Desenvolvimento desigual : ensino e pesquisa nas universidades brasileiras

• Ano de defesa: 2015
• Autor(a) principal: Guedes, Cláudia
• Orientador(a): Oliveira, Wilson José Ferreira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Sociologia
• País: BR
• Palavras-chave em Português: Ensino; Pesquisa; Universidade; Ensino superior
• Palavras-chave em Inglês: Teaching; Research; University; Higher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: https://ri.ufs.br/handle/riufs/6250

The goal of the following text is to give some contribution to the discussion about a separation between main activities of university teaching and research its development and consequences. Looking specially at Brazilian public universities, first intention is to rescue the arguments by others authors, specially Edmundo Campos Coelho and Simon Schwartzman, facing the positions against and for this division. Before it, however, it is shown a historical presentation on the bases that sustain this unity, from the origins of universities in European continent to American reform. Then, it is presented the context where it was developed in Brazil, where the unity is expected since university reform of 1968. This research looks for verifying the hypothesis of separation, until now argued, mainly, in historical terms. This verification is held by statistic data of evaluations and comparisons referring to teaching and research, which means also, undergraduate and graduate courses. Beyond the observation of several university rankings, it is taken into account the Índice Geral de Cursos (IGC), promoted by Ministery of Education and two evaluations in which consists that indicator: the Exame Nacional de Desempenho de Estudantes (ENADE) and triennial evaluations of the Coordenação de Pessoal de Nìvel Superior (Capes). In addition to the precedent observations, these data confirm the maintenance of the condition of secession. From statistics that show general problems of teaching, as low development of basic abilities among graduated in higher educational system, it is argued that the main consequence of division is in undergraduate formation, once it increases research status, decreasing the one of teaching. It is presented also some policies which aim to reintegrate teaching and research, and the discussion about alternative pedagogic methodologies that see scientific method as the best way to make the student develop independency in apprenticeship process.