João dos Reis Silva Júnior

A nova lei de educação superior: fortalecimento do setor público e regulação do privado/mercantil ou continuidade da privatização e mercantilização do público?

Este artigo orienta-se pela compreensao de que uma reforma da educacao superior e um processo politico de ajuste institucional, com origem no Estado moderno, para a conformacao do ser social e de suas atividades, assim como para a producao de uma nova cultura, visando a construir o pacto social requerido por dado tempo historico. Essas orientacoes conduzem, de modo especifico, a identificacao de alguns elementos preliminares para a analise desta atual reforma institucional no Brasil. Portanto, trata-se de algo que ultrapassa um texto juridico-formal como o anteprojeto de Reforma da Educacao Superior de 6 de dezembro de 2004. Destacam-se, dentre os muitos elementos a serem considerados neste texto, algumas categorias e principios que configuram a identidade universitaria na modernidade e aqueles elementos que se referem as mudancas juridico-administrativas anteriores ao anteprojeto, isto e, os que tomam existencia na Lei de Inovacao Tecnologica, na que institui o Sistema Nacional de Avaliacao da Educacao Superior, na que institui o Programa Universidade para Todos e na que institui as parcerias publico/privado. Pretende-se que este texto se constitua numa preparacao para analises mais refinadas do projeto de lei de educacao superior na versao a ser proximamente discutida no Congresso Nacional.

Trabalho do professor pesquisador diante da expansão da pós-graduação no Brasil pós-LDB

The text seeks to contribute to the discussion and understanding of the change in public universities, especially to understand teaching in the expansion of graduate studies in the 1990s and 2000s, when the country sought to upgrade/adequate its economic fundamentals to the transition from the Monopoly Accumulation Regime to the Financial Accumulation Regime and its structural consequences for the republican institutions, with a strong emphasis on the public university. This article focuses on the change of research professors in the face of the sharp expansion of graduate studies in Brazil and its consequences for them as social beings who work, the meaning of their work and the sense that they attach to their lives due to this fundamental mediation.

O trabalho nas instituições de Educação Superior

O texto discute o trabalho nas instituicoes de educacao superior (IES). E um estudo de carater exploratorio e sua construcao apoia-se em pesquisa bibliografica e documental de tematicas necessarias para a compreensao da questao. Preliminarmente, contextualiza o tema no processo mundial de reestruturacao produtiva em curso no pais. Segue-se breve analise da diversificacao do trabalho nas IES brasileiras, com especial destaque ao trabalho terceirizado. Por fim, discute a terceirizacao e conclui, analisando seus principais impactos para os trabalhadores e para as instituicoes publicas.

Trabajo del profesor investigador ante la expansión del posgrado en Brasil después de la LDB

The text seeks to contribute to the discussion and understanding of the change in public universities, especially to understand teaching in the expansion of graduate studies in the 1990s and 2000s, when the country sought to upgrade/adequate its economic fundamentals to the transition from the Monopoly Accumulation Regime to the Financial Accumulation Regime and its structural consequences for the republican institutions, with a strong emphasis on the public university. This article focuses on the change of research professors in the face of the sharp expansion of graduate studies in Brazil and its consequences for them as social beings who work, the meaning of their work and the sense that they attach to their lives due to this fundamental mediation.

The work of research professors in the face of the expansion of graduate education after LDB

The text seeks to contribute to the discussion and understanding of the change in public universities, especially to understand teaching in the expansion of graduate studies in the 1990s and 2000s, when the country sought to upgrade/adequate its economic fundamentals to the transition from the Monopoly Accumulation Regime to the Financial Accumulation Regime and its structural consequences for the republican institutions, with a strong emphasis on the public university. This article focuses on the change of research professors in the face of the sharp expansion of graduate studies in Brazil and its consequences for them as social beings who work, the meaning of their work and the sense that they attach to their lives due to this fundamental mediation.

Mundialização e trabalho social do ser social professor pesquisador

This article attempts to analyze the movement of the time dimension in contemporary capitalist society. The existence of humanity in the present and its prerogatives, dreams and desires show the challenge of understanding the perception of a concept of time as a cultural construction of base materialism. These are assumptions for a radical critique of working conditions in the Brazilian Public Higher Education Institution. The globalization of the economy expressed by finance capital redefines the concept of time, accelerating it to the interests of uncontrolled reproduction of capital, imposing evil in everyday educational processes responsible for estrangement growing in the work of teachers.

Limites e possibilidades de apropriação da pedagogia histórico-crítica na prática escolar

This article reflects on the limits and possibilities of carrying out a school practice on the basis of the historical-critical pedagogy under the aegis of capital. Although some obstacles for the objectivation of the historical-critical pedagogy have already been stressed by its precursor (Saviani, 1994, 2003), we believe that an ontological analysis of the possibilities of appropriating the historical-critical pedagogy is necessary to identify in the social beings, the teachers, their ability to think against their thinking and thus to work out an educational teleology in accordance with an emancipating educational practice. This implies a school practice that has as its teleology an education against capital