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    As dimensões ensino e pesquisa enquanto premissas institucionais da formação acadêmica no arquipélago Universidade Federal do Pará
    (Universidade Federal do Pará, 2007-04-18) OLIVEIRA, Damião Bezerra; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
    We deal about the relation between teaching and research as essential characteristic of the modern conception of university instituted and its repercussions in the understanding of academic teaching, establishing the education while comparative particularity to be understood in this totality. With the thus defined subject, the tensions of this academic ideal in its institutionalization in Brazil is examined, after that in the UFPA and Center of Education. The problem of research is express in three basic questionings: How was instituted the research in the Brazilian academic space and which its repercussions in the characterization of the teaching activity in this institution? How teaching and research dimensions are represented in official documents of the UFPA? How this relation happens in the particularity of the Center of Education? This problematic one consists from a philosophicalepistemological boarding where the concepts of practical, productive and theoretical rationality and of scientific and social institution had been the conducting wires. In an effort of description-conceptual understanding of the subject, the inquiry was leaned over on bibliographical sources and registers of qualitative character, but also of statistical information regarding the UFPA and Center of Education. To the set of selected sources if explanation applied procedures of literal analysis basically -, commentary and dissertation. It was possible to understand the specificity of the complexity and heterogeneity of the research of the knowledge and education notions that there were institute in the Brazilian university, the tensions instituted and the particularities that assume in the educational field. These conceptual elements also appear in the official documents that define the objectives and the structure of UFPA and Center of Education, still that the conditions of achievement of this instituted ideal only come if presenting in well recent years.
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    Expansão da educação superior no Pará: programas Expandir e Reuni e a composição de quadros docente dos campi da Universidade Federal do Pará (2001-2010)
    (Universidade Federal do Pará, 2011-12-05) SOUSA, Maria Páscoa Sarmento de; ACEVEDO MARIN, Rosa Elizabeth; http://lattes.cnpq.br/0087693866786684
    The Higher Education expansion through federal public universities it’s the main opinion of MEC expressed in two programs created by The Lula government: Programa de Expansão da Educação Superior Pública/EXPANDIR (2003-2006) and Programa de Apoio a Planos de Expansão e Reestruturação de Universidades Federais/REUNI – 2007/2012. This present work intends to analyse the implementation of these policies within the Federal University of Pará as subsidies to ensure the expansion policy of IES, based on the philosophy multicampi university and the notion of regional vocations. Assist us in interpreting the authors: Santos (2010), Trigueiro (2003), Dourado (2002) Fialho (2005), Freitas (2005), Yu and Façanha (2011), Lima (2011) Souza and Shibata (2011), and others. The text presents the scenario of higher education policy between 80’s decade and 2010. Explain about the course of multicampi policy construction at UFPA and seeks to establish the relationship between the adoption of this management philosophy and the growth and composition of the teaching staff of the campus. It analyzes the internal processes of management and decision in this complex university organization and structured as a professional bureaucracy, evidenced by the choices and directions taken by their leaders in the conduct of macro policies of the MEC to organize / structure the teaching staff of their academic of the regional unities (the campi). This analysis identifies an inequity in the distribution of vacancies for effective teachers at the UFPA campuses, the result of an organizational strategy, decisions and choices - based on the philosophy of expanding regional economic vocations - who chose to invest in some priority over other campuses. Policy initiated in 1998 on the lines of action for III Projeto Norte de Interiorização 1998-2001 (III PNI) and culminated in the distribution of resources in Programas EXPANDIR and REUNI.
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    A LDB e o impacto da qualificação dos docentes nos indicadores de desempenho dos cursos de graduação da UFPA
    (Universidade Federal do Pará, 2011-12-22) FONSECA, Paula Ivana; RAVENA, Nírvia; http://lattes.cnpq.br/0486445417640290
    This study aims to evaluate the impact of doctorate and masters qualifications held by teachers at UFPA, during the period 1985 to 2009, on undergraduate success and dropout rates. Initially the study aimed to give context and describe the history of Brazilian higher education before and after the passing of the still active Law of Guidelines and Bases of education. After identifying the departments and courses offered at UFPA, along with annual statistics, reports on management and analysis of the official systems used by the institution, the qualifications of the teachers, the number of freshmen, graduates and the total enrolled. This data was stored and processed by a computerized system, created by the researcher, to enable statistical analysis that would hopefully reveal relationships and patterns within the data that would help confirm or deny the cause and effect of teacher qualifications and student success at UFPA. The system identified the existence of a relationship between teacher qualifications, graduation rates and drop-out rates, using the Pearson correlation coefficient it was possible to measure the degree of this relationship. It was found through this statistical analysis and based on the theoretical frameworks that although the number of qualified teachers had increased the success rate of undergraduates it had not increased it proportionately. It was inferred, therefore, that the increase in the level of qualification of staff was caused by the LDB, which made it possible to affirm that the LDB had encouraged the improvement in teaching staff qualification; however, it did not significantly improve the indicators that measure the number of graduates from UFPA. Thus, the study found that it was not enough to simply improve the qualifications of the teaching staff. Other factors influence the improvement of performance indicators for undergraduate performance. It is hoped this research, will encourage reflection and debate about undergraduate education at UFPA in the management of courses and the Pro-Dean of Undergraduate Studies, as well as contribute to the direction of policies for graduate education through the provision of the SIAGRAD system, which could constitute an important tool for the management of the academic institution.
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