Ações afirmativas na educação superior: rumos da discussão nos últimos cinco anos

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.

O trabalho analisa as políticas públicas ao ensino superior no País, tendo como principais objetivos demonstrar a evolução legislativa e dados qualiquantitativos acerca do acesso ao ensino superior por pretos e pardos. A pesquisa está amparada em método dedutivo. Os métodos de procedimento serão o histórico e o estatístico, inter-relacionando o estudo das políticas públicas de acesso ao ensino superior e aos dados governamentais e não governamentais. Na análise empírica, dados estatísticos serão necessários, especificando os atributos qualiquantificáveis dos dados recolhidos para uma compreensão em consonância com a construção teórica. Pode-se perceber, a título de resultados e de considerações finais, que ainda há muito para evoluir, porém será necessário implementar modificações significativas na tutela das ações afirmativas.

The expansion of higher education in Brazil in recent decades has produced distinct and heterogeneous contexts, contributing to the change in the sociodemographic profile of students. Within the scope of studies on career construction in higher education and based on the Life Designing model, this investigation examined the process of career construction of undergraduates from public institutions in Alto Uruguai gaúcho, a region affected by the expansion and establishment of universities in the interior of the states of Brazil. This is a multiple case study with six undergraduates who showed different levels of career adaptability. Based on the emerging categories of analysis, the results indicated that the proximity of Higher Education institutions, the family context, the need to reconcile study and work and the perspective of social mobility associated with the transition to adulthood are relevant themes in the process of participants’ career construction, highlighting the importance of public policies for higher education.

Trata-se de um ensaio analítico sobre políticas públicas para a Educação Superior no Brasil desde os anos 1990 até 2020. Metodologicamente, tendo por base a teoria dos campos sociais de Pierre Bourdieu, esta análise considera que os diversos sistemas de Educação Superior no Brasil (federais e estaduais) constituem um campo social (campo acadêmico) que está sendo transformado em sentido gerencial e em favor do mercado.

Descreve-se o processo de expansão do ensino superior em Enfermagem brasileiro, destacando a diversidade e heterogeneidade desse sistema. Observa-se que o ensino nessa área teve um crescimento muito acelerado e desorganizado a partir da década de noventa. Tal crescimento evidenciou a diversidade e heterogeneidade das instituições de ensino, aspectos que repercutem também no perfil do docente, especialmente na titulação e no regime de trabalho, que variam de acordo com sua inserção institucional. Defende-se que esses efeitos irão repercutir, em última instância, na docência e, portanto, na própria formação inicial, na qualificação do profissional de enfermagem e, consequentemente, na assistência de enfermagem oferecida aos usuários dos diferentes serviços de saúde. Conclui-se pela necessidade da identificação do perfil profissional e dos distintos processos de trabalho docente, contextualizado no cenário atual de políticas públicas voltadas para o sistema de ensino superior no Brasil.

Questions about how student financial aid and the costs of attending college influence educational opportunity for diverse racial groups have lurked beneath the surface of the policy debates about higher education for decades. When the Higher Education Act (HEA) was passed in 1965, there was a general acceptance that the federal government had a role to play in equalizing educational opportunity. At that time, the civil rights of African Americans were a concern of the majority of Americans, as evidenced by the many Great Society programs of the period. However, since 1980, the federal commitment to need-based grants has contracted as a result of shifting political priorities (McPherson & Schapiro, 1991), if not as a result of a breakdown in the old consensus about equal opportunity. More recently, the federal courts have narrowed the acceptable remedies in desegregation litigation (St. John & Hossler, 1998) and have brought race into question as an explicit consideration in the awarding of student aid (Strope & Wells, 1998). In this context, it is vital that we begin to build a better understanding of the relationship between the costs of college, student financial aid, and the postsecondary opportunities for racially diverse groups. However, the analysis of the effects of prices and student aid is complicated by a broad critique of the old progressive assumptions. On the one hand, some economists continue to raise questions about the efficacy of student aid (Kane, 1995). Indeed, this line of inquiry has led some to question whether states and the federal government should invest more in student financial aid, even after decades of decline in grant aid (Heller, 1997; St. John, 2003b). In contrast, other economists and higher education researchers, along with cultural-capital theorists, have begun to question some of the basic assumptions behind this position (McDonough, Korn, & Yamasaki, 1997; Paulsen, 2001a, 2001b; St. John & Paulsen, 2001). These newer perspectives offer a different vantage point from which to critique the new direction of public policy in higher education (e.g., decline in affirmative action, merit-based over need-based aid, loans over grant aid), but they do little to combat the decline in federal and state student aid. This article examines the role of the costs of college and student financial aid in promoting postsecondary opportunity for diverse groups. First, we examine theory and research that might inform an assessment of the effects of student financial aid on the educational opportunities for diverse racial groups. Then we describe our methods and present the findings. We used the financial-nexus model (Paulsen & St. John, 2002; St. John, Paulsen, & Starkey, 1996) to assess the effects of student financial aid on college choice and persistence by African Americans and Whites. Finally, based on these analyses, we consider the understanding of the relationship between financial aid and the educational opportunities of diverse racial groups that emerges from this study. Background Previous studies of the financial nexus have examined all students enrolled as undergraduates (St. John, Paulsen, & Starkey, 1996), students enrolled in public colleges compared to students in private colleges (Paulsen & St. John, 1997), and students across income groups (Paulsen & St. John, 2002). This study completes the full set of nexus studies on diverse groups of students enrolled in 1986-1987, by comparing how financial choices made by Whites and African Americans influenced their persistence. Given the age of this data, it is important to reconsider persistence by these populations, an issue we discuss after reviewing our logical approach. The Logical Approach Researchers have started examining the ways perceptions of financial factors (i.e., college costs and student aid) formed in the enrollment process influence eventual persistence decisions. …

Contemporaneously, Brazilian higher education has faced multiple challenges involving political, didactic, and methodological dimensions. Democratization has expanded access, but inequalities, the precarization of the teaching career, and pressures of marketization still persist. The aim of this research is to analyze how these challenges impact university teaching practice, discussing limits and possibilities for consolidating a critical and innovative university pedagogy. The methodology adopted was qualitative and bibliographic, grounded in classical and contemporary authors of university pedagogy as well as official documents of public policies for higher education. As results, the study showed that university teaching has been reconfigured in the context of institutional expansion, inclusion policies, the need for pedagogical innovation, and the growing use of digital technologies and artificial intelligence. It was found that gaps remain in the pedagogical training of professors, which still lacks institutionalization. At the same time, methodological experiences and proposals capable of enhancing more critical, dialogical, and socially committed practices were identified. It is concluded that strengthening university pedagogy depends on faculty appreciation, investment in institutional conditions, and the critical integration of digital technologies. The research indicates that, despite the difficulties, there are concrete possibilities for transformation that may consolidate a more inclusive, innovative, and socially grounded university.

RESUMO Introdução: Existem padrões partidários e ideológicos nas escolhas de políticas públicas para a educação superior? A partir de um modelo adaptado da teoria dos governos partidários, utilizado para explicar o caso dos países desenvolvidos, o artigo verifica se a clivagem esquerda-direita se aplica também ao caso brasileiro. Materiais e métodos: Para testar empiricamente a teoria, utilizaram-se dados de acesso à graduação e informações documentais sobre as políticas públicas adotadas para o ensino superior pelos ocupantes do governo federal, de diferentes inclinações ideológicas, ao longo de quase trinta anos (1990-2018). Resultados: O artigo conclui que a clivagem direita-esquerda explica as escolhas dos governos federais no Brasil para a educação superior, mas que os cálculos dos partidos são diferentes para esse nível de ensino: ampliar o acesso pode ocorrer tanto em governos de direita quanto de esquerda. Quando o nível de acesso ainda era elitizado, governos de centro-direita no Brasil expandiram as vagas, com o cálculo de que os beneficiados de tal política seriam seus potenciais eleitores no futuro. Os governos de esquerda também adotaram a expansão de vagas e incluíram o crescimento privado e a adoção de ações afirmativas com o cálculo de que essa forma de expansão produziria uma inclusão mais rápida de seus potenciais eleitores no futuro, mesmo em um cenário em que o acesso ao ensino superior não estava massificado. Discussão: Quatro governos (FHC 2, Lula 1 e 2 e Dilma 1) foram responsáveis por mais de 80% do incremento de novas matrículas no ensino superior em quase três décadas, indicando que a expansão não foi exclusiva de governos liderados por partidos de esquerda. A principal diferença está na adoção de critérios redistributivos: governos de esquerda adotaram medidas para reduzir a dependência da renda para o ingresso com ações afirmativas e outros instrumentos, promovendo inclusão social e racial. Essa forma de expansão não foi adotada, nem iniciada, por governos de direita ou de centro-direita. O texto contribui para entender quem foi incluído ou excluído no ensino superior brasileiro como resultado de escolhas políticas ideologicamente orientadas pelos diferentes ocupantes do Executivo federal desde a redemocratização.

Public Policies for Higher Education in Brazil

This research performs the analysis of the main public policies for higher education in People's Republic of China between the period from 2003 to 2012, starting from a gap to be explored concerning the proposition of new public policies to assist in financing higher education worldwide, taking as reference practices already carried out in other country. When it comes to the methodological procedures, the study was designed as exploratory e quantitative, in which a group of public policies were statistically analyzed, using as reference the compound annual growth rate (CAGR), taking into account the investment made and the number of students attended in the period, in order to check the efficiency of each policy. The results showed a series of possibilities to promote the advancement of higher education worldwide, with examples of policies that can be replicated to other nations, and, therefore, assist them in their development.

Most scholars of higher education agree that Brazil has the most ambitious affirmative action policies of any country in the world. News is spreading that Brazil’s federal quota policies for affirmative action in undergraduate education, which reserve half of all seats in all courses of study at federal universities for students from Brazil’s infamously poor, and poor-serving, public high schools, are not only hugely ambitious but, as research is beginning to show, hugely effective. However, the country is not moving in a monolithic way toward greater equity in access to higher education. When one looks beyond the federal university policies, the picture becomes much more complicated. First, only 26 percent of all students in higher education in Brazil studied at public universities in 2013, while 74 percent studied in private universities, both nonprofit and for-profit. Of those in public universities, 59 percent are at federal universities, 31 percent at state universities, and 10 percent at municipal universities. Placed in the overall context of Brazilian higher education, this means that only 15.5 percent of all students study at federal universities, which is the only sector with a comprehensive affirmative action law. Therefore, the world’s most ambitious affirmative action policy applies to only a small percentage of all undergraduate students in higher education in Brazil (INEP/MEC 2013).

This study investigates the impact of gamification on student engagement moderated by public policy in higher education. The psychological perspective of student engagement refers to the deep involvement of students in learning and acquiring knowledge. There are three dimensions of student engagement: cognitive, emotional, and behavioral. This study selects computer science students who were already enrolled in gamification classes. The selected sample of the study is based on multiple cities of Pakistan, including Lahore, Islamabad, and Karachi. The selection of institutes from three cities is made based on a convenience sampling technique. A 5‐point Likert scale questionnaire is used to assess the role of gamification and its impact on gaming platforms and student engagement with dummy variables as public policy management that controls and devises rules and regulations for gamification in higher education departments. We examine the impact of gamification content, challenges, rewards, and the Kahoot platform on student engagement. There are positive and weak results regarding the impact of gamification, as the Kahoot platform itself has no attraction for students, but it provides a user‐friendly medium to play games. There are a few topics for future research, such as the role of gamification platforms and their significant impact on students’ motivation and the role of public policy regarding gamification platforms and engagement. Gamification challenges and rewards have been discussed in the study to observe the mediating impact. The analysis of the study is carried out in SmartPLS Version 4.0.

Higher Educational Reform Values and the Dilemmas of Change: Challenging Secular Neo-Liberalism

ЛІЦЕНЗУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

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