / Nesta tese, apresento minha pesquisa em documentos e narrativas sobre as experiÃncias que se constituÃram no ensino superior no Cearà e que se tornaram verdadeiros processos de aprendizagem, tanto na construÃÃo de uma possibilidade polÃtica, como na execuÃÃo da ideia de uma universidade estadual no CearÃ. Neste caso as instituiÃÃes escolhidas foram a FundaÃÃo Educacional do Cearà (FUNEDUCE) e a Universidade Estadual do CearÃ. A FUNEDUCE seria o ÃrgÃo mantenedor da nova universidade. A partir das narrativas de trÃs professores que participaram da gÃnese dessas duas instituiÃÃes e dos documentos oficiais que foram redigidos para a execuÃÃo e oficializaÃÃo dessa empreitada, adentro na gÃnese da educaÃÃo superior no CearÃ, fomentada pelo executivo estadual e na histÃria da educaÃÃo do tempo presente. Portanto, a histÃria da educaÃÃo do tempo presente à determinante para descobertas da histÃria da educaÃÃo do passado. à dentro desse quadro teÃrico que puxo o fio condutor de minha pesquisa e onde as fontes escritas e as narrativas daqueles que guardaram esse momento da histÃria da educaÃÃo do Cearà se colocam e me fazem conhecer um perÃodo que nÃo vivi, mas que julgo importante relatar antes que essas memÃrias desapareÃam. Dividi essa histÃria pelos sucessivos governos estaduais do Cearà que contribuÃram para a execuÃÃo do projeto de criaÃÃo da primeira universidade pÃblica estadual no Norte e Nordeste do Brasil. / In this thesis, I present my research in documents and narratives about the experiences that were constituted in higher education in Cearà and that became true learning processes, both in the construction of a political possibility and in the execution of the idea of a state university in CearÃ. In this case, the chosen institutions were the Educational Foundation of Cearà (FUNEDUCE) and the State University of CearÃ. FUNEDUCE would be the organ of the new university. Based on the narratives of three professors who participated in the genesis of these two institutions and the official documents that were written for the execution and formalization of this work, inside the genesis of higher education in CearÃ, fomented by the state executive and in the history of education of the present time . Therefore, the history of the education of the present time is determinant for discoveries of the history of the education of the past. It is within this theoretical framework that I draw the thread of my research and where the written sources and the narratives of those who have kept this moment in the history of education in Cearà stand and make known to me a period that I did not live, but which I think important to report before That these memories disappear. I divided this story by the successive state governments of Cearà that contributed to the execution of the project to create the first state public university in the North and Northeast of Brazil.

nÃo hà / As emergentes questÃes ligadas ao desenvolvimento sustentÃvel tiveram suas origens nos movimentos de preservaÃÃo do meio ambiente. Com a evoluÃÃo da temÃtica para formaÃÃo de uma base sustentÃvel, acrescentou-se, ao meio ambiente, as questÃes econÃmicas e sociais, os trÃs itens formam juntos o tripà da sustentabilidade. A educaÃÃo à tida como a principal fonte de conscientizaÃÃo da sociedade e propagaÃÃo das ideologias do desenvolvimento sustentÃvel, e as universidades colaboram nesse processo disseminando o pensar e o agir sustentÃvel, devendo elas prÃprias serem modelos de sustentabilidade, por meio de seus eixos de atuaÃÃo (ensino, pesquisa, extensÃo e gestÃo). Este estudo objetivou desenvolver um mÃtodo para analisar aÃÃes, aspectos e estratÃgias existentes dentro de uma InstituiÃÃo Federal de Ensino Superior, que contribuem para a prÃtica do Desenvolvimento SustentÃvel. De natureza qualitativa, trata-se de uma pesquisa de carÃter exploratÃrio e descritivo, um estudo de caso que se complementa com a pesquisa documental. O presente trabalho permitiu dimensionar o desenvolvimento sustentÃvel dentro da IFES, em suas diversas frentes de atuaÃÃo. ApÃs a aplicaÃÃo do mÃtodo proposto, e apesar da fase embrionÃria, verificou-se o interesse da InstituiÃÃo em evoluir nas questÃes sustentÃveis. Hà um extenso caminho a ser percorrido, tendo em vista que a preocupaÃÃo com as futuras geraÃÃes perpassa os limites fÃsicos da universidade.

As InstituiÃÃes de Ensino Superior (IES) necessitam examinar continuamente seus modelos de gestÃo a fim de assegurar sua participaÃÃo como agente fomentador da evoluÃÃo tÃcnica, cientÃfica, cultural e social da regiÃo onde estÃo localizadas. Contudo os gestores universitÃrios necessitam conciliar a gestÃo administrativa à pedagÃgica, acadÃmica e cientÃfica e, muitas vezes, ao assumir o cargo, nÃo tÃm conhecimento tÃcnico sobre o gerenciamento de pessoas e recursos, o que pode gerar dificuldades e impacto nos resultados. Nesse sentido, levando-se em consideraÃÃo a relevÃncia do curso de graduaÃÃo como o responsÃvel pela principal atividade-fim de uma universidade, as exigÃncias do Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior (SINAES) e o cumprimento das Diretrizes Curriculares Nacionais, convÃm questionar quais as competÃncias gerenciais relevantes para a gestÃo de cursos de graduaÃÃo. Este trabalho tem como objetivo analisar a partir das principais teorias administrativas e normas vigentes as competÃncias gerenciais de coordenadores de cursos de graduaÃÃo identificadas pelos prÃprios coordenadores do campus da Universidade Federal do Cearà em Sobral. Para tanto, foi realizada uma pesquisa bibliogrÃfica e documental a partir dos conceitos das principais teorias administrativas contemporÃneas, das abordagens cardinais sobre competÃncias gerenciais. TambÃm foi realizado um levantamento dos documentos oficiais que regulam, apresentam e caracterizam as competÃncias e atribuiÃÃes de coordenadores de curso de graduaÃÃo na Universidade Federal do CearÃ. Como estratÃgia metodolÃgica, foi utilizada uma pesquisa aplicada, com estudo quali-quantitativo e exploratÃrio. A anÃlise dos resultados da pesquisa constatou que as competÃncias gerenciais mencionadas pelo maior nÃmero de entrevistados foram lideranÃa, conduÃÃo de equipes de trabalho, comunicaÃÃo, gerenciamento de conflitos, administraÃÃo do tempo, paciÃncia, resolutividade, promoÃÃo e divulgaÃÃo do curso, saber ouvir e, por fim, conhecimento aprofundado do curso, da estrutura universitÃria e dos principais procedimentos e processos. TambÃm constatou-se que hà lacunas na formaÃÃo dos docentes e, portanto, necessidades de cursos de capacitaÃÃo e aperfeiÃoamento. / Higher Education Institutions need to continually examine their management models in order to ensure their participation as developer agent of technical, scientific, cultural and social evolution in the region where they are located. However, the university administrators need to reconcile the administrative to teaching, academic and scientific management and often, when they assume the job, they do not have technical knowledge about people and resources management, which can lead to difficulties and impact on results. Thus, taking into account the relevance of undergraduate course as responsible for the main core business of a university, the requirements of the Higher Education Evaluation National System and the fulfillment with the National Curriculum Guidelines, it is convenient to question what are the relevant managerial skills for the management of undergraduate course. The objective of this research is to analyze the following areas: the principal administrative theories and the needed managerial competences for undergraduate course coordinators as identified by coordinators from the Federal University of Ceara campus in Sobral. In order to conduct this research, a literature review was conducted to illustrate the contemporary management theories and the cardinal approaches to managerial skills. Along with the literature review, oral surveys were conducted with regards to the official documents that regulate, present and characterize the skills and assignments of undergraduate course coordinators at the Federal University of Ceara. This paper utilized multiple methodologies â qualitative and quantitative applied research and exploratory research. The survey research analysis found the following managerial competencies to be mentioned the most frequently: leadership, leading teams, communication, conflict management, time management, patience, resolution, course promotion and dissemination, listening, knowledge about the course, the structure of the university and key procedures and processes. Within the research the following gaps were identified: the training of professors and the capacity and improvement of university courses.

The teaching profession is responsible for training professionals from various fields of knowledge; however, exercising the magisterium is an old function and problems generated also have followed it. In this sense, the accumulation and variety of its functions can trigger overload and make them susceptible to work-related stress, identified as a risk factor for depression. In this aspect, the practice of health care teachers are doubly subject to emotional distress situations, since it is generated by the need that the teacher has to be caregiver during the process of teaching and learning. Depression is a syndrome characterized by mood swings that still compromises the quality of life (QoL). The overall objective of the study was to assess the QoL and depression in teaching in the area of Health in the São Cristóvão Campus at UFS. This is a descriptive, cross-sectional study, with a quantitative approach. The convenience sample consisted of 146 teachers. We used three data collection instruments, the Whoqol-Bref, Beck Depression Inventory and a sociodemographic questionnaire prepared by the researchers. The collecting took place from February to November 2015. The data were analyzed descriptively and analytically. The results show that 58.2% of respondents are female, with a mean age of 44.44 years old, 54.8% Caucasian, 63% married, 56.16% doctors, 52.05% full-time commitment, 70.5% dissatisfied with working conditions, 78.8% dissatisfied with pay, 68.5% practice physical activity and 98% practice leisure activities. The results of two general questions of the Whoqol-Bref showed that most of the teachers have positive perception of their QoL (84.9%) and were satisfied with their health (67.8%). The prevalence of teachers with depression was 29.5%. It was concluded that the teachers presented, on a larger scale, satisfaction with their QoL and health. However, the prevalence of depression was high and was associated with QoL, dissatisfaction of working conditions and leisure activities. Therefore, it suggests that depression can have a negative effect on the QoL of individuals, dissatisfaction with working conditions may be associated the development or worsening of disease, in against departure, the results point to a possible protective effect of leisure activities offer mental health. / A docência superior é responsável pela formação de profissionais das diversas áreas do conhecimento, no entanto, exercer o magistério é uma função antiga e os problemas gerados também a acompanham. Nesse sentido, o acúmulo e variedade de suas funções podem desencadear sobrecarga e torná-los susceptíveis ao estresse laboral, apontado como fator de risco para depressão. Nessa vertente, a prática dos docentes da área da saúde está duplamente sujeita a situações de desgaste, visto que ele é gerado pela necessidade que o docente tem em ser cuidador durante o processo de ensino aprendizagem. A depressão é uma síndrome caracterizada por alterações do humor que compromete ainda a qualidade de vida (QV). O objetivo geral do estudo foi Avaliar a QV e depressão em docentes da área da Saúde do Campus São Cristóvão da UFS. Trata-se de um estudo descritivo, de corte transversal, com abordagem quantitativa. A amostra por conveniência foi composta por 146 docentes. Foram utilizados três instrumentos de coleta de dados, o Whoqol-Bref, o inventário de depressão de Beck e um questionário sociodemográfico elaborado pelos pesquisadores. A coleta ocorreu no período de fevereiro a novembro de 2015. Os dados foram analisados de forma descritiva e analítica. Os resultados demonstram que 58,2% dos pesquisados são do gênero feminino, com média de idade de 44,44 anos, 54,8% da raça branca, 63% casados, 56,16% doutores, 52,05% dedicação exclusiva, 70,5% insatisfeitos com as condições de trabalho, 78,8% insatisfeitos com remuneração salarial, 68,5% praticam atividade física e 98% praticam atividades de lazer. Os resultados das duas questões gerais do Whoqol-Bref mostraram que a maior parte dos docentes têm percepção positiva da sua QV (84,9%) e estavam satisfeitos com sua saúde (67,8%). A prevalência de docentes com depressão foi de 29,5%. Foi possível concluir que, os docentes apresentaram em maior escala satisfação com sua QV e saúde. No entanto, a prevalência de depressão foi alta e houve associação com a QV, insatisfação das condições de trabalho e atividades de lazer, portanto, sugere que a depressão pode interferir negativamente na QV dos indivíduos, a insatisfação com as condições de trabalho pode estar associada ao desenvolvimento ou agravamento da doença, em contra partida, os resultados apontam para um possível efeito protetor que as atividades de lazer oferecem a saúde mental. / Lagarto, SE

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-12T15:03:41Z No. of bitstreams: 2 Dissertação - Bibiana Arantes Moraes - 2016.pdf: 2083906 bytes, checksum: 7316f17660d9973d3c025c56538410c1 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-12T15:05:08Z (GMT) No. of bitstreams: 2 Dissertação - Bibiana Arantes Moraes - 2016.pdf: 2083906 bytes, checksum: 7316f17660d9973d3c025c56538410c1 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-12T15:05:08Z (GMT). No. of bitstreams: 2 Dissertação - Bibiana Arantes Moraes - 2016.pdf: 2083906 bytes, checksum: 7316f17660d9973d3c025c56538410c1 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-01-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / National Curriculum Guidelines (NCG) and reorientation programs of health professionals’ formation guide the health education in Brazil and the curriculum construction of graduation courses. They still intent to build professionals compromised with the health system and the community. This study aims to understand the health formation from changing movements. The methodology was the exploratory social research with qualitative approach. It has been done literature review, documentary research of the Nursing, Pharmacy, Medicine, Nutrition and Odontology Course’s Pedagogical Project (CPP) of a federal institution and interview with coordinators of studied courses in order to know the process of health formation. All data were submitted to content analysis in thematic mode. While making analysis, categories demonstrating the CPP show proposals according to the legislation that guides the health formation in Brazil emerged. Regarding the interviews it was reported several changes in health formation due to the reorientation programs’ influence in studied courses. Among them stands out: changes in studied curriculums, in multi-professional teams work, in pedagogical approach adopted by professors, teacher’s developmental, enhance of education, research and extension activities, increase of primary care in practice and subjects and interdisciplinary and integration among the courses. In conclusion, the studied health courses are in transition phase to changes proposed by NCG and guided in a transforming education. / As Diretrizes Curriculares Nacionais (DCN) e os programas de reorientação da formação profissional na área da saúde norteiam a formação em saúde no Brasil e a construção dos currículos dos cursos de graduação. Eles ainda pretendem formar profissionais compromissados com o sistema de saúde e com a comunidade. Esta pesquisa teve como objetivo compreender a formação em saúde a partir dos movimentos de mudança. A metodologia adotada foi a pesquisa social exploratória estratégica de abordagem qualitativa. Foram realizadas revisão bibliográfica, pesquisa documental dos Projetos Pedagógicos dos cursos (PPC) de Enfermagem, Farmácia, Medicina, Nutrição e Odontologia de uma instituição federal de ensino superior e entrevistas com os coordenadores dos cursos estudados com a finalidade de conhecer o processo da formação em saúde. Todos os dados foram submetidos à análise de conteúdo, na modalidade temática. Ao realizar a análise emergiram categorias que demostraram que os PPC apresentam propostas conforme a legislação que norteia a formação em saúde no Brasil. Quanto às entrevistas foram relatadas várias mudanças na formação em saúde devido à influência que os programas de reorientação da formação em saúde tiveram nos cursos estudados. Dentre elas destacam-se: mudanças nos currículos estudados, no trabalho em equipe multiprofissional, na abordagem pedagógica adotada pelos professores, desenvolvimento docente, aumento de atividades de ensino-pesquisa-extensão, aumento da atenção básica nos cenários de prática e em disciplinas e, a interdisciplinaridade e integração entre os cursos. Conclui-se que os cursos da área da saúde estudados encontraram-se em fase de transição para as mudanças dispostas nas DCN e pautadas em um ensino transformador.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-08-21T18:02:26Z No. of bitstreams: 2 Tese - Jackeline Nascimento Noronha da Luz - 2017.pdf: 3138149 bytes, checksum: fc90848f1999449b6aa65c162854d50f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-15T12:10:36Z (GMT) No. of bitstreams: 2 Tese - Jackeline Nascimento Noronha da Luz - 2017.pdf: 3138149 bytes, checksum: fc90848f1999449b6aa65c162854d50f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-15T12:10:36Z (GMT). No. of bitstreams: 2 Tese - Jackeline Nascimento Noronha da Luz - 2017.pdf: 3138149 bytes, checksum: fc90848f1999449b6aa65c162854d50f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study is related to the State of Education, Policies and History of Education research line of the Post-Graduation Program in Education of the Federal University of Goiás. The research problem is about the movements and tendencies of the policies of entrance of public higher education in the Brazil, from 1995 to 2015, and what they represent, in terms of the democratization of this level of education. In order to do so, it presents the following thesis: the politics of entry into higher education, considering the period from 1995 to 2015, are based on a meritocratic and competitive logic, but, contradictorily, offer possibilities for a certain democratization and inclusion in public higher education. The research used the qualitative and quantitative approach, based on the bibliographic research, delimiting the technical-methodological procedure through the following phases: a) exploratory reading of the materials; B) organization and analysis of documentary sources, especially legislation from 1995 to 2015; C) survey of quantitative indicators (number of institutions, vacancies, enrollments and admissions) made available in the Census of higher education, by the National Institute of Studies and Educational Research Anísio Teixeira (Inep) and by the National Household Sample Survey, by the Brazilian Institute of Geography and Statistics (IBGE). In order to approach the thematic field, it contemplated the analysis of academic productions about admission policies and selective processes, and chose as the source the Bank of Thesis and Dissertations of the Coordination of Improvement of Higher Education Personnel (Capes). In the theoretical construction of the analytical category democratization, the contributions of Coutinho (2002; 2008), Wood (2006) and Silva and Veloso (2013a; 2013b) were used. The concepts of selection, classification, equality of opportunities and meritocracy were also treated, based on the studies of Bourdieu (1996), Bourdieu and Passeron (2008), Silva (2006), Bonetto ), Nogueira and Catani (1998). The research shows that the capitalist system nowadays undergoes reconfigurations, aiming at its maintenance, based on the promotion of inequality and social exclusion. Neoliberalism reinforces the meritocratic logic of this system, insofar as it values individuals, their merits and their conquests, without taking into account the inequalities and historically constituted determinants that determine the distribution of these same individuals in the social space. The policies related to the entrance in higher education in Brazil remain with dictates that choose some and exclude others, supposedly considering only the capacities of each one. It can be observed that the data of the research were differentiated in the period studied, making it possible to separate them: the 1990s with less democratizing perspectives, with little impact on the selectivity, and the decade of 2000, which brings a panorama that contributes to the minimization Of natural selection and more effective perspectives of the democratization of social inclusion and inclusion, mainly through the changes that occurred in the forms of selection, such as the Enem / SiSU (national) and the quota law. There were methodological changes in the application and use of the results, without losing sight of the characteristic of the elitized process. The politics of entry reflect the society of a liberal-capitalist nature, which operates by exclusion, while at the same time extolling the so-called natural capacities. But, contradictorily, it allows punctual policies of inclusion and democratization in order to maintain the very maintenance of the liberal-capitalist system. / Este estudo vincula-se à linha de pesquisa Estado, Políticas e História da Educação, do Programa de Pós-graduação em Educação da Universidade Federal de Goiás. O problema de pesquisa versa sobre os movimentos e tendências das políticas de ingresso da educação superior pública no Brasil, no período de 1995 a 2015, e o que eles representam, em termos de democratização desse nível de ensino. Para tanto, apresenta a seguinte tese: as políticas de ingresso na educação superior, considerando o período de 1995 a 2015, fundamentam-se em uma lógica meritocrática e competitiva, porém, contraditoriamente, oferecem possibilidades para certa democratização e inclusão na educação superior pública. A pesquisa utilizou a abordagem qualitativa e quantitativa, pautando-se na pesquisa bibliográfica, delimitando o procedimento técnico-metodológico por meio das seguintes fases: a) leitura exploratória dos materiais; b) organização e análise de fontes documentais, especialmente a legislação do período de 1995 a 2015; c) levantamento de indicadores quantitativos (número de instituições, vagas, inscritos e ingressos) disponibilizadosno Censo da educação superior, pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep)e pela Pesquisa Nacional por Amostra de Domicílios, pelo Instituto Brasileiro de Geografia e Estatística (IBGE).Para aproximação com o campo temático contemplou a análise deproduções acadêmicas sobre as políticas de ingresso e processos seletivos, elegeu como fonteo Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes).Na construção teórica da categoria analítica democratização utilizou-se as contribuições de Coutinho (2002; 2008), Wood (2006) e Silva e Veloso (2013a; 2013b). Foram ainda tratados os conceitos de seleção, classificação, igualdade de oportunidades e meritocracia, com base nos estudos deDubet (2008), Silva (2006), Bonetto (2006), Bourdieu (1996; 1998; 2014), Bourdieu e Passeron (2014), Nogueira e Catani (1998). A pesquisa evidencia que o sistema capitalista na atualidade passa por reconfigurações, visando a sua manutenção, pautada na promoção da desigualdade e exclusão social. O neoliberalismo vem reforçar a lógica meritocrática desse sistema, na medida em que valoriza os indivíduos, seus méritos e suas conquistas, sem levar em conta as desigualdades e os condicionantes historicamente constituídos e que determinam a distribuição desses mesmos indivíduos no espaço social. As políticas relacionadas ao ingresso na educação superior no Brasil permanecem com ditames que escolhem uns e excluem outros, supostamente considerando apenas as capacidades de cada um. Constata-se que os dados da pesquisa se mostram diferenciados no período estudado, possibilitando separá-los: a década de 1990 com perspectivas menos democratizantes, com pouco impacto na seletividade, e a década de 2000, que traz um panorama que contribui com a minimização da seleção natural e perspectivas mais efetivas de democratização do ingresso e inclusão social, principalmente por meio das mudanças que ocorreram nas formas de seleção, como o Enem/SiSU (em âmbito nacional) e a lei de cotas. Ocorreram alterações metodológicas de aplicação e do uso dos resultados, sem perderem de vista a característica de processo elitizado. As políticas de ingresso refletem a própria sociedade de cunho liberal-capitalista, que opera pela exclusão, ao mesmo tempo em que enaltece as capacidades ditas naturais. Mas, contraditoriamente, permite políticas pontuais, de inclusão e de democratização, a fim de manter a própria manutenção do sistema liberal-capitalista.

<p> This study examines relationships of African-American high school equivalency (HSE) students' sense of belonging to their peers, faculty, and community college environment. A sense of belonging is an important factor in understanding students&rsquo; internal and external motivations, perceptions, desires, and academic successes. For many African-American HSE students, community colleges are the pathways chosen to enhance their skills for a better education, potential income increase, and possible advancement in the workforce. A sense of belonging, socioeconomic desires, and cultural influences can promote adult learners&rsquo; return to the classroom in pursuit of a high school diploma. The purpose of this study was to examine and gain in-sight on a sense of belonging, educational attainment, and gender gaps of African-American high school equivalency female and male students&rsquo; experiences in quest of a higher education. This mixed-method research study recorded students&rsquo; shared experiences and insight in regards to a sense of belonging; as a result, the findings from this study have implications to change policy, curriculum, and program structure. The significance of this study was to make a contribution to the knowledge on African-American students&rsquo; sense of belonging with peers, faculty, and the community college environment. </p><p>

<p> Community colleges enroll nearly half of the students in public undergraduate programs and a disproportionate number of first-generation, low-income, underprepared, and minority students. The new national completion agenda initiated by President Barack Obama had brought both visibility and pressure to community colleges, which had completion rates of less than 25% for first-time and full-time African-American students and even lower rates for part-time students. When comparing four-year collegiate institutions with community colleges, more African-American males had enrolled into community colleges because of open admission policies, a variety of program offerings, and convenient locations. In contrast, community colleges had more likely lost these particular students because of employment, leniency within admission policies, and personal challenges. A qualitative case study provided some lacking reasons why these students drop out, and these circumstances may subsequently lead to indications of how to decrease the community college dropout rate. The specific problem of interest is the perceptions and experiences that African-American male students had for dropping out of community college before attaining a certificate or associate&rsquo;s degree or transferring to a four-year institution. The purpose of this qualitative case study was to explore the perceptions and lived experiences of African-American male community college students regarding college dropout. The participants of this study were 10 African-American male former community college students who withdrew from an urban multi-campus in North Texas without transferring to a four-year college or university, or without attaining a certificate or associate&rsquo;s degree from the community college. Participants were students formerly enrolled at the institution for at least one entire two-semester year. Recommendations concerning these students should be advised on the pros and cons of being employed while attending school during their initial counseling appointment with college personnel. Students should be informed on the difficulties, stress, and anxiety they may receive balancing their job with employment. Advisors should assist these students with skills such as time management and organization to reduce stress and anxiety. If permissible, advisors should also collaborate with students to plan class schedules that may be more flexible concerning their employment. Counseling services also need to be available to assist with stress, anxiety, and other difficulties and uncertainties. Faculty should also be involved to the extent of modifying assignments, tests, etc., in order to assist student success. </p><p> On the other hand, students may need to look at classes that are available online as well as seek job opportunities that have flexible work days and times. Community colleges should create an environment that is deeply rooted in the college and outside community. College administrators, community leaders, and other stakeholders may need to create student-friendly employers, which could be advertised in the college newspaper, or school&rsquo;s website. These types of employers could provide student friendly policies such as daycare and tuition reimbursement plans, merchandise discounts, and flexible work schedules. The second recommendation is to make sure African-American male students are engaged with the community college to encompass efficient academic advisement, career counseling, college transfer, and support services. The third recommendation is that this particular group of students may need to be provided mentors. Community leaders and other stakeholders who are men of color should be part of the educational experience for African-American males in college to show them what can happen with hard work and attaining a college degree. This particular group of students needs to be viewed holistically, and mentors may provide a personable, positive connection to keep these students in college.</p><p>

<p> This case study was designed to explore policies that were in place to attract, recruit, and retain qualified faculty for 4 community colleges in Sierra Leone. The research was necessitated by the apparent inability of Sierra Leone educators to train and retain faculty possessing the required academic credentials. The research questions were designed to address the policies and strategies used to attract and recruit faculty, better prepare faculty, improve the quality of classroom instruction, and retain qualified faculty at community colleges. The literature review yielded results about the benefits of community colleges in developing countries, thus reinforcing the need for qualified faculty. Case study methodology and open-ended interviews with 12 purposely selected participants were used to ensure trustworthiness and reveal the essential characteristics of how community colleges in Sierra Leone may succeed in faculty attraction, recruitment, and retention. Participants reported that word of mouth solicitation was the primary method for faculty recruitment, and that the top challenge faced by these institutions was fiscal constraints. Although findings from this study are specific to 4 institutions, they may serve as a guide for qualified faculty retention at all community colleges in Sierra Leone, and hopefully bring about social change by improving academic excellence throughout the country.</p><p>