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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the emergence and development of writing centers in Brazil, using the author's experience founding the Centro de Assessoria de Publicação Acadêmica (CAPA) at the Universidade Federal do Paraná as a case study. The author provides some historical context about Brazilian education and its traditional "banking model" of education (Paulo Freire) that did not value individual expression--including through writing. This model persisted even as composition studies evolved elsewhere. Academic literacy development in Brazil is thus a relatively recent phenomenon, and the effects of that paucity are felt among scholars in higher education settings. This motivated the author's research into publication challenges faced by Brazilian faculty and graduate students, which revealed a need for more institutional support. This inspired the idea for CAPA, conceived as a space promoting dialogue around writing, not just language editing. In establishing CAPA, critical considerations were the use of a public call mechanism familiar to Brazilians ("o edital") to make consultations part of the writing process, offering translation to draw more people from around campus, and conducting outreach that stressed writing over "English." CAPA's mission to foster academic identities and combat epistemicide makes it unique, but also gives it a very Brazilian flavor. Unlike some writing centers in other global contexts, CAPA was not an imported idea but emerged from local needs, fully integrated with Brazilian higher education culture, compatible with Brazilian understandings like critical pedagogy. CAPA represents a Brazilian innovation contributing original knowledge to international writing center conversations.

This article objective in presenting the results of a theoretical research that investigates the selection processes of access to higher education. Therefore, it is discussed in this article, three important themes of fundamental points of our research: the history of reviews for entry into higher education institutions (HEI); the formation process of democratization of education; and the link between basic and higher education. We started the discussion with college entrance in Brazil, from 1911, the year in which the entrance examinations to higher education courses were standardized and consolidated the discussion at the end of work, with the National Secondary Education Examination (Enem). We infer that the link between basic education and higher education, in many cases, does not happen satisfactorily, mainly due to the teaching being pragmatic, mechanical, greatly based on the contents and memorization, characteristic of the current Brazilian educational system, especially in series end of basic education. [ABSTRACT FROM AUTHOR]

Higher education has come to be included in the list of items considered to be of priority and of strategic importance for the future of a nation: a generally accepted conviction that development requires an ever increasing level of education in the population. In Brazil, however, only 10.6% of those aged between 18 and 24 manage to enter higher education. How to increase access and obtain greater equity whilst providing quality education is a central issue in education policy. In the last decade solutions have been proposed to provide greater access and equity based on the diversification of the system with the creation of new types of HEIs, new types and modalities of courses, as well as those proposals including affirmative action (PROUNI and the policy of quotas). The analysis of statistical data, interviews, documents, and legislation reveals the current situation: the amplification of access as well as the implementation of social inclusion policies, has, particularly in the private higher education sector, resulted in the production of a socially perverse democratization effect.

This paper examines the higher education system in Brazil and one of the financial aid policies that the government has established. It seeks to find whether the Fundo de Financiamento ao Estudante do Ensino Superior (FIES), Financing of Higher Education Student, a financial aid program established by the Brazilian government in 1999, addresses the issue of equal access to higher education. The financial aid system was created to assist undergraduate students of low socioeconomic background to attend private institutions (Costa, 2013). Although the financial assistance has brought undeniable results, the FIES has shown its enrolment challenges. On the one hand, the program has to some extent accomplished its role of assisting low-income students to have better access to higher education institutions. On the other hand, it has contributed to the growth of low-quality institutions. Moreover, due to the economic crisis in 2015, the FIES had to make major changes in its regulations. In order to analyze these issues, it is important to understand the socio-economic factors that prevent low-income students from enrolling in public universities, the systems of economic exclusion existing in public higher education entrance exams, and the efficacies of the measures that the Brazilian government has taken to mitigate the inequities in higher education enrollment. Research on this topic will enable us to analyze this contemporary issue in Brazilian education and recommend possible educational policies to solve the matter.

Este artigo se propõe a analisar o ensino superior brasileiro durante o período 1995/2002, para o que são focalizadas, principalmente, as políticas do governo federal. Depois de apresentar as mudanças determinadas pela Lei de Diretrizes e Bases da Educação Nacional (1996), o artigo relaciona e analisa as medidas do Governo Fernando Henrique Cardoso que constituíram uma verdadeira normatização fragmentada do ensino superior, a saber: o acesso aos cursos de graduação, o poder docente na gestão universitária, o Conselho Nacional de Educação, a avaliação e o formato institucional. O artigo finaliza com um balanço dos oito anos do Governo Fernando Henrique Cardoso no campo do ensino superior, o qual revela uma intensificação da privatização no período, assim como um deslocamento da fronteira entre o setor público e o setor privado.This paper analyzes the Brazilian higher education in the 1995-2002 period focusing mainly on the Federal Government's policies. After presenting the changes determined in the Lei de Diretrizes e Bases da Educação Nacional (Brazilian Education Basic Tenets Law), in 1996, it lists and analyzes the measures taken during the Cardoso administration. They constituted a truly fragmented normalization of higher education and affected the access to undergraduate courses, the power of teachers in the university administration, the Conselho Nacional de Educação (Brazilian Education Council), assessment and the very institutional format. Finally, a balance of these eight years reveals both the intensification of privatization and a shift of the border between public and private sector.

Este artigo tem como objetivo analisar o surgimento de um novo padrão de ensino superior que se instalou no Brasil a partir do final da década de 1950. O argumento defendido é que ele representou uma conseqüência da implantação da Reforma de 1968. Em função do modelo implantado, que procurou privilegiar uma estrutura seletiva, acadêmica e socialmente, o atendimento da crescente demanda por acesso ao ensino superior passou a ser feito pelo ensino privado, que se organizou por meio de empresas educacionais. O texto procura salientar as condições que tornaram possível a emergência dessas empresas. Conclui que a escalada da privatização não representou uma democratização do acesso ao ensino superior no país e da necessidade da retomada da expansão das universidades públicas, de modo especial das instituições federais.This paper analyzes a new standard of higher education established in Brazil from the late 1950s on. Its argument is that this was a consequence of the 1968 Reform. Because of the model introduced, which privileged a selective structure, both socially and academically, the growing demand for access to higher education was met by the private sector whose institutions organized themselves as educational enterprises. The text highlights the conditions that allowed this lucrative business to emerge. It concludes that this move towards privatization did not represent a democratization of the access to higher education in the country and points to the need to resume the expansion process of public universities, especially that of federal institutions.

O trabalho apresenta, de uma perspectiva filosófico-educacional, uma análise e reflexão sobre a situação atual do ensino superior público no Brasil, mostrando não só o amplo e contínuo processo, conduzido pelo Estado, de sua reconfiguração organizacional e administrativa mas também a ambígua política educacional que subjaz a esse processo. Para tanto, retoma as formulações legais e descreve algumas iniciativas governamentais que vêm buscando implementar uma permanente reforma universitária com vistas à adequação do ensino superior nacional às consígnias do modelo societário capitalista neoliberal, implementado pela elite brasileira, neste quadrante da história do país. Explicita-se então o dilema fundamental vivido pela sociedade brasileira, representado pelo confronto entre uma educação baseada na teoria do capital humano e uma educação inspirada na teoria da emancipação humana. A educação superior pública é atingida em cheio por essa intencionalidade ideológica, levando-se em conta sua importância no processo de construção da vida social, seja no âmbito do trabalho, da sociabilidade e da cultura, o que torna ainda mais difícil a construção, pelas universidades públicas, de seu projeto político-educacional, tarefa a que se entregam numa postura de luta contra-ideológica.The work presents, from a philosophical and educational perspective, an analysis and reflection on the current situation of public higher education in Brazil, showing not only the large and ongoing process conducted by the State of its organizational and administrative reconfiguration, but also the ambiguous underlying educational policy for this process. For these reasons, it incorporates legal formulations and outlines some governmental initiatives that have sought to implement a permanent university reform pertaining to the suitability of higher education requirements of the societary capitalist neoliberal model, which implemented by the Brazilian elite during this period in history. It then goes on to clarify the fundamental dilemma experienced by Brazilian society, represented by the confrontation between an education based on the theory of human capital and an education system inspired by the theory of human emancipation. Public higher education is achieved in full by that ideological intent, taking into account its importance in the construction of social life, be it in the workplace, social life or in culture. This would make it more difficult for public universities to construct their own educational policy, as this task would place them in a struggle that would go against their ideology.

Este artigo pretende analisar o processo de desenvolvimento do ensino superior no Brasil, particularmente seus mecanismos de reprodução ampliada. A tese defendida é a de que o desenvolvimento do ensino superior se dá por um processo desigual e combinado dos diferentes setores, especialmente do setor público e do setor privado. O efeito mais dramático desse processo é a improvisação dos professores do setor privado, que produz efeitos negativos para a qualidade do ensino, nos níveis de graduação e pós-graduação. O artigo prevê três tendências de desenvolvimento do ensino superior: a regulação pelo mercado, a estatização e uma combinação de ambas. Em conclusão, os possíveis efeitos de cada uma dessas tendências são examinados, destacando-se, como a mais viável, a terceira tendência, isto é, a que combina Estado e mercado. Em decorrência, o artigo defende a elaboração de uma lei orgânica do ensino superior, que, sem confrontar a autonomia universitária, estabeleça marcos para a avaliação, o financiamento, a carreira docente, a escolha de dirigentes, entre outros.The present paper aims at analyzing the development process of higher education in Brazil, especially in what concerns its enlarged reproduction mechanisms. It defends the thesis that higher education development takes place by means of an unequal and combined process of different sectors, especially the private and public sectors. The most dramatic outcome of such a process is the improvisation of the private-sector professors, which leads to poor-quality education both at the undergraduate and graduate levels. The text forecasts three higher education development trends: market regulation, nationalization, and a combination of both. The potential effects of each trend are analyzed and the third one, which combines State and market, is pointed out as the most viable. The article finally defends the creation of an organic law for higher education that sets landmarks for assessment, funding, teaching career, and the choice of leaders, among other issues, without opposing the university autonomy principle.

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the emergence and development of writing centers in Brazil, using the author's experience founding the Centro de Assessoria de Publicação Acadêmica (CAPA) at the Universidade Federal do Paraná as a case study. The author provides some historical context about Brazilian education and its traditional "banking model" of education (Paulo Freire) that did not value individual expression--including through writing. This model persisted even as composition studies evolved elsewhere. Academic literacy development in Brazil is thus a relatively recent phenomenon, and the effects of that paucity are felt among scholars in higher education settings. This motivated the author's research into publication challenges faced by Brazilian faculty and graduate students, which revealed a need for more institutional support. This inspired the idea for CAPA, conceived as a space promoting dialogue around writing, not just language editing. In establishing CAPA, critical considerations were the use of a public call mechanism familiar to Brazilians ("o edital") to make consultations part of the writing process, offering translation to draw more people from around campus, and conducting outreach that stressed writing over "English." CAPA's mission to foster academic identities and combat epistemicide makes it unique, but also gives it a very Brazilian flavor. Unlike some writing centers in other global contexts, CAPA was not an imported idea but emerged from local needs, fully integrated with Brazilian higher education culture, compatible with Brazilian understandings like critical pedagogy. CAPA represents a Brazilian innovation contributing original knowledge to international writing center conversations. [ABSTRACT FROM AUTHOR]

The current Brazilian educational legislation establishes the mandatory teaching of the English language in basic education. This requires special attention to teacher education, one of the great challenges of Brazilian education. The present original study analyzes the data from the 2019 Census of Higher Education in relation to distance learning undergraduate courses in English Language/Literature, which have expanded considerably in recent years. The investigation focuses on institutional aspects, the geographic distribution of such courses, student body, and social inclusion. Among other findings, the study reveals (i) the offer of distance learning undergraduate courses in English Language/Literature al most exclusively by private higher education institutions, (ii) the large number of withdrawals in these distance learning courses, and (iii) the need to promote social inclusion in the same courses. It is suggested that the analysis of the annual data from the Census of Higher Education in Brazil should be established as a research focus. This way, it will be possible to contribute to the proposal of public educational policies on an ongoing basis, guaranteeing access to quality education in undergraduate courses in English Language/Literature for all in the country. [ABSTRACT FROM AUTHOR]

An analysis of the participation of the state universities in higher education in Brazil, comparing them with the federal universities, municipal and private institutions in terms of the number of institutions, places, entering students, registrations and graduating students before and after the Law of Directives and Bases of National Education (LDBE). The question is: What is the contribution to the brazilian higher education and what effects the LDBE innovations caused in this sector. We wish to scale this participation, comparing the share of contribution of the state universities with the other segments of the innovations before the general law. The basis are the Census of Higher Education conducted by INEP, analyzing the proportion of relative to the total segment. It was found that the state are the first university institutions that, except in the first decades when the federalization subtracted from some units, until 1996, it expanded its participation with 20% of institutions, 15% of entering students, 17% of registrations, 19% of graduates and 13% of places. Since then, despite the additions, it has reduced its share, and in 2013, 19% of the universities, 5% of the vacancies, 8% of entering students, 13% of registrations and 14% of graduating students, not following the development of the federal universities and, especially, of the private educational institutions, more favoured to changes in legislation, became the largest in that segment. It is concluded that, the participation of the state universities in the Brazilian higher education has experienced sometimes enlargement, sometimes rollback, but always promoting access to higher education of large crosssections of the population. [ABSTRACT FROM AUTHOR]

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyzes the participation of private institutions in the expansion of Higher Education in Brazil in the last five decades. The argument is that the private institutions created since 1964 differ from earlier ones. The great majority of those new institutions do not have links with religious foundations, and are structured as administrative organizations similar to enterprises. The article mentions the social conditions that have allowed the emergence of new private institutions, such as changes in the political system (1964), the implementation of the University Reform (1968), and legal measures taken by the Brazilian State in 1980 and 1990 that proposed the policies for the Higher Education system. The article also discusses certain characteristics of the configuration of current private Higher Education teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educação Popular is the property of Revista de Educacao Popular and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Access to higher education depends on the interaction between social origins and academic performance: background resources boost academic skills; but even when controlling for performance, privileged students are more likely to make ambitious choices and further transitions. Recent literature has shown that inequality in educational choices is heterogeneous across countries. However, it is still not well understood how different institutional designs within countries may affect the workings of those effects and how they can strengthen or weaken the inequality of educational opportunities. Using high-quality register data from the Brazilian higher education system, our work contributes to this understanding by investigating how SES and performance interact and drive students' choice between three different tracks: not entering higher education, entering the private system, or entering the public system. We developed a strategy to encompass multinomial choices and decompose the inequalities into primary and secondary effects. Using the Shapley Value decomposition strategy, we correct an intrinsic asymmetry that biased previous results. Our findings suggest affluent students enjoy dual advantages: high exam performance amplifies access to public universities (indirect effect) and family resources offset subpar performance, ensuring private university access (direct effect). We found no signs of multiplicative advantages. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of research was to analyze the discourse of learning in Michael Apple's critical pedagogy with emphasis on its use in Iran's educational system. This is a qualitative research using Fairclough's critical discourse analysis approach and method of data collection was documentary. The findings showed that there are similarities between Apple's critical pedagogy and the vision of politicians and educational planners of Iran in issues such as the cultural function of the educational system, reproduction of capitalist relations in society & school, and use of educational system as a tool of domination. Also, the major differences between Apple's critical pedagogy and the philosophical and intellectual structure governing Iran's educational system are evident in issues such as role of the curriculum, extreme politicization of the educational system, and role of teacher & student. According to findings, it seems that there is not much space for use of Apple's critical pedagogy in the current structure of Iran's educational system. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Trabajo Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article deals with making higher education official in Paraná. It highlights Plínio Tourinho's attitude when defending free higher education in 1950, during the process of federalizing the University of Paraná. This article reconstitutes his story: he was against nationalizing higher education as can be seen in the interview he gave at the investigation on federalization. This can also be seen in his academic works which approach the debates as well as the policies on higher education in Brazil. This analysis shows that Plínio Tourinho was contrary to federalizing the University of Paraná, whilst maintaining his defense of the continuation and the expansion of state subsidies, establishing a view of private education which strongly resonated in the history of Brazilian education. [ABSTRACT FROM AUTHOR]

Introduction: Human actions on this planet have caused numerous changes and negative impacts on society and the ecosystem. Thus, the field of Planetary Health emerged with the need to adopt approaches that reconcile natural and human systems. However, this field of study is still little recognized in the internal and external environments of the scientific community and society in general, especially in developing countries. Objective: The objective is to provide a comprehensive view of publications on the actions and scenarios of higher education regarding planetary health that can help in the formulation of teaching plans on planetary health. This article aims to review and describe variables such as curriculum, workload, and main methods and approaches used in higher education on planetary health. Methods: This is a scoping review based on the evaluation of studies that address teaching methods in undergraduate health courses. The study was conducted in July 2022, in the electronic databases, Scopus, PubMed, and EMBASE, by the identification, selection, mapping, and summary of the included studies were carried out. Results: The articles included indicate that there are few reports of experiences in countries of the Global South and such curricula are especially focused on medicine and nursing courses. Conclusion: Current and future health professionals are not yet prepared for the challenges they will face regarding planetary health. Thus, the need to include this theme in curricula is urgent and should be considered a priority in new curriculum proposals. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)