Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Eduardo Baptista Bullentini.pdf: 592513 bytes, checksum: 35fe2d48e994f0b3f7222f22b1e8971e (MD5) Previous issue date: 2006-11-27 / The present work proposes an analysis of the work of teachers in a night course of a private university, specifically in the Business Administration course, from the perspective of the students. Based on the verification of a higher education crisis in Brazil, the text analyzes work in Capitalistic Society, taking into consideration the Marxist Critique and the changes happening in the world of work. Following this, it analyzes the work of teachers today and, by means of a survey made with students of the Business Administration course, the point of view and expectations of the students who study in this course at night. Results show that the question of time is one of the most serious concerns and that there exist important personal characteristics for successful teaching and learning. It concludes that we have studied a small part of the enormous problematic involved in university night courses. / O presente trabalho prop?e-se analisar o trabalho docente num curso noturno de uma Institui??o de ensino superior particular, especificamente uma faculdade de Administra??o, sob a ?tica dos alunos. Partindo da constata??o de uma crise da educa??o superior no Brasil, o texto procura analisar o trabalho na sociedade capitalista, levando em considera??o a cr?tica marxista e as mudan?as ocorridas no mundo do trabalho. Em seguida, analisa o trabalho docente hoje e a vis?o e expectativas dos alunos que estudam no per?odo noturno a partir de uma pesquisa feita com alunos de um curso de Administra??o de Empresas. Os resultados mostram que a quest?o do tempo ? uma das mais graves e que h? caracter?sticas pessoais importantes para o ?xito do ensino e da aprendizagem. Conclui-se que estudamos uma pequena parte da enorme problem?tica envolvida nos cursos superiores noturnos.

Submitted by Leticia Schettini (leticia@ufrrj.br) on 2016-08-29T14:13:53Z No. of bitstreams: 1 2006 - Derlin?a Pe?anha Moreira Miranda.pdf: 1056065 bytes, checksum: 31e3b0efb910266467690ff31aed16a0 (MD5) / Made available in DSpace on 2016-08-29T14:13:53Z (GMT). No. of bitstreams: 1 2006 - Derlin?a Pe?anha Moreira Miranda.pdf: 1056065 bytes, checksum: 31e3b0efb910266467690ff31aed16a0 (MD5) Previous issue date: 2006-01-26 / This study it deals with the evasion in the institutions of Private Superior Education, especially, in the courses of Administration in the Espirito Santo. It intends to identify the factors that induce the academic to abandon the college and to consider solutions to minimize the problem. The used procedure in this exploratory research of qualitative and quantitative nature was the case study. They had been carried through documentary research and of field, with the use of interviews answered for directors, coordinators and secretaries of the superior school. The sample was the pupils one of an Institution of Private Superior Education that possesss some campuses located in the State of the Espirito Santo, whose behavior was evaluated in the academic registers and by the information of the team technique of the Entity. Identified to the internal factors and the external ones of the IES, and individual of the learning, that causes evasion, such as: dissatisfaction with the pedagogical project and the professors, the available infrastructure and resources; excess of offers of vacant; financial difficulties and unemployment, difficulty in the learning, had been suggested immediate solutions and considered subjects of future research, to reach the target to prevent the defection of academics, who as many damages cause. / Este estudo trata da evas?o nas institui??es de Ensino Superior Privado, especialmente, nos cursos de Administra??o no Esp?rito Santo. Pretende identificar os fatores que induzem o acad?mico a abandonar a faculdade e propor solu??es para minimizar o problema. O procedimento usado nesta pesquisa explorat?ria de natureza qualitativa e quantitativa foi o estudo de caso. Foram realizadas pesquisa documental e de campo, com a utiliza??o de entrevistas respondidas por diretores, coordenadores e secret?rios das faculdades. A amostra foi o alunado de uma Institui??o de Ensino Superior Privado que possui v?rios campus localizados no Estado do Esp?rito Santo, cujo comportamento foi avaliado nos registros acad?micos e pelas informa??es da equipe t?cnica da Entidade. Identificados os fatores internos e os externos da IES, e individuais do discente, que causam evas?o, tais como: insatisfa??o com o projeto pedag?gico e com os professores, com a infra-estrutura e recursos dispon?veis; excesso de oferta de vagas; dificuldades financeiras e desemprego, dificuldade na aprendizagem, foram sugeridas solu??es imediatas e propostos temas de futuras pesquisas, colimando prevenir a deser??o de acad?micos, que tantos preju?zos causam.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T18:09:29Z No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) / Made available in DSpace on 2016-05-10T18:09:29Z (GMT). No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) Previous issue date: 2015-12-15 / Since the 90s Brazil has been implementing educational evaluation policies on a large scale. In higher education, we had the Institutional Assessment Program of Brazilian Universities (PAIUB) in 1993, the National Examination of Courses (ENC) in 1995 and the National System of Higher Education Assessment (SINAES), in force since 2004. Before that, there were specific initiatives diagnostic of higher education with the specific purpose of understanding the landscape of universities in the country: Atcon Plan, Meira Mattos Commission, July 1968 Commission, University Reform Assessment Program (PARU), National Commission for Revision of Teaching Superior (CNRES) and Group Executive for Restructuring of Higher Education (GERES). The SINAES is an assessment policy aimed to map the higher education in three dimensions: institutional assessment, course assessment and students assessment. This study is in the second dimension - course assessment - and the question is: Does SINAES has taken effect upon the management teaching? This is a bibliographic research that mapped masters and doctoral?s texts, published in 2004 - 2014 in order to investigate whether some research addressed the effects of SINAES the course upon teaching management. Among the 101 master and doctorate?s texts and 32 paper, only one deals with this topic: "Sinaes: quality indicators courses in higher education and social reproduction". Author: Leandro Berchielli. University: Catholic University of Sao Paulo (PUC-SP). Date: 2012. Berchielli argues the SINAES caused no improvement in management courses for him searched. Starting from the principle that all public policy takes effect, we argue the SINAES have rather taken effect, but not those recommended by the institution's policy, namely to promote the improvement of the courses. According to Berchielli, SINAES just contribute to legitimate and reproduce the separation of social groups, it is also true that this result, despite its anti-democratic feature, is an effect too. The management teaching, despite being which has the largest number of students in Brazil, needs to more studies and researches, mainly in its intersection with the assessment policies. The small number of studies in this field, in some way, can demonstrate us the State?s intentions about this course. / Desde os anos 90 o Brasil vem implementando pol?ticas de avalia??o educacional em larga escala. Na Educa??o Superior, tivemos o Programa de Avalia??o Institucional das Universidades Brasileiras (PAIUB) em 1993, o Exame Nacional de Cursos (ENC) em 1995 e o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), em vig?ncia desde 2004. Antes disso, houve iniciativas pontuais de diagn?stico da educa??o superior com a finalidade espec?fica de compreender o cen?rio das universidades no pa?s: Plano Atcon, Comiss?o Meira Mattos, Comiss?o de Julho de 1968, Programa de Avalia??o da Reforma Universit?ria (PARU), Comiss?o Nacional para Reformula??o do Ensino Superior (CNRES) e Grupo Executivo para Reformula??o do Ensino Superior (GERES). O SINAES ? uma pol?tica de avalia??o orientada para mapear as institui??es de ensino superior (IES) em tr?s dimens?es: avalia??o da institui??o, avalia??o do curso e avalia??o do estudante. Este estudo se situa na segunda dimens?o ? avalia??o de curso ? e pretende responder ? quest?o: o SINAES t?m produzido efeitos no curso de Administra??o? Trata-se de uma pesquisa bibliogr?fica que mapeou trabalhos de mestrado, doutorado e artigos publicados nos anos de 2004 a 2014 a fim de investigar se alguma pesquisa tratou dos efeitos do SINAES o curso de Administra??o. Dentre as 101 obras de mestrado e doutorado e 32 artigos, somente 1 disserta??o trata deste tema. Tal disserta??o ? ?Sinaes: indicadores de qualidade de cursos no ensino superior e reprodu??o social? ? de Leandro Berchielli, defendida na PUC de S?o Paulo em 2012, argumenta que o SINAES n?o provocou melhoria nos cursos de Administra??o por ele pesquisados. Partindo-se do princ?pio de que toda pol?tica p?blica produz efeitos, argumentamos que o SINAES t?m sim produzido efeitos, por?m n?o aqueles preconizados pela institui??o da pol?tica, qual seja, promover a melhoria dos cursos. Se ? certo que o SINAES, como argumenta Berchielli, est? mais a servi?o de legitimar e reproduzir nas IES a separa??o dos grupos sociais, ? certo tamb?m que este resultado, em que pese sua fei??o antidemocr?tica, tamb?m ? um efeito, ainda que indesejado por n?s. O curso de Administra??o, apesar de ser o que det?m a maior quantidade de estudantes do pa?s, carece de mais pesquisas na sua intersec??o com as pol?ticas de avalia??o. O pequeno n?mero de estudos neste campo, de alguma forma, tamb?m pode nos sinalizar tend?ncias do que o poder p?blico quer, e o que n?o quer, para esta ?rea.