A gestão da educação superior em contextos emergentes : a perspectiva dos coordenadores dos cursos superiores de tecnologia do IFRS - Campus Porto Alegre

Abstract

From Law nº 11.892/08 we have in Brazil the constitution of a new institutional architecture with the Brazilian Educational System – in particular Higher Education – in the context of Professional and Technological Education (EPT): The Federal Institutes of Education, Science and Technology (IF’s). This institutionality was conceived as being strategic in the development of the nation, aligned to the world of work, to the productive arrangements, and to the strengthening of democracy and citizenship in the pursuit of national, regional and local development. Higher Education in this context presents itself in an emergent way, since the IF’s institutionality is effective based on the precepts of inclusion, social justice and equity in the formation of subjects. A multidiverse range of subjects ended up entering this university space, bringing to FIs a differentiated profile of students, different from those “traditionally” known to teachers and managers. Thus, important issues arise for the operationalization of processes, especially those linked to the demands arising from the implementation of this new model of educational institution. In this sense, the objective of this research is to understand how the model of Management of Higher Education developed, implemented and articulated in the Federal Institute of Education, Science and Technology of Rio Grande do Sul – Campus Porto Alegre, consubstantiates against the Superior Courses of Technology of the institution from the perspective of its coordinators. Due to the nature of this research we use the qualitative approach, in the descriptive-exploratory perspective, in the production of the data we have as Procedures Documental Research in line with the Case Study, and in relation to the instruments of data production, we used the semi-structured interview with the subjects of the research (Coordinators of the Higher Technology Courses of IFRS – Porto Alegre). Next to the methodological process we have the Approach of the Policy Cycle in the theoretical-methodological perspective (focusing on the Context of Practice) in the production of the data, and the analysis was developed from the Discursive Textual Analysis (ATD) in light of the assumptions of the Multidimensional Paradigm of Administration of Education. The results of the study point to the complexity of Higher Education Management from the IF’s perspective, the management model of the institution presents itself in a quite different way, incorporating in it concepts of economic efficiency, pedagogical effectiveness, cultural relevance and effectiveness policy. This complexity and diversity is shown from the combination of these concepts with the Management of Higher Technology Courses of the institution, the precepts of effectiveness and effectiveness are highlighted in this scenario. We have in the institution a management model built as a possible alternative to so-called “traditional” models within the emerging context in which Higher Education is effective in our country, having in justice and social inclusion the way of consolidating the management processes of this new institutionality.