Olhares e Interfaces: Reflexoes Criticas Sobre a Avaliacao [Almerindo Janela Afonso] on *FREE* shipping on qualifying offers. Pensar. Almerindo Janela Gonçalves Afonso. Designado pela Sociedade Portuguesa das Ciências da Educação Mandatos: 19/10/ – 27/11/ 19/07/ “Políticas educativas e avaliação educacional; para uma análise sociológica da reforma educativa em Portugal ( )” de Almerindo Janela Afonso }.

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Education and Integration in Latin America. Her main research focus is on policies and evaluation of higher education at the global, regional and national scales. She is developing a study on the impact of international university rankings on the institutional identity, and teaching, research and extension purposes of Brazilian research universities, having USP and UNICAMP as references.

Entitled “Internationalization of Higher Education: Use of Rankings,” the research project aims to reduce the lack of studies on the subject in Brazil and disseminate the international literature on it.

Among the educational policies of this phase of globalization, Barreyro identifies the emergence of international university rankings as a new way of dealing with quality on a global scale in the first decade of the centuryimpacting regional and national scales.

There is also a role model of the “world-class university,” institutions dedicated to “applied and if possible profitable research.

A redefinição do papel do estado e as políticas educativas: elementos para pensar a transição

For her, rankings have introduced the logic of competition between institutions in a global janeal and generated impacts on national and institutional policies, “despite their methodological limitations.


Part of the project was developed in the first half of this year, when she was at the IEA on sabbatical leave. The work will be complemented in the second semester and the results will be in an article to be finalized in Jnaela. She also intends to present them at a public event.


From this examination she will try to answer four questions: The material is being studied from the critical analysis of the discourse oriented by categories, to be detected in the course of examining the texts. In parallel to the survey and analysis of the materials published by the media of both universities, Barreyro has been dedicating to two complementary activities: In the final decades of the 20th century, the impact of globalization on educational policies began, creating an internationally structured agenda for the area, according aronso the researcher.

In the case of higher education in the s, policies to measure its almeeindo began, initiating the first phase of the ‘Evaluating State,’ an expression coined by British sociologist Guy Neave in She states that the reduction of expenditures since the s, due almerindp the crisis of the welfare state, “have motivated the adoption of accountability policies, such as evaluations in national education systems started in the s and s in Latin America, stemming from neoliberal reforms.

Two other aspects of globalization have influenced vocational training, according to Barreyro: She highlights the contributions to that change provided by the General Agreement on Tariffs and Trade GATT, which was in force untiland by the World Trade Organization negotiations for the inclusion of education in the liberalization of trade in goods and services.


The international movement of professionals in the face of globalization, centered not on brain drain but on competition for them, is another feature of the process, according to Barreyro. On this competition, she cites the evaluation of two authors, Rahul Choudana and Hans de Wit, who assert that the knowledge economies of the OECD countries require highly qualified professionals and must resort to immigrants with this profile, since their population is aging and has diminished the interest of their young people in the hard sciences.

In the global education agenda, quality and its assessment are one of the political priorities, says Barreyro. Later, these national janeka became of concern at the global level, which “establishes relations of scale with the national and regional levels.

Educação não-formal : cenários da criação

Search Site only in current section. Original version in Portuguese by Mauro Bellesa. What is the use of the rankings at USP and Unicamp, and for what reasons?

If institutional policies based on rankings have emerged, what are they? Complete material available almrrindo Portuguese only. Globalization In the final decades of the 20th century, the impact of globalization on educational policies began, creating an internationally structured agenda for the area, according to the researcher.

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