A expansão da educação superior privada no Brasil por meio do FIES

The chapter addresses two aspects of the process of commodification and privatization of higher education in Brazil: the emergence of new providers and public funding for students in the private sector. Two peculiarities distinguish this process in Brazil from other countries: a legal framework that has been under construction since the 1960s, which not only allowed the private sector to grow, but, more recently, opened the way for the emergence of a large for-profit sector; and the predominance since the 1970s of private over public enrollments. The hypothesis is that the advance of privatization and commodification of higher education in Brazil is a function of the structural and normative conditions intrinsic to the development of the country, which, in turn, reveal the correlation of forces among different actors participating in the formulation and implementation of higher education policies since the middle of the last century. The study is based on statistical data, official documents and interviews with private providers.

The chapter discusses higher education (HE) in Brazil in the last 15 years, a period during which Brazil underwent a process of continuous economic growth and marked social inclusion, with significant impact on HE. Two factors explain the exponential expansion in enrollments in the last two decades; the raising aspirations for the benefits of HE by the students and their families, and changes in the labor market. The chapter starts with a description of the HE system. In the second part, we discuss the profile of the demand for HE in Brazil. In the third part we present how the system as a whole has responded to the challenge of expansion and inclusion. In the fourth and final part, we analyze the characteristics of Brazilian higher education institutions (HEIs) in the offer of courses and the market demand for qualified people. Among other aspects, the chapter shows that it has been easier to respond to the demands for social mobility than to the requirements of a modern economy.

A pesquisa sobre o vínculo do profissional com a sua carreira envolve dois construtos - o de comprometimento e o de entrincheiramento, cujas influências no desempenho ainda estão por ser mais bem compreendidas. Este trabalho teve o objetivo de analisar a influência destes dois vínculos com a carreira na produção acadêmica do docente inseridos nos contextos público e privado do ensino superior brasileiro. A pesquisa, de natureza extensiva e corte transversal, envolveu a aplicação de um questionário, mediante a internet, a uma amostra de 635 docentes de diferentes regiões do país. Utilizaram-se as escalas de Carson e Bedeian (1994) e Carson, Carson e Bedeian (1995), validadas para o contexto brasileiro, para avaliar comprometimento e entrincheiramento na carreira. A avaliação da produção acadêmica do docente envolveu a sua produção bibliográfica registrada no Currículo Lattes, como utilizado por Oliveira (1998). Os dados foram submetidos a análises descritivas, fatoriais e modelagens de equações estruturais. O modelo com melhor ajuste revela que quanto mais o docente investe tempo e dinheiro em sua carreira, maior é a sua produção acadêmica. Foram encontradas, também, diferenças nas influências dos dois vínculos com a carreira na produção acadêmica entre IES públicas e privadas.

The globalization of the idea and evaluation processes of educational systems lead to the emergence of the debate about the relation between the homogeneity of the abstract universal models and the heterogeneity of the experiences with the evaluation in each national context. Therefore, such relationship is taken as the guiding principle of this article: the scenarios of the assessment of higher education in Brazil, Portugal and England are here scopes for a comparative analysis with the central purpose of characterizing and situating them in the broader or global context of state and supranational regulation. The National System of Evaluation of Higher Education (SINAES) in Brazil, the Portuguese Evaluation and Accreditation System (coordinated by the Agency for Evaluation and Accreditation of Higher Education, A3ES, a private law foundation), as well as the recent Teaching Excellence Framework (TEF) from the United Kingdom serve as corpus for this study. The main conclusions of the study revolve around the narrowing of the relations between education and economics in higher education, expressed in the conceptions, regulations, criteria and the political and social uses of the evaluation systems of this level of education in the countries analyzed.

Higher education, unbundling, and the end of the university as we know it

The Brazilian government has been making efforts to increase access to higher education, causing the growth of these institutions, especially those belonging to the third sector. Due to its relevance to the country, it must be noted that these organizations have their own attributes, including those related to their level of disclosure. Based on certain propositions of Disclosure Theory, the aim of this paper is to investigate the association between the disclosure level of Philanthropic Institutions of Higher Education in Brazil - PIHEB and some of their corporate characteristics (size, location, leverage, gratuity, tax benefits, and subvention income). The descriptive and quantitative study was developed by analyzing a sample of 146 entities registered with the National Council of Social Assistance - NCSA. For hypothesis testing was developed a multiple linear regression model, based on the study of Gordon et al (2002). As the dependent variable was developed and used the Disclosure Index of Philanthropic Institutions of Higher Education in Brazil - DIPIHEB, measured by the qualitative characteristics of disclosure: (i) overview, (ii) performance of services, (iii) financial performance and (iv) the physical and financial (COY, DIXON and TOWER, 1993). The test results demonstrated a significant association only between the levels of disclosure and corporate characteristics gratuity and subvention income, showing no association between these levels and other variables. Additionally, it was possible to observe that most surveyed PIHEB presented only mandatory disclosure, showing little concern these institutions with voluntary disclosure.

There has been a dramatic growth in private higher education in Brazil in recent years. The World Bank has promoted this expansion on the basis of the private providers" ability to ensure a rapid increase in enrolment, to improve quality through competition between institutions, and to secure benefits for society at little public cost. However, the charging of fees means that the majority of Brazilians do not have access, and that inequalities are reproduced due to the relation between course costs and the value of the final diploma. Equitable access is, therefore, far from being achieved and is unlikely even with an increase in student loans and government subsidies. The contribution of private universities to the long-term development of society is seen to be limited due to lack of investment in research and community service.

There has been a dramatic growth in private higher education in Brazil in recent years. The World Bank has promoted this expansion on the basis of the private providers’ ability to ensure a rapid increase in enrolment, to improve quality through competition between institutions and to bring benefits for society at little public cost. However, the charging of fees means that the majority of Brazilians do not have access, and that inequalities are reproduced due to the relation between course costs and the value of the final diploma. Equitable access is, therefore, far from being achieved and is unlikely even with an increase in student loans and government subsidies. The contribution of private universities to the long‐term development of society is seen to be limited, due to lack of investment in research and academic staff.

Private Higher Education in Military Regime: the Singularities Experienced in FFCL Baron of Maua Ribierão Preto - SP - Brazil (1968-1978). Dulce M. Pamplona Guimarães, Wlaumir Doniseti de Souza Abstract The purpose of this article is, from the historical context of the military dictatorship in Brazil, and highlighting the importance of the Barao de Maua University of Philosophy, Sciences and Letters for the History of Higher Education in Brazil and this fact also allowed employability to some of the most important intellectuals of the country facing political persecution of intellectuals critical progressive or roughly leftist radicalism before the military governments. Full Text: PDF DOI: 10.15640/jsspi.v7n2a2

This chapter analyzes how diversity has become a central issue of reflection about the expansion and democratization of higher education in Brazil. It begins by establishing a historical context connected to the actions of the social movements (feminists and blacks) in which the issue of diversity emerged as a problem in this country. The chapter presents the most relevant characteristics of higher education in Brazil, and shows how diversity begins to be treated as a matter of public policy by the federal government. It analyzes how the higher education institutions (HEIs) organized themselves to receive diversity, favoring social inclusion and equity and the action of social groups or social movements, in particular at public university, working on diversity. In order to understand how universities have been reacting and organizing themselves to receive diversity in Brazil, some aspects are further analyzed: the administrative structures for student assistance; faculty hiring; diversity at curriculum and the research field.

The evolution of higher education in Brazil is described and proposals for its reform analysed. Enrollment growth in the 1970s favoured private institutions and most of the expansion was absorbed by private non-university establishments. The article next examines the financing of higher education in Brazil before turning to efficiency and equity issues. To improve the latter more students from low-income families must complete secondary education and have access to good-quality subsidized higher education. A system of loans and of scholarships for the needy is suggested for a system in which the inequity problems at higher education are a consequence of inefficiencies at the basic education level.

This article presents an overview of the recent expansion of higher education [HE] in Brazil, with a focus on access and equity issues. [The authors] analyze affirmative action policies and legislation, and the impact of those policies on the equity of access. Research shows that affirmative action policies have had a positive impact on reducing inequalities in HE in Brazil, but secondary education is still the main bottleneck for further progress, both in terms of expanding higher education and of making access more equitable. [The authors] then analyze how expansion has been occurring differently by sector (public versus private), and show some structural changes that are emerging in the private sector, in particular regarding the split between non-profit/for-profit private higher education and the recent growth in distance learning.

This article deals with the growth of courses and enrollment in higher education in Brazil - and in particular law school - and the change in the profile of the new students, especially the adoption of quota policies and public funding of places in private institutions . Considering the difficulties of these students, seeks to respond to the existing higher education methodology is appropriate or whether it would be necessary to create a new one to serve them. In order to ensure quality in education and to provide the tickets conditions to realize their potential, related measures to be taken.

In spite of overall improvements in basic and high school education levels in the last decades, and of an increase in the supply of higher education, only 12% of Brazilian youths in the expected age are attending higher education in Brazil, against 21%in Argentina, 65%in the USA and 70% in Sweden. In this study, based on the most recent Pnad data (2013) and on data from ten years earlier (2003, just before the implementation of affirmative action policies), we obtained profiles of vulnerable and nonvulnerable groups in terms of access to higher education in Brazil. Then through the index of human opportunities (Barros et al., 2009), and making use of binary dependent variable regressions, we were able to measure inequality of opportunity in terms of access to higher education for both years. Results indicate that a reallocation of opportunities from nonvulnerable to vulnerable groups has taken place, and that access to higher education has also risen slightly in the course of one decade. However, the index of human opportunity as applied to higher education in Brazil (HOI = 0.281 in 2013) is very far from the ideal situation (HOI=1), which occurs when access is universal and there is no inequality of opportunity in the access. Finally, we have applied a Shapley decomposition to the calculated indices, and the main results are the substantial contribution of household-head's education level and the household's income to inequality of opportunity, and also a moderate impact of race.

The scope of the present is based on analyzing, in the light of the context of University Distance Learning, in the private sphere, about the possible uberization experienced by the teacher and the consequences for the in this context. As is commonplace, Brazil, especially in recent decades, experiences, in a substantial way, the process of massification of distance learning (Distance Learning), presented, even as an argument justifying the fact of a method capable of ensuring the process of inclusion and diversification of access to higher education, overcoming the traditional obstacles linked to the time of availability and geographical issues. However, the term massification should not be understood, in the context of the proposed clipping, as a synonym of democratization, because studies show that there is, in an increasingly clear way, a distance between the theoretical beacons of DL and the practice experienced. In fact, distance learning has presented a mercantilist aspect, whose essentially economic connotation becomes palpable in the context of private higher education. The cast and fragmented models that frame the DL call into question the social role played by higher education in Brazil, with special attention to a critical formation and the increase of the student as a thinking subject of the relationship. Typical and expected activities of the university academic environment, such as research and extension, are denied to the secondary role, when there are such elements in the distance learning-teaching process. In this line, the teacher, as a central figure in the process of knowledge mediation, in the context of face-to-face teaching, has his attributions distorted and the teaching practice is plastered with a previously established policy that finds as clearly limiting points the format established and incremented by the EaD. Thus, it emerges as the main problem to be established what are the possible impacts on the doing of the university professor in the face of the uberization of the teaching activity in the scope of Distance Learning in Private Higher Education? As a methodology, the research is conducted by the deductive scientific method and, regarding the confrontation of the proposal, as quali-quantitative. Regarding research techniques, this is a systematic literature review.