A formação integral na educação superior e o desenvolvimento dos países

Julio Bertolin

Resumo


Como gerar bem-estar, paz e prosperidade para uma nação é uma questão antiga e ainda fundamental para quase todo o mundo. Nesse início de século XXI, a educação superior adquiriu grande relevância para o desenvolvimento dos países, na medida em que está diretamente relacionada à formação tanto do profissional competente como do cidadão com pensamento crítico. Não obstante, com objetivos econômicos, governos estão priorizando cada vez mais a capacitação e aquisição de competências práticas. Considerando tal tendência, nesse artigo, procura-se, por meio de dedução, demonstrar que a formação integral e de cultura geral na educação superior pode contribuir decisivamente para os países se desenvolverem não apenas no âmbito da democracia e inclusão social, mas também do próprio crescimento econômico.

 

 

Integral education in higher education and the development of nations

How to generate well-being, peace and prosperity for a nation is an old and still fundamental question to almost the whole world. In this early 21st century, higher education has acquired a major relevance to the development of nations as it is directly related to educating both competent professionals and citizens with critical thinking. However, with economic purposes, governments are increasingly prioritizing the acquisition of practical training and skills. Considering this tendency, in this article, we seek to demonstrate by means of deduction that integral education and general knowledge in higher education can make a key contribution for nations to develop not only in terms of democracy and social inclusion, but also of economic growth itself.

Higher Education; Integral Training; Development; Economic Growth

 

 

La formation intégrale dans l’éducation supérieure et le développement des nations 

Savoir engendrer le bien-être, la paix et la prospérité d’une nation est une question ancienne qui demeure fondamentale dans la quasi-totalité du monde. Au début de ce XXI siècle, l’éducation supérieure a pris une grande importance pour le développement des pays, dans la mesure où elle est directement liée à la formation de professionnels compétents tout autant qu’à celle des citoyens critiques. Néanmoins, les gouvernements, dont les objectifs sont économiques, priorisent de plus en plus les formations et les acquisitions ayant trait aux compétences pratiques. Tenant compte de cette tendance, le présent article cherche, par déduction, à démontrer que la formation intégrale et la culture générale au sein de l’éducation supérieure contribuent de manière décisive au développement des pays, non seulement en matière de démocratie, mais aussi en termes de croissance économique.

Enseignement Supérieur; Formation Intégrale; Développement; Croissance Économique

  

La formación integral en la educación superior y el desarrollo de los países

Cómo generar bienestar, paz y prosperidad para una nación es un tema antiguoy todavía fundamental para casi todo el mundo. En este inicio de siglo XXI, la educación superior adquirió gran relevancia para el desarrollo de los países por estar directamente relacionada a la formación, tanto del profesional competente como del ciudadano con pensamiento crítico. No obstante, con objetivos económicos, los gobiernos están priorizando cada vez más la capacitación y la adquisición de competencias prácticas. Considerando tal tendencia, en el presente artículo se intenta, por medio de deducción, demonstrar que la formación integral y de cultura general en la educación superior puede contribuir decisivamente para que los países se desarrollen no solamente en el ámbito de la democracia y la inclusión social, sino también del propio crecimiento económico. 

Enseñanza superior; Formación Integral; Desarrollo; Crecimiento Económico


Palavras-chave


Ensino Superior; Formação Integral; Desenvolvimento; Crescimento Econômico

Texto completo:

PDF (inglês) PDF

Referências


ACEMOGLU, Daron; ROBINSON, James A. Why nations fail: the origins of power, prosperity and poverty. New York: Crown Business, 2012.

ASLAM, Monazza; RAWAL, Shenila. The education-economic growth nexus. In: MCCOWAN, Tristan; UNTERHALTER, Elaine. Education and international development: an introduction. London: Bloomsbury, 2015. p. 111-126.

BALL, Stephen J.; YOUDELL, Deborah. Privatización encubierta em la educación pública. Informe preliminar de lo V Congreso Mundial Internacional de la Educación. Londres: Universidad de Londres, 2007.

BARBOSA FILHO, Fernando de Holanda; PESSÔA, Samuel de Abreu. Educação e crescimento: o que a evidência empírica e teórica mostra? Revista Economia, Brasília, DF, v. 11, n. 2, p. 265-303, maio/ago. 2010.

BAUMAN, Zygmunt. Las redes sociales son una trampa. El País, Madrid, 8 enero 2016, Entrevista com Ricardo de Querol.

BOJE, David M.; ROSILE, Grace Ann. Where’s the power in empowerment? Answers from Follett and Clegg. The Journal of Applied Behavioral Science, v. 37, n. 1, p. 90-117, 2001.

BOK, Derek. Higher education misconceived. Project Syndicate, 7 Nov. 2013. Disponível em: . Acesso em: 28 dez. 2013.

BROWN, Roger; CARASSO, Helen. Everything for sale? The marketisation of UK higher education. London: Routledge, 2013.

DALBOSCO, Cláudio A. Educação superior e os desafios da formação para a cidadania democrática. Avaliação. Revista de Avaliação da Educação Superior, Sorocaba, v. 20, n. 1, p. 123-142, mar. 2015.

DALBOSCO, Cláudio A. Condição humana e educação do amor próprio em Jean-Jacques Rousseau. São Paulo: Loyola, 2016.

DELBANCO, Andrew. The humanities crisis. Project Syndicate, 12 Nov. 2013. Disponível em: . Acesso em: 28 dez. 2013.

DEWEY, John. Democracy and education. An introduction to the philosophy of education. Rockland, NY: Free, 1916. Reprint 1997.

FETTERMAN, David M. Empowerment evaluation. Evaluation Practice, v. 15, n. 1, p. 1-15, 1994.

FRASER, Nancy. Scales of justice: reimagining political space in a globalizing world. New York: Columbia University Press, 2009.

FREIRE, Paulo. Conscientização. São Paulo: Cortez e Moraes, 1979.

FREIRE, Paulo; SHOR, Ira. Medo e ousadia: o cotidiano do professor. Rio de Janeiro: Paz e Terra, 1986.

GARFINKEL, Harold. Studies in ethnomethodology. New Jersey: Prentice-Hall, 1967.

HANUSHEK, Eric A.; WOESSMANN, Ludger. The knowledge capital of nations: education and the economics of growth. Cambridge, MA: MIT Press, 2015.

HARGREAVES, Andy. Teaching in the knowledge society: education in the age of insecurity. New York: Teachers College Press, 2003.

HINCHLIFFE, Geoffrey William; JOLLY, Adrienne. Graduate identity and employability. British Educational Research Journal, v. 37, n. 4, p. 563-584, 2011.

JASPERS, Karl. The idea of the university. London: Owen, 1959.

MCMAHON, Walter W. Higher learning, greater good: the private and social benefits of higher education. Baltimore, MD: Johns Hopkins University Press, 2009.

MCCOWAN, Tristan. Rethinking citizenship education: a curriculum for participatory democracy. London: A&C Black, 2011.

MURPHY-GRAHAM, Erin. And when she comes home? Education and women’s empowerment in intimate relationships. International Journal of Educational Development, v. 30, n. 3, p. 320-331, 2010.

MURPHY-GRAHAM, Erin; LLOYD, Cynthia. Empowering adolescent girls in developing countries: the potential role of education. Policy Futures in Education, v. 14, n. 5, p. 556-577, 2015.

NUSSBAUM, Martha C. Not for profit: why democracy needs the humanities. Princeton: Princeton University Press, 2010.

OSTRY, Jonathan D.; LOUNGANI, Prakash; FURCERI, Davide. Neoliberalism: Oversold? Finance & Development, v. 53, n. 2, p. 38-41, Jun. 2016.

PETERS, Michael A. Classical political economy and the role of universities in the new knowledge economy. Globalisation, Societies and Education, v. 1, n. 2, p. 153-168, 2003.

PIKETTY, Thomas. Le capital au XXIe siècle. Paris: Seuil, 2013.

PINKER, Steven. The better angels of our nature: why violence has declined. New York: Penguin, 2011.

REIMERS, Fernando. Educar é empoderar pessoas para expandir suas liberdades. Porvir, 28 de abril de 2012. Disponível em: . Acesso em: 8 maio 2016.

REIMERS, Fernando. Educating the children of the poor: a paradoxical global movement. In: TIERNEY, William G. Rethinking education and poverty. Baltimore, MD: Johns Hopkins University Press, 2015.

RINDERMANN, Heiner. Relevance of education and intelligence at the national level for the economic welfare of people. Intelligence, v. 36, n. 2, p. 127-142, 2008.

ROTH, Michael S. Beyond the university: why liberal education matters. New Haven and London: Yale University Press, 2015.

ROUSSEAU, Jean-Jacques. Emilio ou da educação. Tradução Sérgio Milliet. 3. ed. Rio de Janeiro: Bertrand Brasil, 1995. Primeira edição de 1762.

SANDBROOK, Richard. Globalization and the limits of neoliberal development doctrine. Third World Quarterly, v. 21, n. 6, p. 1071-1080, 2000.

SANDEL, Michael J. What money can’t buy: the moral limits of markets. London: Allen Lane, 2012.

SANTOS, Boaventura de Souza. Pela mão de Alice: o social e o político na pós-modernidade. Porto: Afrontamento, 1994.

SCHUMPETER, Joseph A. The theory of economic development: an inquiry into profits, capital, credit, interest, and the business cycle. New Jersey: Transaction Books, 1934.

SEN, Amartya. Development as freedom. New York: Oxford University Press, 2001.

SIMPSON, James; KELLY, Sean. The teaching of the humanities at Harvard College: mapping the future, 2013. Disponível em:

final_in_brief_mapping_the_future_may_22_from_mf.pdf>. Acesso em: 7 maio 2014.

SLAUGHTER, Sheila; RHOADES, Gary. Academic capitalism and the new economy: markets, state, and higher education. Baltimore, MD: Johns Hopkins University Press, 2004.

SMITH, Adam. An inquiry into the nature and causes of the wealth of nations. London: W. Strahan and T. Cadell, 1776.

STIGLITZ, Joseph E. Globalização: a grande desilusão. Lisboa: Terramar, 2004.

THIEL, Peter; MASTERS, Blake. Zero to one. New York: Crown Business, 2014.

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. The new dynamics of higher education and research for societal change and development. In: WORLD CONFERENCE ON HIGHER EDUCATION, 5-8 July 2009, Paris. Communique... Paris: Unesco, 2009.

WALKER, Melanie; MCLEAN, Monica. Professional education, capabilities and the public good: the role of universities in promoting human development. London: Routledge, 2013.

WALKER, Melanie; BONI, Alejandra. Higher education and human development: towards the public and social good. In: BONI, Alejandra; WALKER, Melanie. Human development and capabilities: re-imagining the university of the twenty-first century. New York: Routledge, 2013. p. 15-29.

WALLERSTEIN, Nina; BERNSTEIN, Edward. Empowerment education: Freire’s ideas adapted to health education. Health Education & Behavior, v. 15, n. 4, p. 379-394, 1988.

ZAKARIA, Fareed. In defense of a liberal education. New York: W. W. Norton, 2015.


Apontamentos

  • Não há apontamentos.