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Abstract(s)
Esta tese investiga a política pública de interiorização das universidades no estado de Pernambuco observada a partir do fenômeno da migração qualificada de professores, com foco nas instituições públicas de ensino superior. O questionamento central da investigação é relacionado neste contexto ao papel da migração de docentes e da ação destes, enquanto catalisadores e promotores do papel das universidades no desenvolvimento regional e quais os limites a esta atuação. A pesquisa adota uma metodologia mista, combinando análise documental, levantamento bibliográfico e pesquisa de campo. Foram realizadas entrevistas semiestruturadas com professores e gestores das universidades, além de visitas a nove campi de instituições públicas de ensino superior em cinco cidades do interior pernambucano: Petrolina, Serra Talhada, Garanhuns, Caruaru e Vitória de Santo Antão. O desenvolvimento teórico desta investigação sustenta-se nas discussões sobre a relação entre universidades e desenvolvimento regional, destacando a formação de capital humano e a transferência de conhecimento como motores para o crescimento local. A tese aborda os desafios estruturais enfrentados por universidades em áreas menos desenvolvidas, especialmente no que tange à fixação de docentes. Os resultados indicam que a interiorização das universidades, embora tenha ampliado o acesso ao ensino superior e gerado transformações econômicas, ainda enfrenta obstáculos significativos. A falta de infraestrutura adequada, tanto nas instituições quanto nas cidades receptoras, dificulta a retenção de professores, comprometendo o pleno potencial das universidades como agentes de desenvolvimento regional. Além disso, observa-se que a rotatividade docente é mais acentuada nas instituições estaduais, onde as condições de trabalho são mais precárias. Conclui-se que, para que as universidades interiorizadas contribuam de forma sustentável para o desenvolvimento regional, é necessária uma maior articulação entre as políticas de educação, desenvolvimento local e infraestrutura, garantindo condições favoráveis para a fixação de docentes e a integração das instituições com as comunidades locais.
This thesis investigates the public policy of internalization of universities in the state of Pernambuco observed from the phenomenon of qualified migration of teachers, focusing on public higher education institutions. The central question of the investigation is related in this context to the role of teacher migration and their actions, as catalysts and promoters of the role of universities in regional development and what are the limits to this action. The research adopts a mixed methodology, combining documentary analysis, bibliographical survey and field research. Semi-structured interviews were carried out with university professors and managers, in addition to visits to nine campuses of public higher education institutions in five cities in the interior of Pernambuco: Petrolina, Serra Talhada, Garanhuns, Caruaru and Vitória de Santo Antão. The theoretical framework of this investigation is based on discussions about the relationship between universities and regional development, highlighting human capital formation and knowledge transfer as drivers of local growth. The thesis addresses the structural challenges faced by universities in less developed areas, especially regarding the retention of professors. The results indicate that the expansion of universities into the interior, although it has increased access to higher education and generated economic transformations, still faces significant obstacles. The lack of adequate infrastructure, both within the institutions and in the receiving cities, hinders the retention of professors, compromising the full potential of universities as agents of regional development. Moreover, higher teacher turnover is observed in state institutions, where working conditions are more precarious. It is concluded that, for inland universities to contribute sustainably to regional development, greater coordination between education, local development, and infrastructure policies is necessary, ensuring favorable conditions for teacher retention and the integration of institutions with local communities.
This thesis investigates the public policy of internalization of universities in the state of Pernambuco observed from the phenomenon of qualified migration of teachers, focusing on public higher education institutions. The central question of the investigation is related in this context to the role of teacher migration and their actions, as catalysts and promoters of the role of universities in regional development and what are the limits to this action. The research adopts a mixed methodology, combining documentary analysis, bibliographical survey and field research. Semi-structured interviews were carried out with university professors and managers, in addition to visits to nine campuses of public higher education institutions in five cities in the interior of Pernambuco: Petrolina, Serra Talhada, Garanhuns, Caruaru and Vitória de Santo Antão. The theoretical framework of this investigation is based on discussions about the relationship between universities and regional development, highlighting human capital formation and knowledge transfer as drivers of local growth. The thesis addresses the structural challenges faced by universities in less developed areas, especially regarding the retention of professors. The results indicate that the expansion of universities into the interior, although it has increased access to higher education and generated economic transformations, still faces significant obstacles. The lack of adequate infrastructure, both within the institutions and in the receiving cities, hinders the retention of professors, compromising the full potential of universities as agents of regional development. Moreover, higher teacher turnover is observed in state institutions, where working conditions are more precarious. It is concluded that, for inland universities to contribute sustainably to regional development, greater coordination between education, local development, and infrastructure policies is necessary, ensuring favorable conditions for teacher retention and the integration of institutions with local communities.
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Keywords
ensino superior desenvolvimento regional interiorização migração qualificada Pernambuco higher education regional development interiorization qualified migration