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Previous issue date: 2007 / University Education in Brazil, according to statistical data from INEO – The Anísio Teixeira National Institute of Studies and Educational Research – between 1995 and 2005 – presents a significant increase in the number of private institutions of higher learning (IES) and, as a consequence, of enrollments. This growth connects the realities of these institutions directly to the national need for parameters, which might inform the Ministry of Education on certain aspects of these realities. Our study PDI – Institutional Development Plan, PPI – Institutional Pedagogical Project and PPC – Course Pedagogical Project, between what has been said and what has been done, an analysis of implementation in three private Institutions/RS/Brazil brings a contribution on this field, as it makes a reflexive and critical analysis on the articulations among PDI, PPI and PPC/Pedagogic in three IES/RS/Brazil, with the purpose of characterizing interactive, effective, relevant and significant elements to the organizational trajectory and implementation of these documents in their academic and pedagogic reality, in their Environmental Scenery defined as “A”, “B” and “C” and, with these data to be able to organize thematic categories. The Multiple Cases Studies, as a research methodology, sought to qualify aspects related to changes and conceptual and paradigmatic challenges to the interactive processes and to their social dimensions. Having the legal orientations of MEC/INEP/SINAES/DCNs as a reference – which regulate the IES – the textures of these legal documents characterize how strongly these three documents demanded by present law, keep significant relationships between what is said and what is done.The characterizations and implementations presented demand a specificity which expresses the personality of the IES, the problematizations bring forth the practices which identify and delineate these limits and possibilities, understanding that to each new element of discovery, the research text may restructure itself looking for a construction “in course”. Some questionings have oriented our research: do the researched IES have the three documents demanded by the Ministry of Education as their legal mandatory references? How have these documents been constructed and by whom? How is the implementation of these documents done? What do they represent in the daily practice of students and masters? Do the legal demands of the Ministry of Education support the development of the IES or do they become a mere structural instrument to be presented officially on solemn occasions? Are the new demands of University Education in the documents implemented in everyday academic activities? Would it be possible to evaluate categorical evidence on the implications of these implemented actions in the IES that have been researched? The study brings reflections on: Brazilian University Education and its expansion, competitivity and evaluation; Legal Fundaments of Evaluation in University Education – SINAES – PDI, PPI, PPCPed; the Pedagogy Course – Professor’s Formation; Research Methodology in “Studies of Multiple Cases”; texts from each one of the Environmental Scenery, Comparative Analysis among the three cases studied and Conclusions. Consolidating the matters that have oriented the three study cases performed, the paper presents partial synoptic tables and another of final comparative analysis.As far as the three formalized divisions are concerned, Fundaments/ODI, Development/PPI and PPL, Sustainability/ PPCPed, besides the characterization of each scenery and analysis: both present the results achieved. The IES bring from their region of activity their strong institutional cultures. They exert their educational actions with Christian and regional references challenging, with their personalities, a multiple-offer market; they believe in a new meaning for Legal Documents, maintaining the orientation. However, they create alternate economical viabilities; invest in a pedagogical and administrative management bringing them to their curricular matrixes, within their own personalities, mixing ethics, faith, Christianity, national challenges, credibility and globalization. In the concluding pages of this paper, we have placed the core idea to which this thesis is the answer, abstracted from the path of data collecting in the study cases, articulating its formal and interpretative possibilities and management forms of Community and Contextualized Cultures of Universities, through dimensions such as, knowledge, Concepts, Attitudes and behavior and the possibilities of their being linked anew: Individual and Team Competence, Personal Dominion, Work, Team Teaching and Learning, Shared Visions, Mental Models, Inter and Transdisciplinarity. / A Educação Superior no Brasil, conforme dados estatísticos do INEP – Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, entre 1995 e 2005, apresenta um aumento significativo no número de Instituições de Ensino Superior Privadas e, por conseguinte, de matrículas também. Esse crescimento coloca as realidades das IES em contato direto com a necessidade nacional de parâmetros que possam sinalizar ao Ministério da Educação sobre aspectos destas realidades. Nosso estudo “PDI – Plano de Desenvolvimento Institucional, PPI – Projeto Pedagógico Institucional e PPC – Projeto Pedagógico de Curso, entre o dito e o feito, uma análise da implementação em Três IES/RS/Brasil” traz uma contribuição neste sentido, realizando uma análise reflexiva e crítica sobre as articulações havidas entre PDI, PPI e PPC/Pedagogia em três IES/RS/BRASIL, objetivando caracterizar elementos interagentes, efetivos, relevantes e significativos à trajetória de organização e implementação destes documentos nas suas realidades acadêmicas e pedagógicas, nos seus Cenários de Ambientação definidos como “A”, “B” e “C” e, com estes dados, organizar categorias temáticas. Os estudos de casos múltiplos, como metodologia de pesquisa, buscaram qualificar aspectos relativos às mudanças e desafios conceituais e de paradigmas, à qualidade dos processos interativos e às suas dimensões sociais. Tendo como referência as orientações legais do MEC/INEP/SINAES/DCNs, que regulam as Instituições de Ensino Superior, as tecituras dos textos caracterizam o quanto estes três documentos, exigidos pela Legislação vigente às IES, mantêm relações significativas entre o dito e o feito.As caracterizações e implementações apresentadas impõem especificidades que expressam a personalidade das IES, as problematizações trazem as práticas que identificam e delineiam estes limites e possibilidades, entendendo que, a cada novo elemento de descoberta, o texto da pesquisa pode reestruturar-se buscando uma construção “em navegação”. Algumas questões orientaram diretamente nossa Pesquisa: As IES pesquisadas possuem os três documentos, exigidos pelo MEC, como seus referenciais legais obrigatórios? Como foram construídos esses documentos e por quem? Como se dá a implementação desses documentos? O que eles representam na prática diária dos Alunos e Professores? A exigência legal do MEC apóia o desenvolvimento das IES ou se torna um mero instrumento de estrutura a ser apresentado oficialmente em ocasiões especiais? As novas demandas do Ensino Superior, colocadas nos documentos, são implementadas no cotidiano acadêmico? Haveria possibilidade de um levantamento de categorias que desse conta das implicações dessas ações de implementação,nas IES pesquisadas? O trabalho traz reflexões sobre: o Ensino Superior Brasileiro e sua expansão, competitividade e avaliação; Base Legal da Avaliação do Ensino Superior – SINAES - PDI, PPI, PPCPed; o Curso de Pedagogia – Formação Docente; a Metodologia de Pesquisa de “Estudos de Casos Múltiplos”; Textos de cada um dos Cenários de Ambientação; Análise Comparativa entre os três casos estudados e Conclusões.
| Identifer | oai:union.ndltd.org:IBICT/urn:repox.ist.utl.pt:RI_PUC_RS:oai:meriva.pucrs.br:10923/2743 |
| Date | January 2007 |
| Creators | Picawy, Maria Maira |
| Contributors | Castro, Marta Luz Sisson de |
| Publisher | Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
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