institutional differentiation of universities in...

Institutional differentiation of

Universities in Brazil (teaching, research, public, private)

Naomar de Almeida Filho Universidade Federal do Sul da Bahia

Education is the “force of the future”, because it constitutes one of the most powerful instruments for driving change. One of the toughest challenges will be how to alter our thought so as to face the increasing complexity, the speed of change and the unpredictable nature of our world.

We should reconsider the organization of knowledge. In order to do this we must break down the traditional barriers between disciplines and develop the means of bringing back together what has until now been separate.

We must re-formulate our education policies and programs.

Edgar Morin. Seven Complex Lessons in Education for the Future (1999)

•  globalization process •  centrality of technology •  deprofessionalization of labor •  knowledge as a main asset •  cycles of economic & social crisis •  revaluation of the nation-state •  impact of public policies •  post-neoliberalism

economic-political context

•  technoscience as superstructure •  time-space compressed •  future-projected time •  boundariless space •  hyperconnectivity •  multiculturalism •  complexity •  meta / inter / transdisciplinarity

epistemological context

eco-logic fluid timespace fuzzy boundaries liquid shapes

diversity networking

complexity

I.  digital literacy II.  communication skills

(lengua madre and lingua franca)

III.  research capabilities (analytical reasoning & interpretation)

IV.  teaching competencies V.  sensibility and listening

trivium > quadrivium > pentavium

Research and

Learning

research vs. teaching

Research Learning

Universities

Brazil 2015 Pop: 204,831,649 habs Pop Elem-Sch: 28,459,667 Hi-Sch grads: 4,300,189 Pop 18-30/yrs: 24,579,720

Pop Hi-Ed (2013): 7,526,681

�  Social inclusion �  Environmental challenges �  Dilemmas in the labor context �  Violence and intolerance �  Poverty reduction �  Increasing social inequalities

Social Context

Reconstruction of the State: �  Public vs. Private vs. Societal �  Institutionalization in progress �  Late expansion of public policies �  Social perception of corruption �  Reforms com-promised �  Ideological regression

Political Context

Evolution of private/public ratio in higher education enrollment (Brazil: 1980-2012)

Evolution of composition of the public sector of higher education (Brazil: 1980-2012)

SOCIAL INEQUITY

reproduction of political

domination

structural perversion of education

unfair regressive tax system

DYNAMICS OF SOCIAL INEQUITIES IN BRAZIL

Expansion REUNI

Perverse Effects in Education

Better quality education in public universities

Higher income Employability Political capital Social value

Poor majority finances the State Low-quality

public education

Higher education of lower quality

paid

Lower income Unemployment Social exclusion

Subordinate Reproduction

Better quality education in private high-schools with tax redemption

Social minority receives fiscal incentives

Dominant Reproduction

PROUNI + FIES

QUOTAS

challenges •  Deconstructing higher education

as a factor of social exclusion •  Systemically integrate the University

into the social field of Education •    To decolonize the University, overcoming

elitist concepts of excellence •  To recreate the University as a key player in

new models of regional & global development

Curriculum Structure architectures programs contents

Processes pedagogies technology

strategies

Institucional Culture signs-meanings

practices

Brazil 2008 University Reform

Cycle of General Education and Proped-eutics

Cycle of Post-Graduation Cycle of

Professional and Academic Education

Higher Education in Cycles

Fac3

Fac1 Fac2 Esc2

Esc3 Esc1 Esc4

Esc5 Inst1

Inst2

Inst3

HUMANITIES ARTS SCIENCES HEALTH

GENERAL EDUCATION

Second Cycle PROFESSIONAL TRAINING

UNIVERSITY

First Cycle INTERDISCIPLINARY BACHELOR

GENERAL EDUCATION

ARTS SCIENCES HUMANITIES HEALTH

Entry into the UNIVERSITY, not in Faculties or Schools

Training Centers

Interdisciplinary Bachelor Conceptual Structure

General Education

Training Centers

Training Centers

Training Centers

BI Sciences Concentration Areas

BI Humanities

BI Health

BI Arts

Concentration Areas

Concentration Areas Concentration

Areas

UFABC  Bacharelado em Ciências e Tecnologia

Bacharelado em Ciências e Humanidades

UFBA    

BI em Artes

BI em Humanidades

BI em Ciências e Tecnologia

BI em Saúde

UFSJ   BI em Ciência e Tecnologia

BI em Biossistemas

UFRB   Bacharelado em Ciências Exatas e Tecnológicas

BI em Saúde

UFRN   Bacharelado em Ciências e Tecnologia

UFERSA   Bacharelado em Ciências e Tecnologia

UFVJM  BI em Humanidades

BI em Ciência e Tecnologia

UFJF  Bacharelado em Artes e Design

Bacharelado em Ciências Exatas

Bacharelado em Ciências Humanas

UFSC  Bacharelado em Ciências Rurais

Bacharelado em Tecnologias da Informação e Comunicação

UNIFAL  BI em Ciência e Economia

BI em Ciência e Tecnologia

UFOPA  BI em Ciências Jurídicas

BI em Ciências da Sociedade

BI em Ciências da Educação

UNESP   Bacharelado em Ciências Exatas

 UNICAMP  

Programa de Formação Interdisciplinar Superior (ProFIS)

UFSB    

BI em Saúde

BI/LI em Artes

BI/LI Humanas e Sociais

BI/LI Ciências

LI Matemática/Computação

LI Linguagens e códigos

UFOB   BI em Humanidades

BI em Ciência e Tecnologia

Unipampa   Bacharelado em Ciências e Tecnologia

Unilab   Bacharelado em Humanidades

UNIFESP   Bacharelado em Ciências e Tecnologia

UFMA  

Bacharelado em Ciências e Tecnologia LI em Ciências da Natureza

UFRGS   Bacharelado em Ciências e Tecnologia

Brazilian  universi@es  with  innova@ve  curriculum  experiments,  2015  

South of Bahia!

48 Municipalities 1,520,037 inhabitants •  Elementary school population:

328,932 students

•  High-school population: 74,577 students

•  TE population: 17,407 students (4,526 public)

PROBLEMS WITH THE EXPANSION OF UNIVERSITIES TO THE HINTERLAND

•  Dificulties for retention of teachers •  Inadequate models of management •  Limited regional coverage •  Convencional curricula •  Reduced social integration

[exclusion of native youth from more prestigious careers]

UFSB: Values

•  social integration •  committment to

Basic Education •  promotion of regional

development

•  academic excellence

UFSB: Proposal

•  quarter system

•  general education undergraduate •  modular and flexible curricula

•  wide territorial coverage

•  very light organizational structure

COMMUNITY COLLEGES Anísio Teixeira Network

Second cycle Professional Training

Transition between cycles * ABI: Área Básica de Ingresso

Third cycle Post-Graduate

UFSB: MODULAR CURRICULUM First

Cycle

Interdisciplinary Teaching Degrees

Interdisciplinary Bachelors

ABI*

CAMPI Internal Transference

GEN

ERA

L ED

UC

ATI

ON

Second cycle Professional and Research Training

Transition Selection Processes

ENEM/Sisu [55% quota for the

poor, peasants, Blacks, Indians]

ENEM Sisu Regional

[85% quota for the poor, peasants,

Blacks, Indians]

First Cycle

BI-Sciences

BI-Humanities BI-Arts

BI-Health

COMMUNITY COLLEGES

Anísio Teixeira Network

Internal Transference

Interdisciplinary Teaching Degrees

ABI*

Quarter I Quarter II

Quarter III

Experiências do Sensível

Universidade e Sociedade

Língua, Território e Sociedade

Matemática e Espaço

Campo das Ciências: Saberes e

Práticas

Universidade. Desenvolvimento

Regional e Nacional

Expressão Oral em Língua Inglesa

Matemática e Cotidiano

Universidade e Contexto Planetário

Compreensão e Escrita em Língua Inglesa

Perspectivas Matemáticas e

Computacionais em Ciências

Culturas Complementares

Culturas Complementares

Culturas Complementares

Tracks

Introdução ao Raciocínio

Computacional

Culturas Complementares

University & Society 180 h

Portuguese 150 h

Math/Computing 180 h

Culturas Complementares 180 h

General Education core curriculum

for Sciences

Leitura e Produção de

Textos em Língua Portuguesa

Oficina de Língua Portuguesa

em Ciências English 90 h

Oficina de Língua Portuguesa

em Artes

Oficina de Língua Portuguesa em Humanidades

Perspectivas Matemáticas e Computacionais

em Humanidades

Perspectivas Matemáticas e

Computacionais em Artes

Perspectivas Matemáticas e

Computacionais em Educação

Oficina de Língua Portuguesa em

Educação

Quarter I Quarter II

Quarter III

Experiências do Sensível

Universidade e Sociedade

Língua, Território e Sociedade

Matemática e Espaço

Campo das Ciências: Saberes e

Práticas

Universidade. Desenvolvimento

Regional e Nacional

Expressão Oral em Língua Inglesa

Matemática e Cotidiano

Universidade e Contexto Planetário

Compreensão e Escrita em Língua Inglesa

Perspectivas Matemáticas e

Computacionais em Ciências

Culturas Complementares

Culturas Complementares

Culturas Complementares

Introdução ao Raciocínio

Computacional

Culturas Complementares

Leitura e Produção de

Textos em Língua Portuguesa

Oficina de Língua Portuguesa

em Ciências

Second cycle

Professional Careers

Third cycle Post-Graduate

Interdisciplinary Bachelors

ABI

UFSB: TEACHERS’ TRAINING

CAMPI

COMMUNITY COLLEGES Anísio Teixeira Network

Interdisciplinary Teaching Degrees

Human Sciences and related Technologies

Arts and Technologies

Natural Sciences and Technologies

Mathematic, Computation and related Technologies

Languages, Codes and Technologies

Área Básica de Ingresso

Pedagogical Residence

Professional Masters

ABI

BI LI Degree

First Cycle

Interdisciplinary Teaching

Degree

Certificate of General Education

BI-Sciences

BI-Arts

BI-Health

BI-Humanities

Technological Courses

Partners: IFs, Senai, Sebrae, outros

Professional Degrees

Second cycle Professional training

Biological Sciences

Engineering • Forest • Environmental (Agriculture) • Environmental (Sanitary) • Industrial (Biotechnology) • Industrial (Food) • Logistics (Transportation)

Economics

Law

Design

Medicine

Public Health

Anthropology

Administration

Oceanology

UFSB: Professional Masters In-service training programs:

–  Medical Residence –  Multiprofissional Residence in Health –  Multiprofissional Residence in Public Policies –  Multiprofissional Residence in Social Management –  Entrepreneurial Residence –  Industrial Residence –  Environmental Residence –  Pedagogical Residence –  Juridical Residence –  Artistic Residence –  Rural Residence

+ Thesis: solution of concrete problems  

UFSB: Organizational structure CAMPUS JORGE AMADO – ITABUNA: •  Centro de Formação em, Tecno-Ciências e Inovação (CF-TCI) •  Centro de Formação em Ciências e Tecnologias Agroflorestais (CF-CTAF) •  IHAC + Rede CUNI

CAMPUS SOSÍGENES COSTA – PORTO SEGURO: •  Centro de Formação em Artes (CF-Artes) •  Centro de Formação em Ciências Humanas e Sociais (CF-CHS) •  Centro de Formação em Ciências Ambientais (CF-CAm) •  IHAC + Rede CUNI

CAMPUS PAULO FREIRE – TEIXEIRA DE FREITAS: •  Centro de Formação em Saúde (CF-Saúde) •  IHAC + Rede CUNI

CUNI  

CUNI  

CUNI  CUNI  

CUNI  CUNI  

CUNI  

Campus    Paulo  Freire  

CUNI  

CUNI  

Campus    Sosígenes    Costa  

CUNI   CUNI  

CUNI  

CUNI  

Campus    Jorge  Amado  Reitoria  

CUNI  

CUNI  Colégio  Universitário  implantado  

CUNI   Colégio  Universitário  previsto  

CUNI  

CUNI  

CUNI  

CUNI  

CUNI  Colégio  Universitário  Indígena  

CUNI  

CUNI  

CUNI  Colégio  Universitário  Quilombo/Assentamento  

CUNI  

CUNI  

CUNI  CUNI  

CUNI  

CUNI  

CUNI  

CUNI  

CUNI  

CUNI  

CUNI  

Digital Technologies • Virtual Learning Devices (VLD): digital

interface (Multimedia, games, websites, blogs, social networks etc.), simulators, interactive media technologies

• Virtual Learning Environments(VLE): digital networks operate in real-time non-physical spaces and non-classroom situations, augmented reality

RNP  Backbone  

GIGASUL Network

CÂMERA

PROJETOR PROJETO

R

SALA METAPRESENCIAL

CAIXAS DE SOM

CAIXAS DE SOM

Câmera

Projetores Projetores

CUNI 2 CUNI 2

Pedagogical Practices

Active Learning Team (EAA) •  groups of 2-4 students in each year of

each course, during the entire training •  EAA teams act in every level of practice in

the field (e.g. SUS, enterprises) •  Coordinated by Residents-Tutors •  For every two Residents, one Preceptor •  All supervised by one faculty member

Shared Learning Strategy: •  Pedagogical strategy problem-based, by

project, by programs and practice-oriented under partnership

•  In EAA teams, students of each year will be Tutors of younger colleagues

•  Evaluation of individual performance includes EAA’s collective engagement

•  Performance of student under tutorship will be considered for the evaluation of the student-tutor

Pedagogical Practices

primeiro ciclo

segundo ciclo

terceiro ciclo

UFSB: integrated system of shared learning

preceptores

residentes residentes

alunos CUNI

alunos CUNI

alunos CUNI

alunos CUNI

alunos CUNI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

alunos BI LI

EAA 1 EAA 2 EAA 3 EAA 4

alunos 3º ano

alunos 2º ano

alunos 1º ano

alunos 3º ano

alunos 2º ano

alunos 1º ano

alunos 3º ano

alunos 2º ano

alunos 1º ano

alunos 3º ano

alunos 2º ano

alunos 1º ano

docentes supervisores

docentes orientadores/mediadores

UFSB  2020:  student/teacher  ra=o  by  level  of  training    

MODALIDADE  DE  CURSO:  Razão    

Aluno/Professor  

Total  de  Alunos  

Total  de  PEq/DE  

ABI  para  BI  ou  LI   100   7.000   70  LI  na  Rede  CUNI/UAB   60   6.000   30  

Bacharelados  Interdisciplinares     50   4.000   80  Licenciaturas  Interdisciplinares  presenciais   40   1.200   30  

Formação  nas  Engenharias     30   600   20  Bacharelados  Profissionais     30   600   20  

Formação  ArTs=ca     10   200   20  Formação  Profissional  Saúde   10   600   60  

Mestrados  Profissionais/Residências   9   900   100  Mestrados  Acadêmicos     6   240   30  

Doutorados  Profissionais   5   150   30  Doutorados  Acadêmicos   3   100   30  

Quota  (10%)  em  Formação/Sabá=cos     -­‐-­‐   -­‐-­‐   52  Gestão  Acadêmica     -­‐-­‐   -­‐-­‐   45  

TOTAL   42,8  ou  35,0   21.600   617  

UFSB: organizational structure

Pro-Reitorias (Provosts or DVCs): •  Academic Coordination

•  Planning and Administration

•  Information and Comunication Technology

•  Sustainability and Social Integration

Council of Administration

UFSB: innovations

Faculty body: •  Efective •  Complementary

– Visiting Professor / Researcher – Voluntary Associate Professor – Accredited Teacher/Researcher

•  Masters of Traditional Arts & Crafts

UFSB: innovations

Faculty recruitment/selection Call for inter-university transference Public competition: •  Writen exam on digital form (all candidates)

–  Master Plan –  Knowledge area (interdisciplinary & expertise)

•  CV evaluation (3:1) –  5 more relevant works & achievements

•  Oral exam (2:1) –  Defense of Proposed Plan –  Lecture Class

UFSB: innovations

Institucional affiliation: •  Students’ Code of Ethics •  Faculty & Staff Code of Ethics •  Meaningful self-commitments

–  Pedagogical Contract –  Term of Institutional Compromise

UFSB: higher councils

•  University Council (only academic) •  Social Strategic Council:

– Task: to promote, bi-anually, the Social Forum of Southern Bahia

– Scope: to advise on the University’s global policies and development plans

– Composition: sponsors, partners, stakeholders representative from 13 social segments

elected by a Social Forum

a small number of self-selected public Research Universities

(world-class institutions) alienated from

a non-system of teaching institutions for vocational and

professional training

conservative approach:

The differentiation of a “national system” will produce political hierarchy and quality

gradients and will increase inequality among institutions and regions

(non-research TEI being private or second-level public)

No articulation, therefore no benefit for the education system as a whole

drawback of conservative approach:

to face the challenge of creating Research Learning Universities

well integrated internally and articulated within

public education systems oriented for social integration with territorial

broad coverage

progressive approach:

Is it feasible to create a Learning University oriented for social

integration, articulated within the public education system, with

territorial broad coverage, which is at the same time guided by high-

quality knowledge production referenced inernationally?

Message/Assumption/Hope

The dillema massivity vs. excellence can be solved by four factors: •  intensive use of technology •  integrating research into learning •  solidarity-based pedagogical strategies •  participatory systemic planning

Social Integration Commitment to Basic Education

Regional Development Academic Excellence

Regime Quadrimestral

Bacharelados Interdisciplinares

Licenciaturas Interdisciplinares

ENEM/SISU

Formação Profissional

Colégios Universitários

ENEM local

Mestrados

Doutorados

Rede Digital

Cursos Superiores Tecnológicos

Residência Pedagógica

Parques Tecnológicos

Residências

Oficinas

PIPECS

Parques Culturais

Residência Empresarial

Residência Social

Campus Verde

IHAC

Strategic Planning Tool: Outcome Network Mapping

www.ufsb.edu.br

www.facebook.com/faceufsb

naomaralmeida@gmail.com