Brazilian Higher Education: Expansion,
Democratization and
internationalization
Prof. Marília Morosini
Coord. Higher Education Studies Center – CEES/PUCRS
Researcher 1A CNPq
The team:
doctoral students
Ana Maria C S Wertheimer
Elisa Uztarroz
Coord. Higher Education Studies Center – CEES/PUCRS
Researcher 1A CNPq
Porto Alegre
Foundation: 1772.
Population (2014): 1,5 million inhabitants
Ethnicity: European immigrants (Portuguese, Italian, German, Polish,
Spanish, ...) and more than 30 others ethnics groups from Asia, Africa and
native indigenous.
Area: 496,83 km2.
Population Density: 2.837 hab/km2. GNP per capita (2015): U$ 6,427.00
Pontifícia Universidade Católica
do Rio Grande do Sul
1º best private HEIs
PUCRS’
Campus
PUCRS: QuickFacts
Number
Programs
Students
Undergraduate
72
26.083
Graduate (Continuum Ed.)
75
3.000
Graduate (Strictu Sensu)
41
2.000
MSc (Master Degree)
23
PhD (Doctoral Degree)
19
Faculty
TOTAL
1.500
31.000
National System of Education
Basic Education
Higher Education
Brazilian Higher Education
I. Information about Brazil
II. National Education System
Basic Education
Higher Education - focus
1.
2.
3.
Expansion - Democratization
Internationalization
Challenges
BRASIL
•
OFICIAL NAME: República Federativa do Brasil
•
CAPITAL: Brasília
•
POPULATION: 202.768.562
•
RACE: Mixed races: 43,1%, white: 47,7%, black :
7,6%, Indígenous: 0,4%, yellows: 1,1% ( IBGE - Censo 2010;
terms used by Census).
•
LANGUAGES: portuguese (and some indigenous)
•
DEMOGRAPHIC GROWTH: 1,17% ao ano (2000 a 2010).
•
LIFE EXPECTANCE: 73,4 anos (Censo 2010)
•
ILITERACY RATE: 8,3% (2013).
•
PER CAPITA INCOME: R$ 24.065 (ano de 2013).
•
IDH (Human Development rate): 0,744 – high human
development. 79º in 187 países . (PNUD julho 2014).
Source: IBGE,2014
Economic Class – AB, C and D
Source: Ministério da Fazenda
Brazilian Higher Education:
Issues
A historical landscape of Brazilian HE
The HE in Brazil is very recent.
The first HEI is dated of 1808.
• Around 1930 it is created the first Brazilian University.
– The research function was in institutions located in southeast;
• In 1968 a university reform happens
– the research function become mandatory
– many faculties were sent abroad (to good universities)
• In 1996, Brazil promotes a legislation of LDB (Education Guidelines and Bases Law)
- make flexible the model of research university ).
•
In this century, within the pressure of globalization the Brazilian higher education
turns to the labor market and internationalization.
Enrollment HE undergraduate
1980 - 2013
Gross HE ratio - 27,8
Net HE Ratio - 14,6
private
x–x- x-
public
2022
50 %
33 %
Degree graduates in HE
Brazil 2003 - 2013
Between 2012 and 2013 there was a 5.7% decrease in the number of graduates, at the
private sector. The federal one increased the number of graduates by 3.8%, despite a
reduction of almost 50% in the number of graduates in distance courses. (2012-13).
- LDBEN 9394/96 – HE flexibilization/
diversification ;
- Private HEIs Expansion ;
HE
Regulations
expansion
democratization
- 2003... (In light of the low HE rate and the
Inertia of the possibility of completing the
higher education vacancies in the private sector
due to poor financial condition of the
population)
- Public and Private HEIs Expansion
- Brazilian Polícies of equity:
- Prouni, Fies (Private)
- Proies, Reuni, Sisu, Lei das Cotas, Pnaes
(Public)
Expansion and Decentralization of Federal Universities
12.711/12 Law at Federal HEIs*
2013
12,5% Cotas
vacancies
2014
25% Cotas
vacancies
2015
37,5% Cotas
vacancies
2016
50% cotas
vacancies
Social Cotas – Alumni from
Public High School;
household Income per capita
less than 1,5 minimum
wages; Subcotas (selfdeclared blacks, Pardos and
Indígenous) like the region,
* mínimus estipulate by law
• 2015:
3 years after 12.711/2012 law
• Challenges:
–
–
–
–
Student Assistance
Persistence and graduation
Combating Racism, Discrimination and prejudice
Improving “college knowledge” by ethnic/racial
groups
– Valorization of the different tipes of
knowledge,epistemologies production.
• Futur: graduate Cotas - PNE 2014-2024
Post graduate (Fellows)
Post-graduate
program,
Brazilian
Regions, 2014
concentration
.
CAPES - GEOCAPES/2015
MSc 42 830/2011
PhD 12 217/2011
Gradually increase enrollment in post graduate strict sensu to achieve
the annual award of sixty thousand masters and twenty-five thousand
doctors.
National landscape of the HE
internationalization
• The national scenery of Higher Education internationalization policies (RONCA,
2014), is marked by the low presence of international standards in national
policies. The focus of these policies is in Brazil;
• The Policies don´t add internationalization to the HEIs agendas;
• evaluation policies are needed with graduates of international mobility
programs;
• flexibility of graduate curricula is needed to enable the use of abroad
experiences by Brazilian students;
• It would be more productive if the utilization of experiences could be analyzed
in terms of qualifications for the constitution of a particular profile, more than
a simple comparison of credits and titles; and
• linked integration is needed among the accreditation agencies.
.
Fellows abroad – 1998 - 2012
Fellows abroad
Scholarships implemented
International Scholarship by level
2013
1998
Knowledge area scholarship, Brazil,
2013
The data are related to the changes in
focus of the S T & I .
1998
Science Without Borders (CAPES/CNPq)
Scholarships granted
Scholarships / Level
Undergraduate internship
sandwich
PhD Sandwich
Post-doctoral program
Full PhD
Young talents / Research.
Visitor
Total
47.713
Total
60.022
5.691
3.695
1.660
1.260
Black and
Indigenous
29%
The mobility program aims to launch the seeds of what could revolutionize the R&D system, the Brazilian
students and researchers exposed to an environment of high competitiveness and entrepreneurship.
Science Without Borders
Science
Without
Borders
http://www.cienciasemfronteiras.gov.br/web/csf/bolsistas-pelo-mundo?
SOME
DATA from
the
Higher
Education
Studies
Center –
• GRADUATE -Brazilian Scientific
Productions
• UNDERGRADUATE
– ENADE/INEP – 2013
• STUDENT EXCHANGES
– South – South
– South – North
CEES
• FACULTY
– BDIES/CEES/PUCRS - 2015
• Global/Regional: reflects the different concepts of
internationalization and the tensions arising from these: the
concept of HE as a public good or as a service and what is inbetween both. The first concept is based on democratization
(access), social relevance and equity principles.
• National. In Brazil the State-Nation (government) has a great
protagonism promoting public policies (LAUS, MOROSINI, 2005)
and this impacts the HE field.
• Institutional: reflects the implementation of public policies and
HE programs in the HEIs. In BDIES/Brazil most thesis and
dissertations have been produced in postgraduate programs
from Business courses and they analyze the institution as a
whole and its programs.
Higher Education Internationalization, thesis and
dissertations, BDIES/Brazil, 2011 - 2014
Higher Ed Internationalization, Categories of Thesis and Dissertation, BDIES/Brazil,
2011- 2014.
CATEGORIES
SUBCATEGORIES
Nº
Higher Ed Internationalization
HEd Internationalization – Services/Regulation
6
Global/Regional Dimension
HEd Internationalization – Cultural Integration
2
Subtotal
8 (35%)
Higher Ed Internationalization
HEd Internationalization – South-North and
National Dimension
South-South Mobility
HEd Internationalization – Curriculum Internationalization
Subtotal
5
1
6 (26 %)
Higher Ed Internationalization
HEd Internationalization – Ins titution
4
HEd Internationalization – Courses/Programs
5
Institutional Dimension
Subtotal
TOTAL
Source: built from BDIES/Brasil.
9 (39%)
23 (100%)
INTERNATIONAL EXCHANGE, during
undergraduate course, 2013
Not institutional
Institutional Exchange (finance by the HEI
or Federal or State Government )
very small
Didn t realize international Exchange
168 383 undergraduate - health, agronomy and
technology courses:
• 161 371 (96%) didn t realize international Exchange;
• 7 012 (4%):
4 753 (3%) institutional Exchange (finance by
the HEI or Federal or State Government )
2 259 (1%) not institutional
Color
•
•
•
•
•
White; 69,6 %
Black; 4,4%
brown/mulatto; 22,6%
Yellow: 2,7%
Indigenous: 0,7%.
Not institutional
1º G
Institutional
non
yes
Employment situation, undergraduate, international
exchange, ENADE, 3. Cycle-SINAES, Health area , 2013.
Most of the interchangers have no income and their costs are backed by
family or other persons, or have income and need help to support
themselves.
Not institutional Exchange
Institutional exchange
Not
employed
40hs
or +
...20hs
20 – 40hs
random
Source: INEP, undergraduate survey, ENADE, 2014
• This research data allows us to state that Brazilian
undergraduate students who perform international
exchange don´t have a homogeneous profile.
• There is a predominant profile of elite, but there are
also other profiles of middle class and some other of
lower class.
• In the future, these data may have little influence facing
the expansion of Higher Education, the (Science
Without Borders Program) from federal government.
Mobility South – North: out,
Undergraduate class minority - PROUNI
Extends to the subject worldview that consequently interfere in their future
professional activities, thus contributing to the country's growth
Africa – Brazil
South – South mobility
Research not concluded
interviews with graduate students from African countries,
we talk about impacts brought by internationalization,
reaffirming the respondents' answers and theoretical grounds, that the
quality of higher education, especially related with the internationalization,
is an added component to the democratization and inclusion processes.
This brings to the HEIs the character of agencies of human and social
development.
Demographic data
Impact at :
Personal characteristics: prejudice
Professional characteristics
although are in tension, they intend to return to their
home bringing added value to the acquired knowledge and intent to
provide more quality for education.
HE INTER AND EMERGING COUNTRIES: some
BRAZILIAN FACULTY VISION
• Complexity of the concept of intern: student
mobility (55%) – international curriculum (16%);
• Symbolic Internationalization – predominant;
• Faculty role:
– the main point is the learning process;
– To use an international bibliography, also active methods that
respect the various areas of knowledge, etc.;
– To prepare students for life in a globalized world;
– To foster one culture in the School and classroom in order to
meet their diverse students, to know and respect their diverse
culture.
• EXPANSION, EQUITY, INTERNATIONALIZATION,
AND QUALITY
Challenges
PNE x
reality
• Expansion of the gross enrollment rate in HE to 50% and
net rate to 33% of the population (18-24 year olds),
ensuring quality of expansion;
• Raise the quality of HE by expanding proportion of
masters and doctors (35%) on the faculty throughout the
HEIS to seventy-five % , and of the total;
• Gradually increase number of enrollments in
postgraduate stricto sensu to achieve 25,000 masters and
60,000 doctorates per year;
• Include the internationalization process to improve the
quality and to contribute to a better world .
Thank you!
marilia.morosini@pucrs.br
Muito obrigada (Thks)
• EQUITY
– represents equality among individuals in some attribute. And the
ability of a person is defined as the different combinations of functions
that can reach “Formichella, 2014
– the idea of equity appears as a political project seeking equal
recognition from initial inequalities. The proposed equity in education
is a political proposal twice, because on one hand involves the
definition of a political project seeking equity, and on the other
compels us to take a position on what equality should be defined as
essential in the field education (LOPEZ, [s / d.], p. 69).
• The social origin and economic status of the student's family is
a KEEN attribute to her success and then, should be on the
basis of political public inclusion of historically excluded groups
.
Students (18-24 yeards old), level of learning,
race. Brasil – 2001/2011
AAs in Brazilian Public HEIs - RACE
•
•
•
•
1.
2002 a 2012:
Institutional decisions at Public HEIs encouraged by the federal governenment
(university Autonomi) and by State Laws
Alumni from Fundamental or Higher Public School; poor students socio
economic; self declared blacks; Indígenous; People with disabilities.
Diversity of programs (reserve of places, cotas) and resistence to etnic-racial
cotas and more aceitability to social cotas
•
2.
•
Others programs beyond the requires of the law.
2013 – Lei Federal 12.711/2012 –
Cotas in all Public HEIs
STRUCTURE
Basic
STEPS
AGE
MINIMUM HOURS
REQUIREMENT
Childhood
education
3 to 5 years
not stipulated
no need
Elementary School
6 to 14
4 hours / day
no need
High school
15 to 17 years
4 hours / day
Elementary School
Bachelor
From 18 years
4 hours / day
High school
Education
(from 3 years)
Higher
Education
Bachelor
Technological
From 18 years
Postgraduate
studies
not stipulated
4 hours / day
High school
(from 2 years)
graduation
Africa – Brazil
South – South mobility
“When Socrates said, "Know thyself" pointing
to the most difficult task of the human being,
I believe that among the various possible
interpretations also meant to get out of our
comfort zones, because I recognize someone
else in me, did not know of my own
uncertainties and also the courage that could
have and how much I can learn, communicate
and socialize with others.” (student B)
Table Abstract- General Statistics of Higher Education, by Category
administratively Brazil- 2013
• Enrollment 7 00 000 students
• Graduates: 900 000
Higher Education
Prouni
Mais de 1,21
milhões
FIES
(2010/mar2013)
Mais de 800 mil
Mais de 140 mil
para Engenharia