| Summary: | Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-12T20:01:25Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
thiago_willian_silva.pdf: 867251 bytes, checksum: 63d84e459ed641be3d726014370cdf0a (MD5) === Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: UFVJM n?o ? ag?ncia financiadora.
Verificar keywords. on 2018-04-20T14:53:58Z (GMT) === Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-05-15T18:10:27Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
thiago_willian_silva.pdf: 867251 bytes, checksum: 63d84e459ed641be3d726014370cdf0a (MD5) === Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-15T19:34:00Z (GMT) No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
thiago_willian_silva.pdf: 867251 bytes, checksum: 63d84e459ed641be3d726014370cdf0a (MD5) === Made available in DSpace on 2018-05-15T19:34:00Z (GMT). No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
thiago_willian_silva.pdf: 867251 bytes, checksum: 63d84e459ed641be3d726014370cdf0a (MD5)
Previous issue date: 2016 === O objetivo desta disserta??o ? analisar a educa??o superior, a ci?ncia e a tecnologia durante o
per?odo militar. Utilizou-se uma pesquisa bibliogr?fica descritiva qualitativa. Os dados analisados mostram que no per?odo militar as universidades passaram por uma moderniza??o autorit?ria marcada por paradoxos e ambiguidades. A partir de 1964, o regime pol?tico adotou uma postura destrutiva e reformadora; em outros termos, a moderniza??o do ensino superior chegou escoltada por meios repressivos. O golpe de 1964 foi sustentado por um grupo de conservadores, liberais, reacion?rios, nacionalistas autorit?rios e at? reformistas moderados. Tratava-se de um movimento anticomunista que gerou expurgos capazes de afetar o campo progressista. Parte dos grupos golpistas concordava com as reformas, desde que n?o fortalecesse as lideran?as revolucion?rias. A direita aceitou o argumento reformista de que as universidades necessitavam de mudan?as, pois, ? frente destas, estavam catedr?ticos poderosos que geriam um sistema de produ??o de conhecimento fraco, cujos professores eram ap?ticos, e ainda havia insufici?ncia de vagas para os jovens. Esquerda e direita concordavam que era necess?rio modernizar e gerar mais conhecimento, por?m ambos os grupos apresentavam perspectivas diferentes. A pol?tica universit?ria idealizada pela ditadura foi se desenhando e, no come?o de 1970, resultou-se em embates entre grupos e opini?es
divergentes. A reforma feita pelo regime militar procedeu sob press?es opostas de liberais, conservadores, militares, religiosos, intelectuais e professores universit?rios, somadas aos conselhos de norte-americanos, cujo cen?rio de fundo foi composto pela rebeldia estudantil. O poder autorit?rio dos l?deres da ditadura acomodou as press?es e as diferentes opini?es, de onde procederam pol?ticas contradit?rias e, por vezes, conflitantes. === Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Tecnologia, Sa?de e Sociedade, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. === The objective of this dissertation is to analyze the college education, science and technology during the military era. We used a qualitative descriptive bibliographic research. The data analyzed show that through the military period the universities went through an authoritarian modernization marked by paradoxes and ambiguities. From 1964, the political regime has adopted a destructive and reformer position; in other words, the modernization of higher education came escorted by means of repression. The coup of 1964 was supported by a group of conservative, liberal, reactionary and authoritarian nationalists and even by moderate reformists. It was an anti-communist movement that generated purges capable of affecting the
progressive camp. Part of the groups? scammers agreed with the reforms, provided that they did not strengthen the revolutionary leaders. The Right-wing accepted the reformist argument that universities needed changes because, ahead of them, were powerful professors who ran a weak system of knowledge production, whose teachers were apathetic, and there was a lack of jobs for young people. Left-wing and right-wing agreed that it was necessary to modernize and generate more knowledge, but both groups had different perspectives. The university policy devised by the dictatorship was drawing and, at the beginning of 1970, resulted in clashes between groups and divergent views. The reform made by the military regime
preceded in opposite pressures by Liberal, conservative, military, religious, intellectual and university professors, in addition to North American councils, whose background was composed by the student rebellion. The authoritarian power of the leaders of the dictatorship settled the pressures and the different views, by having contradictory, sometimes conflicting policies.
|
|---|
