Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-13T19:52:03Z No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-26T19:56:06Z (GMT) No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) / Made available in DSpace on 2018-04-26T20:00:18Z (GMT). No. of bitstreams: 1 JULIAN AVILA FONTOURA.pdf: 3544003 bytes, checksum: 6a252755804b45d11d980df48503722d (MD5) Previous issue date: 2018-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / From Law n? 11.892/08 we have in Brazil the constitution of a new institutional architecture with the Brazilian Educational System ? in particular Higher Education ? in the context of Professional and Technological Education (EPT): The Federal Institutes of Education, Science and Technology (IF?s). This institutionality was conceived as being strategic in the development of the nation, aligned to the world of work, to the productive arrangements, and to the strengthening of democracy and citizenship in the pursuit of national, regional and local development. Higher Education in this context presents itself in an emergent way, since the IF?s institutionality is effective based on the precepts of inclusion, social justice and equity in the formation of subjects. A multidiverse range of subjects ended up entering this university space, bringing to FIs a differentiated profile of students, different from those ?traditionally? known to teachers and managers. Thus, important issues arise for the operationalization of processes, especially those linked to the demands arising from the implementation of this new model of educational institution. In this sense, the objective of this research is to understand how the model of Management of Higher Education developed, implemented and articulated in the Federal Institute of Education, Science and Technology of Rio Grande do Sul ? Campus Porto Alegre, consubstantiates against the Superior Courses of Technology of the institution from the perspective of its coordinators. Due to the nature of this research we use the qualitative approach, in the descriptive-exploratory perspective, in the production of the data we have as Procedures Documental Research in line with the Case Study, and in relation to the instruments of data production, we used the semi-structured interview with the subjects of the research (Coordinators of the Higher Technology Courses of IFRS ? Porto Alegre). Next to the methodological process we have the Approach of the Policy Cycle in the theoretical-methodological perspective (focusing on the Context of Practice) in the production of the data, and the analysis was developed from the Discursive Textual Analysis (ATD) in light of the assumptions of the Multidimensional Paradigm of Administration of Education. The results of the study point to the complexity of Higher Education Management from the IF?s perspective, the management model of the institution presents itself in a quite different way, incorporating in it concepts of economic efficiency, pedagogical effectiveness, cultural relevance and effectiveness policy. This complexity and diversity is shown from the combination of these concepts with the Management of Higher Technology Courses of the institution, the precepts of effectiveness and effectiveness are highlighted in this scenario. We have in the institution a management model built as a possible alternative to so-called ?traditional? models within the emerging context in which Higher Education is effective in our country, having in justice and social inclusion the way of consolidating the management processes of this new institutionality. / A partir da Lei n? 11.892/08 temos no Brasil a constitui??o de uma nova arquitetura institucional junto ao Sistema de Educacional Brasileiro ? em especial ? Educa??o Superior ? no contexto da Educa??o Profissional e Tecnol?gica (EPT): Os Institutos Federais de Educa??o, Ci?ncia e Tecnologia (IF?s). Est? institucionalidade foi concebida como sendo estrat?gica no desenvolvimento da na??o, alinhada ao mundo trabalho, aos arranjos produtivos, e ao fortalecimento da democracia e da cidadania na busca do desenvolvimento nacional, regional e local. A Educa??o Superior neste contexto se apresenta de forma emergente, pois a institucionalidade dos IF?s, se efetiva a partir dos preceitos de inclus?o, justi?a social e equidade na forma??o de sujeitos. Uma gama multidiversa de sujeitos acabaram por adentrar este espa?o ?universit?rio?, trazendo para os IF?s um perfil diferenciado de alunado, distinto daqueles ?tradicionalmente? conhecidos por professores e gestores. Dessa forma, surgem quest?es importantes para a operacionaliza??o dos processos, principalmente aqueles ligados as demandas decorrentes da implementa??o deste novo modelo de institui??o de ensino. Nesse sentido, o objetivo desta investiga??o ? compreender como o modelo de Gest?o da Educa??o Superior desenvolvido, implementado e articulado no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul ? Campus Porto Alegre, se consubstancia frente aos Cursos Superiores de Tecnologia da institui??o, na perspectiva de seus coordenadores. Em fun??o da natureza desta investiga??o utilizamos a abordagem qualitativa, na perspectiva descritiva-explorat?ria, na produ??o dos dados temos como procedimentos a Pesquisa Documental alinhada ao Estudo de Caso, e com rela??o aos instrumentos de produ??o de dados, utilizamos a entrevista semiestruturada junto aos sujeitos da pesquisa (Coordenadores dos Cursos Superiores de Tecnologia do IFRS ? Porto Alegre). Junto ao processo metodol?gico temos a Abordagem do Ciclo de Pol?ticas na perspectiva te?rico-metodol?gica (focando no Contexto da Pr?tica) na produ??o dos dados, e a an?lise foi desenvolvida a partir da An?lise Textual Discursiva (ATD) a luz dos pressupostos do Paradigma Multidimensional da Administra??o da Educa??o. Os resultados do estudo apontam para a complexidade na qual se insere a Gest?o da Educa??o Superior na perspectiva dos IF?s, o modelo de gest?o da institui??o se apresenta de maneira bastante diversa, incorporando em si conceitos de efici?ncia econ?mica, efic?cia pedag?gica, relev?ncia cultural e efetividade pol?tica. Esta complexidade e diversidade se mostra a partir da combina??o destes conceitos junto a Gest?o dos Cursos Superiores de Tecnologia da institui??o, os preceitos da efic?cia e da efetividade ganham destaque nesse cen?rio. Temos na institui??o um modelo de gest?o constru?do como uma alternativa poss?vel a modelos ditos ?tradicionais? dentro do contexto emergente no qual a Educa??o Superior se efetiva em nosso pa?s, tendo na justi?a e na inclus?o social a forma de consolidar os processos gestion?rios desta nova institucionalidade.