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The Univerity at A CrossRoad
The Univerity at A CrossRoad
The Univerity at A CrossRoad
Along its n a l thousand year h s o y the University has represented: ery itr
There have been no huge structural changes i the university over the past n thousand years, The r l of the u i e s t has changed ltl. However,t e reality oe nvriy ite h
of t e worldss c a s t a i n and the dynamic advances made i terms of inforh oil iuto n mation, knowledge and new communication and education techniques have made the need f r a revolution i the concept of the u i e s t q i e clear. o n nvriy ut
There is little hope left that a new global system of ideas wl be created t il o r - n t l hope f r the p s i i i y of an ideal world that combines the human eisil o osblt dream of technological progress w t liberty and e u l t . This hope included ih qaiy
t u t i p l t c a s r l g o s leaders and judges that were meant t i v n the rs n o i i i n , eiiu o net means that would serve t create c a i i n among human beings, However,i w o oltos f e examine the i s i u i n that have s r i e o e the past thousand years, w can ntttos uvvd vr e f e nvriy a l w o r e v s this hope i w look at the U i e s t . lo usle In order f r the u i e s t t become an instrument of hope,however,hope o nvriy o nvriy must be recuperated within the u i e s t . This means understanding the universitys d f i u t e and l m t t o s and formulating a new proposal along w t new ifclis iiain ih s r c u e and work methods. Fighting t defend the u i e s t i v l e f g t n tutrs o nvriy novs ihig t transform the u i e s t . o nvriy
groups i terms of access t s i n e and technology. This d v s o d f e e t a e n o cec iiin ifrnits between human beings not only i terms of access, but almost i terms of n n biological characteristics,o r an a t r a i e ethical modernity that is capable of maintaining the similarities lentv i the human race and guaranteeing s i n i i and technological progress t a l n cetfc o l.
This choice involves the university as wl. Faced with this crossroads that el
i v l e a changing world,the u i e s t must choose between: novs nvriy Knowledge that p e i u l represented accumulated capital and has become rvosy something that is f u t a i g and permanently renewed o surpassed by obsolescence; lcutn r Teaching that p e i u l took place through direct bilateral channels between rvosy the student and the professor i defined places like the u i e s t . This teaching n nvriy now occurs through other recognized methods and takes place i a way that n resembles waves f y n i all d r c i n o e a sea of communications,and lig n ietos vr Professional t a n n that p e i u l represented a fr place t stand i the riig rvosy im o n fight for success. This training has become at best a life jacket that can be worn ih the technological scientific i a turbulent sea w t waves of neo-liberalism, n revolution and g o a i a i n lblzto.
n nvriy rsras s o Hope lies i the u i e s t at this c o s o d .There i a demand f r transformation and reinvention so that the u i e s t can provide an a t r a i e p o e t f r civinvriy lentv rjc o l z t o .Almost eight and a half c n u i s have passed s n e the c e t o of the iain etre ic rain u i e s t ,and the u i e s t is standing i the middle of a c v l z t o crossroads nvriy nvriy n iiiain that wl d f n the future, This wl mean moving towards t c n c l modernity il e i e il ehia w t e f c e c that is independent of ethics o choosing ethical modernity where ih f i i n y r t c n c l knowledge is subordinate t ethical v l e . One of the most important ehia o aus of these v l e is maintaining the similarity between human beings. aus The university must harmonize w t this new direction i order t correct the ih n o l s of s n h o i i y that it s f e e during the t r u e t p r o that accompanied os ycrnct ufrd ubln eid the change of the century.
There is no
There were 42,010professors at public institutions i 1980,and i 2 0 n n 01 there were 51,765, t private u i e s t e ,however, the number of professors A nvriis o If e e went from 49,541t 128,997. w compare the growth of the two systems, w wl f n that w i e the private system grew 62%, the public system grew 19%. il i d hl Lack of resources is a crisis indicator i the universities. B a i is not an isolated n rzl
case. Many parts of the world have experienced a change i the treatment n of u i e s t e . The public university has moved from a position of being nvriis protected t being abandoned. There has been tremendous growth of private o u i e s t e that are financed by private resources and i d r c p b i i t r s s nvriis niet u l c neet. Many times this financing is clearly related t economic i t r s s and not t the o neet o free spirit the u i e s t should promote. nvriy However,i an in-depthexamination of the crisis, the majority of u i e s t e n nvriis have become the prisoners of their own immediate n c s i i s They tend t treat eeste. o the crisis drop by drop with leaky roofs that do not reveal that the sky is f l i g aln, The university needs t transform the resource crisis into a resource that wl o il incorporate the largest crisis i human knowledge i t the d s i y of mankind. n no etn The size of the crisis must be understood based on the historical reality that served as the basis f r the birth of the u i e s t . H o w the u i e s t has faced o nvriy nvriy previous crises must a s be examined i order t create conditions f r change. lo n o o
5.THE L S O SYNCHRONICITY OS F
This is not the first time that the university has needed t change. However, o t e u i e s t has n v r needed t change q i e so much as it does now. This is h nvriy ee o ut not the first time that the u i e s t has not seemed t n t c the crisis. It is a s nvriy o oie lo not the first time that the u i e s t has had t overcome problems and r o g n z i nvriy o eraie n
order t serve humanity. o The Brazilian university is a special place i terms of understanding the n u i e s t crisis i todaysworld. B a i is d f e e t from rich countries that do nvriy n rzl ifrn not s f e the same kinds of f n n i l d f i u t e and that are not surrounded s ufr i a c a ifclis o c o e y by s c a e c u i n B a i is d f e e t from poor c u t i s where condtions lsl oil x l s o . rzl ifrn onre f r s r i a are all that matter and the u i e s t is j s another part of p v r y o uvvl nvriy ut oet. B a i is an intermediate country where riches similar t those from the best rzl o u i e s t e i the world c e i t wt p v r y that i similar t the poorest c u t i s nvriis n o x s ih o e t s o onre i the world. B a i is n i h r Europe nor Africa. B a i is a little bit of each of n rzl ete rzl these continents. B a i r p e e t a p r r i of our p a e and of contemporary rzl e r s n s otat lnt c v l z t o . It i the best i d c t r f r u t understand the d r c i n the world iiiain s niao o s o ieto is heading i and the d r c i n the world should take. n ieto In B a i ,w have the great fortune of having every imaginable crisis. W e a s rzl e lo have the strength that comes with adversity. W e have all types of tragedies and all of the resources t overcome them. Above all,w have the urgency that comes o e from knowing that w have t f n solutions o w wl sink. This is why the e o id r e il
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B a i i n u i e s t ,along w t other u i e s t e around the world,must awaken rzla nvriy ih nvriis t a crisis that goes beyond t e f n n i l crisis. The u i e s t crisis is much larger o h iaca nvriy than the proposals that exist i this rapidly changing world. n Universities,at the beginning of t i century,have stopped representing the hs c t i g edge of knowledge. They have l s their ability t guarantee a s c e s u utn ot o ucsfl future f r their students. They are no longer c n e s f r the d s r b t o of o etr o itiuin knowledge and are no longer used as t o s f r uniting mankind. U i e s t e f o t ol o n v r i i s la somewhere i the middle of g o a i a i n changes and they run the risk of s n i g n lblzto ikn ethically i they accept a divided society. f Almost eight and a half c n u i s have passed s n e the c e t o of the u i e s t . etre ic rain nvriy ees U i e s t e should understand that changes are needed on five sweeping l v l : nvriis a To return t the position of being the c t i g edge i terms of generating ) o utn n knowledge; b) To return t being a legitimate guarantee for a studentsfuture; o c To return t being a p i c p l player i terms of d s r b t n knowledge; ) o rnia n itiuig d) To assume the ethical responsibility and commitment to a future for mankind that does not include s c a exclusion,and oil e To recognize that the u i e s t i not an i o a e i s i u i n but one that ) nvriy s sltd nttto, makes up part of a global network.
Knowledge is surrounded: i the mosques and the universities n
The university was born nearly eight and a half centuries ago because of the l s of synchronicity that occurred i medieval mosques i light of the rhythm os n n and type of knowledge that emerged i that world. The mosques were surrounded n
and they were not able t attract those outside w t their preoccupations and o ih work methods. They were imprisoned i dogma and defended their faith,i t r r t n n nepeig texts. The mosques were unable o i s n i i e t the fact that there was a need t r nestv o o incorporatethe leaps that were occurring i the thoughts of the day. Many times n the mosques chose t return t classic Greek thought that had been interrupted o o a f w hundred years before. e The university emerged as a place for new freethinking that was on the cutting edge of the era. These new places were able t attract and encourage the young o people that decided t dedicate themselves t activities of the spirit i a way that o o n was d f e e t from r l g o s s i i u l t . ifrn e i i u prtaiy During the following centuries, u i e s t flourished as a t u c n e f r the the n v r i y re etr o generation of higher knowledge i s c e i s In order f r t i t occur,however, n oite. o hs o the u i e s t had t constantly recycle, change and a j s t the wide variety of nvriy o dut o s t a i n that occurred around the u i e s t . iutos nvriy A the end of the nineteenth century research centers for inventors operated t independently from u i e s t e , n v r i i s University professors and students often looked down at these c n e s Ford,Bell and Edison were not u i e s t students.In etr. nvriy
addition,u i e s t e did not recognize these i d v d a s work as having any kind nvriis niiul of i t l e t a merit. The u i e s t l s speed and fell behind while t c n c l nelcul n v r i y ot ehia progress and t c n c l knowledge moved on without the u i e s t . ehia nvriy In the beginning of the t e t e h century,however,u i e s t e had the wisdom wnit nvriis t realize that they were turning i t modern day mosques. Instead of monks, o no there were undergraduate students. Instead of dogma,there was debate that was restricted t the t a i i n l classical d s i l n s Instead of involvement w t the o rdtoa icpie. ih world of the mass consumer,there was a i t c a i snobbery that surrounded rsortc undergraduate knowledge. Soon u i e s t e began t recycle and t i c u e t c n c l nvriis o o n l d ehia knowledge fields llke e g n e i g and applied s i n e .I the middle of the century, niern cecs n the u i e s t was so recycled that the t c n l g c l fields had become the dominant nvriy ehooia fields i r l t o t the t a i i n l areas of Philosophy, A t and L t r t r . n eain o rdtoa rs ieaue Classics had been the c n e of u i e s t knowledge f r many years and suddenly etr nvriy o found themselves relegated t the group of much less important departments and o treated llke dmosaurs i terms of concepts and i t r s s Classics became a thing of n neet. the past. The beginning of the twenty-firstcentury shows that this optimum technol g c l knowledge is becoming tied t higher-level knowledge once a a n This is oia o gi. p e e t n the free leaps of the human spirit that must move towards a l b r a i n rvnig ietra future. This future needs t be aesthetically rich and ethically j s as wl as o ut el epistemologically e f c e t It must a s include a broad reach i terms of the fiin. lo n media and must be s c a l legitimate and u i e s l i scope. oily nvra n University knowledge is surrounded and is f l i g behind,f l i g out of touch aln aln i r l t o t knowledge and the demands of the s c a s t a i n that lies outside n eain o oil iuto of its wls The u i e s t i c r e t y experiencing a problem that the mosques al. nvriy s urnl s f e e a thousand years ago and that the u i e s t s f e e only a century ago, ufrd nvriy ufrd
Knowledge makes such rapid progress today that specific fields reflect i t r a nenl changes and new fields are constantly created. The university has been making an effort to incorporate these changes,but it has not been able t manage. The s r c u e of the courses,the length of doctoral o tutr programs and the c n t a n s of i d v d a departments are preventing that osrit niiul knowledge advance within the u i e s t at the same pace that knowledge nvriy advances outside the u i e s t . nvriy This causes many people to produce knowledge outside of the university. This is a surprising phenomenon f r those who remember the strength that the o university had j s a short time ago. In the past, f w p o e s r o researchers ut e rfsos r worked outside u i e s t wls It was impossible f r a young person t pursue n v r i y al. o o nvriy rfso. c t i g edge knowledge without the help and guidance of a u i e s t p o e s r utn This has changed i recent decades, A variety of fields of knowledge have n developed outside the u i e s t . This has taken place within b s n s e that nvriy uiess maintain their own research c n e s and i higher learning i s i u i n that go by etr n ntttos the name of corporate u i e s t e as a way of showing that they provide higher nvriis education without teaching the same thing that t a i i n l u i e s t e do, rdtoa nvriis These para-universitiesexist because traditional universities did not fliltheir ufl r l . They fell behind i terms of generating knowledge and they became out of oe n touch i terms of the type o q a i y of the themes they developed o taught. If n r ult r t a i i n l u i e s t e do not recognize t i and change d r c i n they wl no rdtoa nvriis hs ieto, il longer be u e u . This i what happened t the mosques a thousand years ago. sfl s o The resource crisis is partly caused by government indifference and has a l t o t do w t the l s of synchronicity i the u i e s t . The opposite is a s true, o ih os n nvriy lo however. If u i e s t e had continued t clearly flil their r l of being on the nvriis o ufl oe c t i g edge of all types of knowledge,these p r - n v r i i s would not be utn aauieste emerging and p o i e a i g at their current speed and the State would not have rlfrtn stopped supporting p b i u i e s t e . u l c nvriis
b) With the distribution of knowledge - the loss of media reach When America was discovered,u i e s t e had already had decades t develop nvriis o
and teach new maps of the world. Today,when any new phenomenon is created o discovered,almost everyone i the world knows about it at the same time. In r n todays world maps are created the minutes the geography changes. This makes u i e s t e fall behind i terms of d s r b t n knowledge. nvriis n itiuig The attentive young person that surfs the Internet,watches special programs on t l v s o and visits special chat rooms can sometimes be more knowledgeable eeiin than his o her professor is about c r a n types of information. r eti Knowledge has become urgent and simultaneous. It is urgent because of the speed involved i its c e t o and it is simultaneous because of the speed of its n rain d s r b t o . The e t r world has become one huge school f r t o e that are paying itiuin nie o hs a t n i n and behave l k permanent students. teto ie
In the S c a i pre-university, p o e s r was the almost i d v d a t t r of ortc the r f s o niiul uo a small group of students. Even when these students m e t i debate rooms n Greeks, Romans,Byzantines - the number of studints was restricted. The prof s o loud v i e had t reach them w t no visible support. Centuries later,the esrs oc o ih u e of the blackboard caused a r v l t o . For the first time,v s a resources were s eouin iul used and allowed f r more students t be reached. Even with this innovation,the o o student had t appear i class i order t l a n The student had t be present o n n o er. o and look i t the eyes of the teacher and see the drawings and words that the no teacher used. The u e of the microphone slightly i c e s d the number of s u e t s nrae tdns but teaching continued t occur within the classroom i buildings that were o n designated as u i e s t s r c u e . nvriy tutrs Quite r c n l ,modern e e t o i media resources have emerged allowing f r eety lcrnc o d s a c learning. Almost all types of knowledge,especially f r u i e s t adults, itne o nvriy can be taught today without the physical presence of a teacher. The classroom is no longer a square room w t wls It is open and has an E n t i dimension i i h al. isen n terms of time and space. A student can be anywhere and s can t e professor. o h They can be synchronized i different times. n Some u i e s t e have been making an e f r t incorporate this new reality. nvriis fot o They still haventmanaged t capture or accept the reality that the walls of any o campus c v r t e e t r world. U i e s t e have not made a compatible leap i o e h nie nvriis n terms of todayst c n c l reality so that the u i e s t can become t u y without ehia nvriy rl wls and connected on-linei order t d s r b t new knowledge t the world on al n o itiue o a real time basis.
c With the e f c e c of the diploma - the l s of s c a promotion ) fiiny os oil Not too long ago,u i e s t e had the r l of s r i g as s c a promoters f r nvriis oe evn oil o their students.A diploma was the passport t a s c r f t r f r any young person. o eue uue o This situation has changed. Over the last two decades a u i e s t diploma has l s its usefulness. It is no nvriy ot longer a s c r passport f r s c e s Millions of young graduates are unemployed eue o ucs. all o e the world. This is caused by an excess of p o e s o a s and by the rapid vr rfsinl obsolescence of what they have learned, The university, however,has not f l y incorporated this reality. Instead,the ul u i e s t has criticized the market i s e d of understanding that t i reality nvriy nta hs r q i e new fields of knowledge and new knowledge within the o d r fields. eurs le Above all, speed i t a n n and r c c i g students is a primary p i r t . n riig eyln roiy Today the u i e s t is undergoing a crisis that started i the beginning of the nvriy n twentieth century,when the u i e s t r f s d t understand that the s t a i n nvriy eue o iuto demanded more graduates from technological areas than from liberal arts areas.
d) With the excluded - the loss of the role of building a utopia During the nineteenth century,B a i i n c n e s of higher education c e i t d rzla etr oxse
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Classes o f r d at u i e s t e have little t do w t the masses. Economics fee nvriis o ih nraig courses look f r ways of i c e s n wealth and rarely study overcoming poverty. o Medicine c u s s are more concerned wt p o e t n the rich fiom dying o g t i g ore ih r t c i g r etn o d than with preventing i f n m r a i y Architects are i t r s e i building l nat otlt. neetd n mansions and buildings f r the rich and almost n v r i v n solutions f r the o ee net o housing problems of the poor. Nutrition courses place a l t of emphasis on how o t make fat rich people t i rather than how t make t i poor people fatter. o hn o hn Each field of superior education ignores the masses. This occurs through omission and through a t o . Society has chosen e c u i n cin xlso. This situation has not occurred simply because of one situation. Another example of t i reality can be found i the s r g l s of the u i e s t . In the hs n tuge nvriy 1960s the university was a revolutionary figure,seeking t improve society and o b i d j s i e Today the u i e s t e fight basically t maintain their own i t r s s u l utc. nvriis o neet. Public u i e s t s u e t are concerned wt p b i f n n i g and private u i e s t nvriy t d n s ih u l c i a c n nvriy students are concerned w t lower t i i n and tax exemptions f r graduates. ih uto o This is not the first time i Brazilian history that higher education courses n d s r t a i n t o in r l t o t t e poor. It was a sad moment in B a i i n h s o y u t a e leain eain o h rzla itr when t e u i e s t made little o no contribution t the a o i i n of slavery i the h nvriy r o blto n n n t e t century, I B a i , a o i i n was helped by the e f r s of p l t c a s ieenh n rzl blto fot oiiin, poets,j u n l s s and even n b l t . There were f w a o i i n movements i the orait oiiy e blto n Law,Medicine, or Engineering schools of that time. T s changed in the twentieth century wt the s c a promise that wat benefited h ih oil elh e e y n and that w a t would i c e s through the d t i u i n of a growing number vroe elh nrae srbto of j b . F g t n f r &IS utopian s c e y of riches became part of the university agenos ihig o oit da in an e f r t p o i e wealth t everyone.The u i e s t became a r v l t o a y fot o r v d o nvriy eouinr. The reality of the end of the twentieth century and the beginning of the twentyfirst century has turned out q i e d f e e t y There are e o o i a limits on ut ifrnl. clgcl growth and technology has caused unemployment. L m t d access t the v l a l iie o aube products in our modern world has shown that o l a salportion of the populan y ml t o b n f t from economic growth.The u i e s t has returned t the a i n t o in eeis nvriy o leain of the nineteenth century and poor people are being treated l k slaves a a n ie gi. Even when the u i e s t claims t take on the problem of the excluded,it is nvriy o often j s a sham.University entrance exams f v r the included,the rich and t e ut ao h middle class. The excluded do not take part in preparatory courses and do not pass entrance exams that would a l w them t e t r the u i e s t doors through more lo o ne nvriy ih tutr openings o m n r t quotas.The university is not concerned wt changes in s r c u e r ioiy o in coursework that would b n f t the e c u e that do not have the means t e t r r eei xldd o ne the u i e s t .U i e s t e defend reform that b n f t indwiduals that have completed nvriy nvriis eeis high school and are unable t pass the college entrance exam without addressing o changes that would i v l e u i e s t commitment t improving basic education. nov nvriy o It is as i the university has clearly chosen one side of society and thinks of the f excluded only when they are conveniently c o e t the u i e s t . These excluded ls o nvriy
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never include the t u y excluded. It is as though b n f t n a f w representatives rl eeiig e of the excluded frees the u i e s t by incorporating a f w token r p e e t t v s nvriy e ersnaie into the world of professional graduates. There is never true liberation o r complete a o i i n of e c u i n f r those that do not have access t the services blto xlso o o of these u i e s t graduate p o e s o a s nvriy rfsinl. This reality suffocates the university.University students are ashamed and deny what is really going on o demonstrate discomfort without making any e f r t r fot o change the situation,That is why the u i e s t needs t recuperate ethical nvriy o synchronicity w t the t u i t r s s of the people. ih r e neet
e With the world - Lack of incorporation i g o a i a i n ) n lblzto In Europe,the u i e s t was one of the first g o a i s i u i n . University nvriy lbl ntttos nvriis p o e s o a s traveled widely and exchanged information. U i e s t e made up rfsinl one of the most impressive networks of i t r a i n l connections i the past. nentoa n However,this is no longer t u i light of t e current global s t a i n University re n h iuto. diplomas are n t o a l protected,p o e s r belong t specific u i e s t e ,and ainly rfsos o nvriis libraries o i n do not I t i u e their knowledge,although they are o t n a t m t c l y fe srbt fe uoaial tied t technical areas and bypass d c s o making processes,at times even working o eiin a a n t administrative e f r s gis fot. Professors often mistake t a e l n f r integration. In reality, the twenty-first rvlig o century u i e s t must be integrated on a u i e s l basis. nvriy nvra The twenty-firstcentury university has not managed to understand its position i the g o a s t a i n f r fear of l s n i s specific n t o a i y U i e s t e are divided n l b l iuto o oig t ainlt. nvriis on this question,f e i g that they must t t l y deny their n t o a specificities o eln oal ainl r defend themselves from e t r a i t r e e c that d n e todaysreality of g o a xenl nefrne eis lbl knowledge.
6.REFOUNDINGTHE UNIVERSITY
Almost eight and a half c n u i s have passed and the u i e s t f n s itself i etre nvriy id n the middle of a technological revolution i a world divided i t r a i n l y The n nentoal. u i e s t is i need of a revolution. There are at least seven areas that should nvriy n guide this revolution.
a The Dynamic University ) The university can no longer view knowledge as something that is static, long l s i g o compatible w t a teachers life span. Today knowledge is mutable the atn r ih i s a t it is created and the u i e s t must incorporate this i t the r l it plays. ntn nvriy no oe To accomplish t i : hs
A university diploma should be revalidated. The university of the twenty-firstcentury can not be responsible for a graduates
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knowledge j s a few years after graduation. This i why a u i e s t diploma ut s nvriy should r q i e that students recycle their knowledge along their lifetimes. eur University should be permanent. In reality, the u i e s t should extinguish the concept of the graduate. A nvriy u i e s t student should be permanently tied t the u i e s t ,on l n ,g t i g nvriy o nvriy ie etn knowledge during their e t r life i order t a o d obsolescence. nie n o vi
b) Unified University
Globalization wl eliminate the f o t e s between u i e s t e .U i e s t e wl il rnir n v r i i s n v r i i s il exchange professors and students and wl a s have access t all professors and il l o o a l students. According t the UNESCO Annual Report of 1997, global l o the ilo ilo u i e s t has 88.2m l i n students and 7 m l i n professors.Today there are nvriy thousands of u i e s t e but soon there wl be only one u i e s t integrated by nvriis il nvriy a l modern communication methods available. There wl no longer be language l il barriers thanks t mechanisms that are already available f r automatic t a s a i n o o rnlto on Internet. With this global network the idea of limiting a student to a specific course i n his or her university has become antiquated and inefficient. Every student can make up h s o her own course program and select professors and classes on a i r global level i a network that includes the whole world. n The university has become a single unit.
c University f r a l ) o l The university has become a unique entity and should be open to everyone. There is no longer any reason t require entrance exams or even a high school o diploma. For those that are physically present and studying on campus, the entrance exam i a condition that is imposed because of physical space l m t t o s s iiain and elevated t i i n c s s With new teaching methods that include d s a c uto ot. itne learning, u i e s t can reach a huge number of students and accompany their the n v r i y progress. Students wl be excluded i they cannot keep up with the coursework, il f o not because they are unable t pass entrance exams.
The entrance process should change for those who are physically present for their courses as w l .What a student memorizes i high school is not enough t el n o ensure whether or not that student wl be a good u i e s t student. The current il nvriy
exams do not reflect a s u e t scapacity t capture knowledge o t deal w t the tdn o r o ih great quantity of knowledge that exists i the world and change the received n knowledge i t something that can be re-usedi new ways and i new contexts. no n n This is why it is fundamental to accompany a studentsprogress during high school. I is a s e s n i l t d f n s l c i n exams that demonstrate a students t lo s e t a o e i e e e t o ability t capture and develop knowledge instead of exams that demonstrate a o studentsability t answer questions that r q i e simply memorizing answers. o eur
d) Open university The twenty-firstcentury university wl not have wls or a physically defined il al campus. The twenty-firstcentury u i e s t wl be open t the e t r planet. n v r i y il o nie Classes wl be transmitted o e t l v s o ,radios and Internet i a way that wl il vr eeiin n il no longer r q i e students t be on the same campus o even i the same city as eur o r n
the professor. Professors wl be able t maintain permanent dialogue w t their il o ih
students around the world.
e Three-dimensionalu i e s t ) nvriy U i e s t e that are organized by s b e t that are based on c t g r e of nvriis ujcs aeois knowledge are incapable of responding t t e demands required by the rapid o h changes i knowledge and by the s c a revolution that w are experiencing at the n oil e beginning of t i century. Knowledge changes each day, new fields emerge and hs others retire i a world where the s c a s t a i n has b i t a divided world, n oil iuto ul U i e s t e have t d s o e a way t r s r c u e that i c u e c n e s f r researching nvriis o rcvr o etutr nlds etr o c r e t i s e as wl as t e t a i i n l departments and fields of knowledge. u r n sus el h rdtoa There is no reason a university should not have mechanisms f r l n i g reality t o ikn o s u i s i t e form of Study Centers f r Hunger,Poverty,Energy o Youth i a tde n h o r n way that wl create i t l e t a connections wt reality. This could occur through il nelcul ih i s e based m l i d s i l n r c n e s lk Jobsand the Environment f r example. sus u t - i c p i a y e t r ie o Issues that exist i todays reality but that do not a s fall within defined n lo n nvriy categories of knowledge could be explored i the twenty-firstcentury u i e s t that must be organized i a multi-disciplinary fashion as wl. n el The university of the next few years has to connect students around the world i order t l n aesthetic activities t ethical debate. This could be accomplished n o ik o through the c e t o of Cultural Centers. rain With departments,Issue Centers and Cultural Centers,the twenty-firstcentury u i e s t w l be three-dmensionaland wd t a n three-dmensionalp o e s o a s nvriy i l ri rfsinl, This wd involve specialists i specific fields of knowledge that are a s committed n lo t understanding a pragmatic theme and p a t c n one o more activities that are o rciig r linked t humanistic ways of thinking either i the arts o philosophy. o n r
17
f Systematic university )
The university of the future is universally tied t all universities. However,the o u i e s t of the f t r must a s be l n e t the system that creates knowledge. nvriy uue lo ikd o The university should incorporate private and public research institutions and all
non-governmental organizations that are related t the c e t o of knowledge. o rain Every liberal professional office and every industry that performs research should be part of the u i e s t system. nvriy The university wl serve as the family of all those involved i the task of the il n advancement and d s r b t o of knowledge. itiuin Almost eight and a half c n u i s have passed s n e the u i e s t was created. etre ic nvriy It is time t take the necessary leap i order t flil the r l of the u i e s t i o n o ufl oe nvriy n the midst of the immense riches of the t e t - i s century. wnyfrt
g) Sustainable university
U i e s t e should be p b i i s i u i n ,whether owned by the state o privately. nvriis ulc ntttos r The university cannot die because of a shortage of public resources,nor can it r f s private resources from i v s o s This i why: eue netr. s The university should be financed wt public resources i order t guarantee ih n o permanent s s a n b l t i a context of s c a i t r s s above all i areas of utiaiiy n oil neet, n knowledge that do not have economic returns,These include t a n n basic riig education teachers and the arts and philosophy fields; The university should be open t the possibility of receiving resources from o the private s c o wishing t i v s i i s i u i n whether they are private o state etr o net n n t t t o s r owned,and State and private i s i u i n should be structured i a way that wl serve ntttos n il p b i i t r s s without becoming p i o e s of the corporate i t r s s of students, u l c neet rsnr neet p o e s r o employees.I the same fashion,private u i e s t e should be private i rfsos r n nvriis n terms of physical i s a l t o s but the academic community should control ntlain, academic o g n z t o .U i e s t owners can remain owners i terms of patrimony, raiain nvriy n but deans should be selected based on academic merit.
18
19
providing scholarships t study abroad i masters and doctorate programs i o n n foreign u i e s t e . nvriis This possibility was consolidated i I968 i the reform performed by the n n military government wt America a s s a c . h s ws not the servility of 1922, ih sitneTi a nor ws it the i t l e t a cooperation that had occurred i 1934. a nelcul n The reform was not o c e t a e by French i t l e t a s but by American involvement sponsored by rhsrtd nelcul, the military dictatorshipsa t o i y uhrt. The modern Brazilian university was the product of the military regime and North American technocracy. This sponsorship and protection allowed the B a i i n u i e s t t make an enormous leap i terms of quantity and q a i y rzla nvriy o n ult between the years I964 and 1985. This was probably the greatest leap t occur o i the area anywhere i the world. It was as i w wanted t make up f r 500 n n f e o o years w had l s . There was an admirable i c e s i the number of i s i u i n e ot nrae n ntttos and a s i the number of students and p o e s r . This was especially t u i lo n rfsos re n r l t o t p o e s r w t post-graduatedegrees (masters and d c o s . In 1985, e a i n o r f s o s ih otr) there were 37,629p o e s r who had masters and doctors degrees i B a i . rfsos n rzl Beginning i 1985, reinstatement of democracy brought back liberty. This n the included the right t choose u i e s t d r c o s and direct e e t o s f r deans. It o nvriy ietr lcin o a s brought about a strong r s r c i n i f n n i l resources,however, and the lo etito n iaca public power of the public u i e s t was abandoned. In 2003,the federal nvriy u i e s t e i B a i f n themselves n a l bankrupt.These twenty years have nvriis n rzl id ery seen every advance,v c o y improvement o growth come from the r s l of a itr, r eut long hard fight a a n t p l t c l powers on the part of professors,students and g i s oiia employees. This has taken place through o e three hundred strike days i the vr n school years of 1985 and 2 0 . Without these strikes the federal u i e s t e 02 nvriis might have already closed or been abandoned.Yt the consequences of these e strikes have been extreme exhaustion. They demoralized the u i e s t e i terms nvriis n of p b i opinion and ripped the s c a fabric that existed between the students, ulc oil p o e s r and employees. rfsos This same period brought about a change i the Brazilian university profile. n U i e s t e went from being primarily p b i i s i u i n t being primarily private nvriis ulc ntttos o ones.This can be seen i the s r r s n growth of the private s c o and i the n upiig etr n unexpected i t r a focus of the State u i e s t i terms of defending its own nenl nvriy n i t r s s i order t survive, neet n o The university has become a private entity i two n ways. The first i that private u i e s t e have predominated i terms of t t l s nvriis n oa numbers of students,The second i that the p b i u i e s t e have l s their s u l c nvriis ot national s c a p o e t oil rjc. The Brazilian university went private because of a vicious cycle. There was a lack of public resources t support u i e s t e .This caused the deterioration of o nvriis i s a l t o s equipment and salaries. Then came strikes i order t remedy this ntlain, n o s t a i n These strikes caused an i c e s i private u i e s t e that then caused iuto. nrae n nvriis an i c e s i discontent and demoralization that culminated i the lack of a nrae n n
20
n t o a p o e t This occurred i a country that moved from development concepts ainl rjc. n t neo-liberalism,from p o e t o i t p l c e t openness, from uncontrolled o rtcins oiis o i f a i n that financed p b i spending t rigid control of p b i spending by nlto ulc o ulc i t r a i n l a e c e .When t i equation is added t the lack of a national nentoa gnis hs o v s o of t e f t r ,e e y h n c n r b t s t a huge crisis i the B a i i n u i e s t . iin h uue vrtig otiue o n rzla nvriy I addition,the p e i u l mentioned i t r a i n lu i e s t crisis a s c n r b t s n rvosy n e n t o a nvriy lo o t i u e t the predicament. o Along w t the p s t v fact that the p b i u i e s t ' numbers have i c e s d ih oiie u l c nvriys nrae along wt their almost h r i capacity f r enduring,the beginning of the twentyih eoc o first c n u y shows that u i e s t quaky can be criticized.There i s r n c r o a e etr nvriy s tog oprt activity and an unfortunate lack of academic motivation.There are s r n a i n t n t o g leaig i t r s s i the population as wl as a huge i e t t crisis i i s i u i n around neet n el dniy n ntttos the world. A the same time, t e i s i u i n is r c i i g a spirit of eagerness t t h nttto eevn o study from B a i i n young people graduating from high school i a way that has rzla n n v r been seen b f r . ee eoe This is the portrait of a situation that is at once adverse and stimulating. Growth is needed i order f r B a i and B a i i n u i e s t e t begin a new n o rzl rzla nvriis o century w t a government that is committed t p l t c l p l c e that wl make ih o oiia oiis il the u i e s t an important part of the world. This r q i e : nvriy eurs a t n i g t t e emergency requirements of a h r i ,yet abandoned i s i u i n tedn o h eoc nttto; o g n z n a u i e s t system that f n s itself i chaos owing t uncontrolled r a i i g nvriy id n o growth of the private s c o and shrinking of the p b i s c o ,and etr ulc etr refounding the u i e s t according t the demands of the h s o i a moment nvriy o itrcl mankind is experiencing.
I985
200 I
Students:
21
Number
I985
Professors: Public ......................................... . 4 4 9 . + ......................................... 6 , 4 . ,
20 01
,.+.,.+,II , 5 , . 349.
Uncontrolled growth demands immediate reorganization. This is d f e e t ifrn from handling emergencies and should be performed above all i the public n o nie r z l a n v r i y u i e s t e .Reorganization applies t the e t r B a i i n u i e s t system. nvriis
T h e Brazilian University System
Despite the c e t o of a Federal B a i i n u i e s t system that began i rain rzla nvriy n 1968 and was reinstated i 1985 through the establishment of equality standards n and the c e t o of a common e a u t o system, the B a i i n u i e s t is still rain vlain rzla nvriy not yet a system. A set of norms must be formulated in.ordert r g l t this o euae system,This must include a l p b i and private u i e s t e and must incorporate l ulc nvriis every agency that is part of the production system of higher learning,This i c u e research i s i u i n ,b s n s e ,h s i a s and p b i m n s r e i a d t o nlds ntttos uiess optl u l c iitis n d i i n t higher level p o e s o a t a n n i s i u i n . o rfsinl riig ntttos The Brazilian university system should act t guarantee autonomy for every o agency,but should a s create a harmonious working group that i able t function lo s o w t synergy and avoid the disperse q a i y of the present situation, ih ult
Regulating transfers
In a g o a world like ours where each u i e s t i a part of a u i e s l t t l lbl nvriy s nvra oa, the B a i i n u i e s t still has no inter-communicationi terms of student rzla nvriy n t a s e s Currently,there is discussion of t e p s i i i y of a student t k n rnfr. h osblt aig courses i d f e e t u i e s t e simultaneously. However,it is still d f i u t f r a n ifrn nvriis ifcl o student t change u i e s t e . This is not because of the c l e e entrance exam. o nvriis olg It is because of incompatibility i c r i u a n urcl.
Increasing the n u m b e r of spaces
Despite the i c e s i the number of spaces i B a i i n u i e s t e ,there i nrae n n rzla nvriis s still a very sal number i light of the e i t n demand. The B a i i n u i e s t ml n xsig rzla nvriy has t i c e s the number of spaces o e the next t n years i a way that would o nrae vr e n at least double the number of students. In order t do this, additional resources o are r q i e i a d t o t changing t a h n methods i a way that wd i c e s n l eurd n diin o ecig n nraigy adopt d s a c education systems. itne
22
Racial quotas and public schools In a country where half of the population is of African descent, there is no moral j s i i a i n f r the e i t n e of a white elite.The abandonment of p b i utfcto o xsec ulc basic education i B a i and the fact that f w youths graduate from high school n rzl e are the main f c o s responsible f r this reality: by excluding the poor from atr o secondary education, s c e y e c u e mainly blacks. The solution t the oit xlds o immorality posed by the white s a n on the B a i i n elite is t i v s massively i ti rzla o net n the u i e s l z t o and i the improvement of basic education. Until this is done, nvraiain n however,the u i e s t must help change the shameful s t a i n i the country, nvriy iuto n where most people are black but hardly any black students attend c l e e Because olg. it serves as a springboard i t the elite, t e u i e s t is responsible f r the moral no h nvriy o n rzla oit vr d v a i n that has taken place i the B a i i n s c e y o e the past one hundred eito and f f e n years s n e slavery was abolished. This is why there can be nothing ite ic more appropriate than i c e s n the number of black students. nraig This wl not make the university more j s from a social point of view since il ut only middle and upper class blacks wl b n f t from it. Nevertheless, it wl turn il e e i il the u i e s t i t an i s i u i n that wl help change the whiteness of the nvriy no nttto il B a i i n elite. In order f r racial quotas t play a s c a r l as wl as a racial r l , rzla o o oil oe el oe only black youths who attend a p b i school a l through high school should have ulc l access t the b n f t This,however,does not mean that the poor wd b n f t from o eei. eei these quotas s n e i B a i they rarely fmish the 8th grade and hardly ever graduate ic n rzl col i l oil a n o from high s h o .Nevertheless,there w l be s c a g i s f r the lower middle class.
Creation of new funding sources
democracy,efficiency and ethics.This should be t u both i r l t o t funding re n eain o sources and t the u e of resources.These p i c p e should be put i t practice o s rnils no and all p s i l s u c s must be t k n i t consideration,both p b i and private. osbe o r e a e no ulc This includes resources from the national treasury and specific contributions from special funds o from permanent funds.This is how state u i e s t e i the r nvriis n State of SZo Paul0 are c r e t y financed. urnl
Evaluation of
all institutions
e a u t o system was one of the steps taken by vlain B a i i n u i e s t e .However,this system i still imperfect and incomplete,as it rzla nvriis s has been f r the past few years. The reorganization of B a i i n u i e s t e wl o r z l a n v r i i s il demand that a new e a u t o system be created, one that makes it p s i l t do vlain osbe o more than j s rank u i e s t e as i they were t k n part i a competition. The ut nvriis f aig n purpose of this e a u t o system should be t p i t out the q a i i s and weaknesses vlain o on ulte of u i e s t e and t make it p s i l f r them t improve and play the r l s c e y nvriis o osbe o o oe o i t expects of them. The increase i the number of educational establishments can not be considered n n g t v .The greater t e number of schools at a l educational levels, the better. eaie h l T s is true as long as these establishments are institutions that can truly attend h t the need of s c e y f r u i e s t - e e knowledge.They should a s a t n t o oit o nvriylvl lo t e d o t e need f r s c a i c u i n of students i the country and city where they are h o oil n l s o n located.This has not occurred w t all of the new private educational i s i u i n ih ntttos that have been established i the past f w years, however. n e It is an o l g t o of the p b i s c o t prevent businesspeople from falsely biain ulc etr o s l i g diplomas as s r p s p r s f r s c e s It is important f r the whole system eln ue a s o t o ucs. o that u i e s t e be e a u t d and that their p s t v results as wl as their n g t v nvriis vlae oiie el eaie aspects be shown.This is especially important f r the u i e s t e themselves and o nvriis f r the s u e t that a t n them,Students must know the real v l e of the diplomas o tdns ted au they receive i exchange f r the payment of their tuition fee, and society has a n o right t know the kind of professional university graduates can be. o The government w n s t coordinate the evaluation of al universities together at o l wt the s c o itself,The government believes that the e a u t o of the p t n i l of ih etr vlain oeta each i s i u i n is i everyonesbest i t r s .This e a u t o should be p b i and nttto n neet vlain ulc information regarding it should be made widely available. It should a s be lo participatory i the sense that the community should be heard. In addition,it n should be c r e t v i order t improve the i s i u i n and the system, and it orcie n o nttto should be comprehensive rather than limited t the e a u t o of only a f w o vlain e aspects of the u i e s t . nvriy
The establishment of an
24
Planned freedom
The state must not lmt the number of establishments whose purpose is to ii
provide educational services. However,there should be p b i regulation and new ulc u i e s t e and higher-education centers should follow r l s In addition t nvriis ue. o eiig periodical evaluations, the government is considering d f n n locations and fields of study f r new u i e s t e and choosing new r g l r u i e s t e through o nvriis eua nvriis bidding.Authorizations would be granted t the ones that could better meet the o o j c i e of the p b i s c o .These o j c i e are the following:t a n n teachers, betvs ulc etr betvs riig lowering teacher/student r t o ,i c e s n the number of scholarships,lowering ais nraig t i i n fees and adopting racial quota systems. uto Free universities In addition t r g l r u i e s t e ,the government must encourage the c e t o o eua nvriis rain of free u i e s t e whose diplomas are not recognized by the state. The greater nvriis the number of free u i e s t e ,the better f r the i t l e t a life of the country. nvriis o nelcul Without the d u i n of a regular diploma,it is p s i l that some of these c n e s lso osbe etr wd end up being respected f r the accomplishments of the professionals they t a n o ri.
25
The principle of autonomy should not be ignored,but it should not be used as a shield t protect m n s e s who are i t l e t a l cowardly o p l t c l y o iitr nelculy r oiial
opportunistic. ulns o Due t these two reasons,I propose the following o t i e f r what I believe o may be the necessary reforms t the refoundation of the B a i i n U i e s t . o rzla nvriy These reforms wl foster the refoundation of the university i they are adopted il f by universities through the discussion that needs t take place. o
The last change the Brazilian university underwent took place at the end of the bOs, i the twentieth century.This change occurred due t the military regime n o
and t American influence i the form of the Ministry of Education-USAID o n agreement. Since then,u t l the beginning of the t e t - i s century: ni wnyfrt The military regime has ended; There has been no o f c a censorship on any kind of intellectual activity; fiil B a i has become a democracy and has even elected a president who used t rzl o be a metal worker and whose party is clearly leftist; U i e s t e have been reorganized i t corporate segments.These segments nvriis no q i k y discovered how much power they have. This would have been unthinkable ucl a f w years back. They have used t i power w t an i t n i y that governments e hs ih nest and s c e y never thought p s i l ; oit osbe Deans are directly elected; Last centurysfights f r utopian ideals have disappeared o turned i t t o s o r no ol e iiat; i the hands of f w m l t n s n Economic growth started t destroy jobs instead of c e t n jobs.Fewer o raig people started having access t some products, which became more p o i a l o rftbe because their prices went up and not because they became cheaper and the number of consumers increased; For the first time i history,youths began t have a more economically n o d f i u t life than their parents; ifcl Youths were abandoned and became the orphans of neo-liberalism; Some youths started using drugs i order t fill the v i caused by the lack n o od of o j c i e t fight f r and opportunities f r p r o a growth,be they i t l e t a , betvs o o o esnl nelcul economic o s i i u l r prta; Science went through the most groundbreaking revolution it ever has w t ih biotechnology,g n t c engineering,computer s i n e and microelectronics; eei cec New fields of knowledge have been created and are constantly established i n the learning world; Other fields become obsolete and disappear j s as fast; ut S i n i i t u h and t e efficacy of techniques last less and less time; cetfc r t h The world has become globalized.Informationis distributed instantly,economic power is i the hands of a f w people who own the planet and products and n e techniques are available at the same time a l o e the world; l vr One s n l undoubtful n t o a power has become aware of its power, its ige ainl r l ,its ambitions and its intention t police the world and t force all nations oe o o t follow its p i c p e of p l t c l democracy and economic liberalism,and even o rnils oiia its r l g o s v l e ; eiiu a u s There was the fall of the B r i Wall; eln The map of the world is being redefined; I t l i e t weapons started being used i wars; nelgn n The poor,especially i Africa,have been abandoned by powerful world leaders. n
They rely not only on progress,but a s on hope; lo Al over the world and i each country,the s c a system recognized the reality l n oil
of e c u i n through s p r t o rather than through a proposal f r the r d s r b t o xlso eaain o eitiuin of wealth; Customs have changed everywhere. This is true f r almost everybody and o c r a n y f r all youths,especially i terms of their s x a i y etil o n eult; *Minorities started having their rights recognized, especially women, homosexuals,Indians and blacks; *Culturehas become u i e s l but c l u a diversity i now seen as a right; nvra, utrl s *Fundamentalism, e i i u o economic,is a t i e through power; rlgos r tand o n *North-Americanswere defeated f r the first time after a long war i Vietnam. However,they were involved i a number of short v c o i u wars, thus s t i g n itros etn the world under their control; Local problems became u i e s l and took on c t s r p i dimensions. nvra aatohc These problems include drug use,the power of drug dealers, terrorist weapons, the dissemination of diseases and the power of the f n n i l s c o . iaca etr Despite all this, the u i e s t has done little t change the world. Al of the nvriy o l changes above occurred after the last reform of the u i e s t took place i B a i . nvriy n rzl The Brazilian university has remained basically the same i relation to its n fundamental aspects.
N u m b e r of spaces and admission requirements
The Lula administration is seriously committed to the goal of universal n rzl 0 0 Due t this,there wl be o il secondary education f r a l youths i B a i by 2 1 . o l
a demand f r more spaces at u i e s t e .Public u i e s t e ,especially, wl have o nvriis nvriis il t double t e number of spaces they o f r i the n x five years.This wl not be o h fe n et il p s i l i the u i e s t entrance examination continues t be an admission t o osbe f nvriy o ol s n e it works as a barrier rather than as a fair s l c i n p o e s Also,this wl not ic eeto rcs. il be accomplished by increasing the number of chairs i a building,nor wl it be n il accomplished by l w r n the level of q a i y that has been achieved by the u i e s t . oeig ult nvriy The path w propose is divided into four different sections: e Considering the adoption of d s a c education f r undergraduate students, itne o making no d s i c i n between the diploma these students receive and the one itnto students who a t n r g l r classes receive. This could be a way t i c e s the ted eua o nrae number of spaces without a f c i g the work of research-orientedprofessors; fetn Considering the adoption of s l c i n p o e s s that take place i high school. eeto rcse n This has been happening through a system developed by the University of Brasilia UnB.This system is called Serial Evaluation Program -PAS and was adopted by the Federal University of Santa Maria,where it is being improved under the name of Higher Education Admission Program - PIES.It was a s adopted by the lo Federal University of Paraiba,where it is called Serial Selection Process - PSS;
28
The community and specialists should carefully consider giving basic subjects
l k math and Portuguese greater consideration since they serve as a base for the ie
development of knowledge i all areas; n Considering the p s i i i y of adopting racial quota systems i order t osblt n o r d s g ,democratize and c r e t race-related i e u l t e i terms of opportunities. eein orc nqaiis n This wl also make public schools stronger. il
Structure
In todays world,it is no longer p s i l f r the u i e s t t be divided i t osbe o nvriy o no departments.New fields of knowledge and commitment t the reality of s c e y o oit demand that a m l i i c p i a y approach be followed. The d s r b t o of utdsilnr itiuin knowledge and humanist f e i g at the u i e s t wl not occur through s b e t elns n v r i y il ujcs taught within the r s r i t of d f e e t departments. etans ifrn W e suggest that the u i e s t consider a change i s r c u e along the l n s of nvriy n tutr ie what has been done by a f w u i e s t e f r decades now: I s e Centers and e nvriis o su Cultural Centers should be created. With these Centers i addition t the Departments,the university wl be a n o il three-dimensional s r c u e and wl serve as a base f r t a n n p o e s o a s at tutr il o riig rfsinl three d f e e t levels. Knowledge wl be acquired at the Department.Social and ifrn il ethical commitmentwl be developed at the I s e Center.Aesthetic tastes wl be il su il enhanced at the Cultural Center.
Constant training and flexible length of course duration
In t d y s world,thirty years after the Ministry of Education-USAIDreform oa orchestrated by the military, careers become obsolete i j s a f w years i n ut e f p o e s o a s dont c n t n l update their knowledge.This is why the u i e s t rfsinl osaty nvriy must u g n l consider the p s i i i y of keeping a permanent follow-upt a n n rety osblt riig system that former students can u e u t l the end of their p o e s o a lives. In s ni rfsinl the future,there wl be no place f r former students.Al people wl be students il o l il il rfsinl. permanently,o they wl not be p o e s o a s r The path t be followed is the creation of several permanent &stance education o systems f r students who have already graduated from the u i e s t . o nvriy With their provisional dploma,graduates receive a code t access the permanent o education systems at the u i e s t .They can check f r innovations i their field nvriy o n of knowledge, information on r c c i g courses i their area of work and even get eyln n decide t change fields, professions o specialties depending on the evolution of o r knowledge. The university should become a permanent institution i the lives of graduates, n who should continue t be students.The p s i i i y of making the amount of o osblt time students spend on campus during their academic lives more flexible should
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be considered. If students can be constantly i touch with the university,they n wonthave t spend as much time on campus as they do now. o With all of the modern inventions involving means of communication and pedagogical tools,it is not p s i l that the u i e s t still needs as much time t osbe nvriy o rfsinl t a n a p o e s o a as it did one hundred years ago,when these careers were first ri created,The u i e s t can not continue t ignore the e i t n e of new teaching nvriy o xsec
methods and t o s It must s r o s y consider the p s i i i y of reducing the ol. eiul osblt amount of time necessary t t a n students.This is true,i not f r all, f r many o ri f o o of the courses o f r d fee.
Connection to society
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Funding Sources
There has been a great amount of discussion i the past f w years regarding n e the funding problem,The debate was much less about the u i e s t and more nvriy about how t finance the u i e s t . They wanted more government resources, o nvriy i c e s s i salaries and funding. However,they did not a l w i c e s s i t i i n nrae n lo nrae n uto fees and s b i i s The u i e s t i crisis needs t be discussed i depth,but the usde. nvriy n o n debate on financing should continue. The t e t - i s century u i e s t should wnyfrt nvriy have clarity on who should pay f r higher education and what they should receive o
i exchange f r that. n o The government has clarity on the fact that the privatization of public u i e s t e is not part of the discussion, nvriis The idea of charging tuition fees is also out of the question.In fact, the government would l k higher education t be ie o free of charge i Brazil i that were f n n i l y possible since the university n f iacal experience is even more e s n i l t the country than it is t the student. seta o o However,that is not c r e t y p s i l . urnl osbe Until it is, the government wants t concentrate on finding a t r a i e sources o lentv t give s h l r h p t private u i e s t s u e t and t f n n e academic activities o coasis o nvriy t d n s o iac at p b i u i e s t e .This wl be done together with the academic community ulc nvriis il and wl include the following a t o s il cin: Increasing the number of students that receive scholarships from the government s they can a t n private u i e s t e .This wl happen through the o ted nvriis il Student Support Program, launched t broaden the scope of the Student o Financing Program - FIES and guarantee that students do not need t pay f r o o their schooling; Regulating a t r a i e sources t finance p b i u i e s t e through t t l lentv o u l c nvriis oa transparency on the part of the administration and through the development of democratic and autonomous decision-making processes; Considering the p s i i i y of making the students of private u i e s t e osblt nvriis i t co-ownersof the establishments they attend. no
Priority subjects
Both B a i and the world have changed, are changing and wl continue t rzl il o uue e ujc il change i the f t r .If w do not realize that, many of our s b e t matters wl n soon be outdated. New ones have not yet been considered. Over the past f w e years w have g v n too much importance t annual management p a s and no e ie o ln o ln. nvriy o importance at all t ten-yearacademic activity p a s The u i e s t has t manage more than j s resources;it has t manage l a n n . Awareness must be raised i ut o erig n r l t o t the risk involved i i s s i g on knowledge that becomes obsolete and eain o n nitn i n r n knowledge that p i t towards the Lture. It i n c s a y t make l a n n goig ons s eesr o erig compatible w t f t r ethical,s c a ,epistemological and economic needs. ih u u e oil
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THE FACT THAT UNIVERSITY ASSETS INCREASE AT A FAST PACE, F Y EITHER BECAUSE O THE TUITION FEES PAID B STUDENTS F HAS LEAD OR BECAUSE O SUPPORT FROM THE GOVERNMENT, ESPECIALLY TO CRITICIZE WHAT SOCIETY AND STUDENTS, SHOULD BE SEEN AS A POSlTIVE ASPECT: F THE GROWTH O A UNIVERSITY.
Recently,at the opening of a library at a private u i e s t ,a student said,"they nvriy b i t t i w t money from our t i i n fees then because of this library they wl u l h s ih uto il i c e s the t i i n fees of f t r s u e t . ' nrae uto u u e t d n s 'The construction of a library should be seen as a very good thing,especially when the government has not f l i l d its ufle o l g t o t b i d bigger libraries at p b i u i e s t e .However,private u i e s t biain o ul u l c nvriis nvriy nttto ted oit n students often feel as disconnected from the i s i u i n they a t n as s c e y i g n r l There are very f w exceptions t t i r l . eea. e o hs ue The concept of "alma mater", the love society and especially former students feel f r the u i e s t ,must be created i B a i .The way t do t i is t encourage o nvriy n rzl o hs o the f e i g that the u i e s t belongs t everyone. eln nvriy o This can be achieved through the involvement of society,students and former students i the decisions that affect the u i e s t .It can a s be achieved through n nvriy lo the development of the concept that the i s i u i n belongs t s c e y rather than nttto o oit t the government o t a s n l owner. o r o ige I the case of p b i u i e s t e ,the way t do this i t let s u e t and former n u l c nvriis o s o tdns n eiin epnilris s u e t take part i the d c s o s made by the community and in its r s o s b l t e . tdns
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The dean is the intellectual and administrative leader of the institution;he is not a r p e e t t v of the state. A private u i e s t e ,it is a s necessary t separate ersnaie t nvriis lo o
the owner from the academic leader: the owner owns the building,and the dean i the coordinator of academic activities.The former buys o mherits the property, s r and the latter must be elected by the community.
Relationship to basic education
Even though they are a r s o s b l t of the same Ministry,basic education epniiiy and u i e s t e have a much more limited r l t o s i than they should i a nvriis eainhp n country where the s t a i n of education is so tragic.The B a i i n u i e s t has iuto rzla nvriy t be a part of the learning process f r B a i i n people i basic education. Its o o rzla n r l should not be limited t its own university-level students. oe o The university can be a dynamic element i basic education by: n P r i i a i g i r c c i g programs f r teachers; atcptn n eyln o Giving preference t teachers who are taking the u i e s t entrance examio nvriy nation through quota systems; Increasing the number of spaces i teacher l c n i g courses; n iesn Increasing the number of spaces i pedagogy courses; n Lowering t i i n fees f r teachers; uto o Creating s e i l z t o courses i literacy teaching f r c i d e and adults; pcaiain n o hlrn In r l t o t all other courses l k architecture, nutrition, economics, eain o ie philosophy and h s o y considering its r l i education a study matter. itr, oe n
Relationship with the public health system and other social sectors.
The university has an obligation t help public schools.It a s has an obligation o lo ulc o t help the p b i health system. Part of the curriculum of courses related t the o medical field should focus on s u i s related t p e e t v and s c a medicine tde o rvnie oil and d n i t y Cvle g n e i g c u s s could c n r b t w t t c n l g e related t e t s r . ii n i e r n o r e otiue ih ehoois o
water d s r b t o and sewage systems. itiuin The transportation sector could focus on public transportation. Al fields of l knowledge can contribute. In some cases, courses i the area of communication n may even leave traditional media behind and teach students communication techniques f r the masses. o
Social commitments that represent emergencies
In addition t f s e i g education as a means t create a poverty-freecountry, o otrn o the u i e s t needs t become involved with the s c a commitments that nvriy o oil r p e e t emergencies t B a i i n s c e y One of these commitments is adult ersn o rzla oit. literacy. The g a t eradicate illiteracy i four years could be easily reached i ol o n f
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only three percent of all u i e s t students worked as literacy teachers. If all nvriy u i e s t students worked as literacy teachers f r four years, B a i could teach nvriy o rzl 30 times as many people how t read and write - I 0 million illiterate people, o 2 o f f e n percent of all illiterate people i the world. If each u i e s t student r ite n nvriy works 8 hours a week f r only one semester as a literacy teacher,it wl take only o il twenty-fourpercent of all u i e s t students t eradicate illiteracy i four years. nvriy o n This is not too much to ask. If w do not do this,i a f w decades,when the history of the 2003 - 2006 e n e campaign f r literacy i B a i is written,what wl be said about u i e s t stuo n rzl il nvriy dents is what w c r e t y say about nineteenth-centuryu i e s t students: that e urnl nvriy w turned a b i d eye t one of the most dramatic s c a problems of our time, e ln o oil j s as they did t slavery. ut o
Commitment to the hture of the country
has reached a crossroads and B a i lies at t i crossroads. The rzl hs f t r of our country is u c r a n not o l because of the lack of s c a investment uue neti ny oil and of the e i t n e of an i t r a d v s o but a s because of the i t r a i n l xsec nenl iiin lo nentoa The university plays a fundamental role i that it helps B a i w t the n r z l ih scenario. construction of its f t r i r l t o t the rest of the world. This happens u u e n eain o through The creation of the necessary scientific and technological bases t face the o future; An understanding of i t r a i n l r l t o s i a world where there is only nentoa eain n one national power; An understanding of the reality of a g o a i e world where there is e c u i n lblzd xlso and separation; Help with the creation of ways t defend our sovereignty i a globalized o n world.
The world
Future knowledge
In order t be a t o f r the future,todaysu i e s t has t d f n the kind of o ol o nvriy o eie knowledge the world wl need i the f t r .The u i e s t , together w t the il n uue nvriy ih Coordination f r the Improvement of Higher Education Personnel - CAPES, o has t e capability t d f n the types of f t r knowledge w e should start i v s i g h o eie uue netn so B a i wl be ready t celebrate its second century of independence.This can r z l il o be done i only a few months. n Based on this definition,the u i e s t needs t move forward i r l t o t the nvriy o n eain o r d f n t o of careers.This includes knowing which careers t i v s more i and eeiiin o net n w i h t i v s less i .It a s includes finding out w i h careers w l be soon outdated hc o net n lo hc d due t the dynamic manner i which knowledge and demands f r knowledge o n o
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advance. More importantly,it includes d f n n which careers are permanent due eiig t s c e y sattachment t the fundamental v l e of humanism. o oit o aus
Globalization, regionalism and nationalization
When the last reform,which was conducted by the military,took place,B a i rzl had the intention of developing a national project which was independent from the rest of the world.Despite the t a i i n l alignment with the USA, support rdtoa the USAID gave t the reform and the North-American support t the ambitious o o graduate s u i s program,which was a p s t v change i the reality of Brazilian tde oiie n higher education,the development of a national project was still a dream.Today, the Brazilian university can not ignore the fact that it is part of a global project. University-levelknowledge no longer fits within the borders of any country.The B a i i n u i e s t has t be a part of i t r a i n l knowledge.This includes its rzla nvriy o nentoa q a i i s and s b e t matters. ulte ujc The university has to accomplish the goal to be global and national at the same time. It has t keep the commitments and characteristics of B a i alive and o rzl understand the kinds of specific knowledge that the country needs. In addition, each i d v d a u i e s t must realize the importance of its niiul nvriy immediate surroundings.It must become regional and,at the same time, g o a . lbl
Outline of the Brazilian university system
rzla Despite e f r s on the part of the Council of B a i i n University Deans fot CRUBand other organizations l k the B a i i n Education Council,as wl as ie rzla el the Law of Guidelines and Bases f r National Education,our u i e s t e make o nvriis up a set that lacks the clarity of an i t g a e system.The government w l p e e t nertd i rsn l a proposal f r the creation of the B a i i n u i e s t system.The idea wl be o rzla nvriy il discussed w t the academic community.This system wl show the i t r e a i n ih il nerltos and the interdependence between its s c o s and its i t r c i n w t the system etr n e a t o ih f r the development of science,technology and c l u e i g n r l It wl a s o utr n eea. il l o show t e r l t o s i between the u i e s t , the private s c o and government h eainhp nvriy etr isiuin. ntttos The Brazilian university system wl make it possible t define the future of the il o construction of u i e s t - e e knowledge i B a i throughout the n x decades nvriylvl n rzl et of the t e t - i s century. wnyfrt
Democratization and administrative efficiency
r l s t be followed i terms of management,s c a r l t o s and funding sources, ue o n oil eain a m n s r t v efficiency and r l t o s i s i v l i g each u i , its students,s c e y diitaie eainhp novn nt oit rzla n eea. and the B a i i n people i g n r l The university must serve all. Serving all does not m e a n that everybody should be adrmtted t c l e e It means makmg s r that the u i e s t staff serves e e y n . o olg. ue nvriy vroe The university has to be the elite of the professional work force at the service of the population,Because the u i e s t resists changes i its c u s s and s r c u e nvriy n ore tutr, many of its members demagogically defend the i l s o of u i e s l admission luin nvra when they should defend t e u i e s l z t o of the work of u i e s t p o e s r . h nvraiain nvriy r f s o s
The university is the gateway of hope i terms of understanding the crossn roads w are f c n i the middle of our c v l z t o process.One road represents e aig n iiiain a united world and the other represents a s c a l divided world.W e must form oily
ideas f r a better future that wl improve mankinds s t a i n w t globalization o il i u t o ih that does not i c u es c a e c u i n I would llke t concludeby makmg s v n appeals. n l d oil x l s o . o ee
A n appeal to the universities i the richest countries. n
This is an appeal to universities in countries w t the highest per capita ih income. These are the s - a l drich c u t i s The appeal i t assume g o a i a i n ocle onre. s o lblzto i practice. Please do t i not only by exporting products and ideas but a s by n hs lo
importing concerns.D o more than j s develop techniques.Develop ways of ut making ethics an e s n i l part of a commitmentt a better world. Become f m l a seta o aiir with the reality of African u i e s t e and the u i e s t e of poorer indebted nvriis nvriis c u t i s Collaboratew t these u i e s t e u v v l and t a n n and c l a o a e onre. ih nvriissria riig olbrt i c e t n a world consciousness that can interrupt the barbarous march w are n raig e making towards a divided,a i n t d s c e y This & i i n wl o l end up p a i g leae oit. v s o il n y lcn human beings i two tragically d f e e t camps. n ifrn An appeal to universities i emerging countries. n
This is an appeal to universities i emerging countries that already have a large n amountof thlnkers and importantc n e sof hgher l a n n . Look at the p v r y that etr erig oet surrounds you.Examine the r s you face by forming divided,a i n t d s c e i s ik leae oite
i your c u t i s Break the cycle of corporate claims and understand the u i e s t n onre. nvriy as part of a s c a network of human beings searching f r a better f t r .M a k e a oil o uue commitment t collaborating towards overcoming poverty. Understand that even o despite the crisis, there are many u i e s t e that could use help and that are even nvriis poorer,especially i A r c . n fia
A n appeal to the universities i the poorest countries. n
This is an appeal to the universities i the poorest countries,especially i n n Africa and some Latin-Americancountries. Dontgive up hope. In spite of the
tremendous d f i u t e that you face, there is still the p s i i i y of global ifclis osblt integration i terms of knowledge and l n s between u i e s t e .This process n ik nvriis could compensate f r your indwidual difficulties by r l i g on mutual cooperation. o eyn
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an appeal t the professors. R a i e that teaching methods must o elz incorporate the enormous p s i i i i s of new equipment that w l a l w the sheer osblte i lo l number of s u e t t i c e s dramatically,independent of t e countries they live t d n s o nrae h i . Please accept the risk of b i g p o e s r at a point i time when knowledge n en rfsos n changes every second, demanding dedication i order t keep track of what i n o s going on. Accept the challenge b l l and move forward t create new ways of ody o knowing,as ephemeral as they may be.
A n appeal to the young people.
This is
This is an appeal to the young people of today.Please take on the role that has been w t you throughout h s o y Be rebels.This is so important,especially today ih itr.
i a world where g o a l , independent of the countries you live in,you have n lbly become orphans of neo-liberalism. You are the first generation that faces a f t r uue that is less b n f c a than the ones your p r n s looked forward t .You are the eeiil aet o first generation where a u i e s t diploma does not mean an automatic passport nvriy t s c e s You are the first generation whose diploma wl be obsolete long o ucs. il b f r you retire.You are the first generation where t e new world has become the eoe h current world.You are the first generation that does not carry the bright flags of utopia.You are a s the first generation where the young person seems t be more lo o selfish and c n e v t v than his o her p r n s are. In defending the i t r s s of a osraie r aet neet generation,you have the right t be r b l i u .Demand changes i the u i e s t e o eelos n nvriis you study in,and practice the t a i i n l generosity of young people. You have rdtoa the obligation t be rebels i fighting the barbarity that is part of the socioo n economic g o a d v s o model.U i e s t reform wd not occur without r b l i u lbl iiin nvriy eelos mobilization from you.You are the ones that can mobilize f r revolution o o r eertn n reform.W e are c l b a i g 35 years after I968 and the taste i our mouths is of something unfinished.W e are w i i g f r our youngest sons and daughters and atn o grandchildren t believe that some dreams can come true, o
A n appeal t governments. o
is an appeal t the governments of rich and poor c u t i s ak. o o n r e le Understand the urgency i r c p r t n your p b i u i e s t e .In spite of a l of n eueaig u l c nvriis l the current f n n i l l m t t o s you cannot sacrifice the f t r .The f t r of iaca iiain, uue uue every country depends directly on the u i e s t . Please dont let the u i e s t nvriy nvriy turn i t a f c o y Dontlet knowledge become a marketable product.This i the no atr. s practice of the technocrats i some i t r a i n l organizations. If you do this n nentoa you wl betray the noblest part of the human p o e t il rjc.
This
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An appeal to UNESCO
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Translation:Linda Clark and Thais de Marco Suggestions:Renato Mariani E i o i l A s s a t Larissa Vieira Leite dtra sitn: Layout and Graphic P o e t Edson Fogaga rjc:
United Nations Educational,S i n i i and Cultural Organization cetfc Representation i B a i n rzl SAS,Quadra 5 Bloco H, 6, CNPq/IBICT/UNESCO, andar. Lote Ed. 9" 70070-914 Brasilia - DF - Brasil -
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