ECCOS, REVISTA CIENTÍFICA

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Authors: Ana Maria Haddad Baptista

Estranhos à nossa porta, de Zygmunt Bauman Rio de Janeiro: Zahar, 2017. 119 p.

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Authors: Mauricio Pedro da Silva

Apresentação do dossiê.

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Authors: José Henrique Arzani

O poder e o conhecimento: introdução ao pensamento de Michel Foucault, de Ricardo Luiz de Souza Salvador: EDUFBA, 2014, 201p.

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Authors: Maria Angélica Penatti Pipitone, Karen Missy Aki Komada

The objective of the study is to analyze how a campus teacher from the University of São Paulo focused on agrarian sciences was constituted in the teaching of higher education, identifying the challenges and the solutions related to this trajectory. For that, a questionnaire on the subject was elaborated and applied to the teachers members of the coordination of the graduation courses from the university campus that is the target of the research. The research was quantitative and qualitative and sent to a universe of 246 teachers, results showed that approximately half of the 39 teachers interviewed do not have pedagogical preparation; however, they have alleviated difficulties through new career experiences. In addition, they have demonstrated characteristics of good professional development, since they know the pedagogical project of the course and by having their teaching plans susceptible to changes due to changes in society and the world of work

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Authors: Stela Meneghel, Jaana Flávia Fernandes Nogueira, Sofia Lerche Vieira

The University of International Integration of the Afro-Brazilian Lusophony (Unilab) was established in 2010 in the context of the International Guidelines for Higher Education given by the Unesco’s World and Regional Conferences. This article captures the context, the origin and the foundations of the Unilab proposal and makes a brief assessment of the objectives achieved after its initial five years. It points out some of the main problems in its implementation: a) maintain a systematic dialogue with institutions and research partners; b) promote a flow of annual inflows and the exchange of foreign students; c) training faculty with knowledge and experience of the reality of African countries. Given this context, it is recalled the contribution of the educator Paulo Freire, as a way to subsidize the reflection about how, despite the current difficulties, the university can maintain consistency with its original proposal, regardless of the limitations imposed by the scarcity of financial resources and bureaucracy.

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Authors: Regina Maria Michelott, Michelle Fernandes Lima

This article is the result of studies carried out in the Research Group: State, Policies and Management of Education (PPGE / UNICENTRO) in the line of policies for higher education in Brazil, as well as the doctoral research on the thinking of Álvaro Borges Vieira Pinto On the University Reform of 1968. Then to discuss about the method in question, the authors analyze the democratization processes of the superior education utilizing exemples such as the italian situation in the 1990s, the Cuban revolutionary experience and politicies above the theme in the brazilian context. The chosen methodology allows the contradictions to be exposed configurating different interpretations about the democratizing processes, it points out that several times what is considered “democratization” of the university misrepresents the real meaning of the expression. In the chosen exemples, it was found that the Cuba process is the closest to a democratic model.

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Authors: Denise Regina da Costa Aguiar

This article aims to study the influence and contributions of the thought of Paulo Freire in the education systems, and more specifically, the proposed public educational policy, in the Municipal of São Paulo in the period 1989 to 1992 and the Municipal of Diadema, in the period 2005 to 2008, with the aim of illustrating the theory empirically Freire. The reseach has been developed through dissertations, analysis produced located in the CAPES database. In such study case it was used the following procedures: document verification, observation on the side of the participant and interviews performed. The results of such research here presented demonstrate that a public policy proposal, popular and democratic, a Freirean perspective is characterized by a school project bold, innovative, permanently under construction, another way of doing school, because it causes a break with activities and knowledge so ingrained in the organization of school in a banking concept of education focused on the selectivity and expulsion, particularly the lower classes access to knowledge, culture, the right to “be more” finally, the right to human ethic.

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Authors: Eduardo Santos

Especially since the emergence of the processes of market integration (globalization) and cultures (globalization), which marks the contemporary world economic and political order, the efforts of academic communities, policymakers and national governments of the Latin American countries combine in the direction of reconfiguring their higher education systems and policies based on one word: internationalization. In this scenario, there is a dialectic that tends to confront (not necessarily oppose) the local/national historical demands of inclusion and professionalization of citizenship, by definition referred to the Nation-State, to the imperatives of a geopolitics of knowledge commanded by dynamic centers of capitalism, which in turn are based on a defined (and prestigious) model of higher education, the world class universities, according to criteria pointed out and measured by international rankings, thus characterizing a process of transnationalization rather than internationalization. In this work, we identify the most classic forms of internationalization historically adopted by Latin American higher education systems and policies, and then analyze the institutional response offered to internationalization requirements with the recent implementation of a Brazilian federal university: the University of Latin-American Integration (Unila), highlighting its strong relationship with the Brazilian foreign policy of regional integration for the territory covered by Mercosur. We defend the understanding that Unila is guided by institutional, curricular and epistemological conceptions that are alternatives to hegemonic models and that potentially represent a vision of higher education policy that seeks another configuration for the geopolitics of knowledge in Latin American space. This work presents preliminary analyzes of the researches (bibliographical, documentary and field) carried out under the project “Observatory of the Popular University in Brazil”, developed by the Postgraduate Program in Education of the University of Nove de Julho (PPGE-Uninove), with support from Capes.