En el presente artículo, realizamos una aproximación teórica a los rankings académicos, públicos y privados, de la educación superior brasileña, con la tentativa de comprender su complejidad y su trayectoria. Defendemos que los cambios derivados de la transformación del Estado proveedor para un modelo de Estado evaluador reforzaron las tendencias en torno a las calificaciones por medio de rankings, y constatamos la insipiencia de los rankings estatales y privados frente a la existencia de un mercado en el cual acaban ganando legitimidad.

This article discusses the historical trajectory of educational assessment in the Brazilian academic scenario, pointing out the influence of American literature on the Brazilian scientific production, its models break as well as the efforts in order to construct a theory and a practical assessment applied to the Brazilian reality. It supports the hypothesis that educational evaluation is still an area of knowledge that is in process of setting up and strengthening in the country, the last two decades enabled them to overcome the named «cultural transfer» in the field of scientific production, allowing the constitution and hegemony of an approach grounded on a emancipatory political-pedagogical character in the scientific community

This article approaches the emergence of a new profile of teachers who work inthe basic education. It debates teachers’ education through the light of the analysis of strategies of flexibilization of contractual conditions of teachers who work in the Brazilian private sector, the same ones that demand teachers’ educationunder a new commercial paradigm in which the teacher goes from educator to a businessperson and educational entrepreneur. This new paradigm supports the process of expansion of neoliberal policies and thus makes sense in the existing polemics between education as a social right and as merchandise or service. Theauthors verify and discuss the emergence, among the education entrepreneurs, ofrequests for teachers with new professional qualifications, not yet contemplated in the current models of teaching education.

This article discusses the historical trajectory of educational assessment in the Brazilian academic scenario, pointing out the influence of American literature on the Brazilian scientific production, its models break as well as the efforts in order to construct a theory and a practical assessment applied to the Brazilian reality. It supports the hypothesis that educational evaluation is still an area of knowledge that is in process of setting up and strengthening in the country, the last two decades enabled them to overcome the named «cultural transfer» in the field of scientific production, allowing the constitution and hegemony of an approach grounded on a emancipatory political-pedagogical character in the scientific community

This article approaches the emergence of a new profile of teachers who work inthe basic education. It debates teachers’ education through the light of the analysis of strategies of flexibilization of contractual conditions of teachers who work in the Brazilian private sector, the same ones that demand teachers’ educationunder a new commercial paradigm in which the teacher goes from educator to a businessperson and educational entrepreneur. This new paradigm supports the process of expansion of neoliberal policies and thus makes sense in the existing polemics between education as a social right and as merchandise or service. Theauthors verify and discuss the emergence, among the education entrepreneurs, ofrequests for teachers with new professional qualifications, not yet contemplated in the current models of teaching education.

This article provides a theoretical approach to public and private higher education academic rankings in Brazil aimed towards understanding their complexity and course of development. The paper supports that the changes stemming from the transformation from a Provider State into an Evaluator State model strengthened the trends around assessments through rankings, and it also confirms the incipience of private and state rankings faced with a market scenario where they are ultimately legitimized.

This article approaches the emergence of a new profile of teachers who work inthe basic education. It debates teachers’ education through the light of the analysis of strategies of flexibilization of contractual conditions of teachers who work in the Brazilian private sector, the same ones that demand teachers’ educationunder a new commercial paradigm in which the teacher goes from educator to a businessperson and educational entrepreneur. This new paradigm supports the process of expansion of neoliberal policies and thus makes sense in the existing polemics between education as a social right and as merchandise or service. Theauthors verify and discuss the emergence, among the education entrepreneurs, ofrequests for teachers with new professional qualifications, not yet contemplated in the current models of teaching education.

This article discusses the historical trajectory of educational assessment in the Brazilian academic scenario, pointing out the influence of American literature on the Brazilian scientific production, its models break as well as the efforts in order to construct a theory and a practical assessment applied to the Brazilian reality. It supports the hypothesis that educational evaluation is still an area of knowledge that is in process of setting up and strengthening in the country, the last two decades enabled them to overcome the named «cultural transfer» in the field of scientific production, allowing the constitution and hegemony of an approach grounded on a emancipatory political-pedagogical character in the scientific community

This article provides a theoretical approach to public and private higher education academic rankings in Brazil aimed towards understanding their complexity and course of development. The paper supports that the changes stemming from the transformation from a Provider State into an Evaluator State model strengthened the trends around assessments through rankings, and it also confirms the incipience of private and state rankings faced with a market scenario where they are ultimately legitimized.

This article deals with social responsibility (SR) in Higher Education Institutions (HEIs) management, with a focus on confessional and non-profit private sector institutions. It aims to study the trends in the guiding principles within the SR, adopted in the higher education management by the Brazilian HEIs of La Salle University Network, a Christian religious education order, present  in 77 countries. A multiple case study was carried out, taking as reference the 5 HEIs maintained in Brazil by the Lasallian Brothers. The study analyzed the content of  the responses resulting from the application of a questionnaire to 66 university managers, who represent 57.4% of the total of managers, and conducted  a documentary analysis of the Institutional Development Plan (IDP) of each of the five Lasallian HEIs studied. The research reveals trends and specificities of university management, ag...

This article deals with social responsibility (SR) in Higher Education Institutions (HEIs) management, with a focus on confessional and non-profit private sector institutions. It aims to study the trends in the guiding principles within the SR, adopted in the higher education management by the Brazilian HEIs of La Salle University Network, a Christian religious education order, present  in 77 countries. A multiple case study was carried out, taking as reference the 5 HEIs maintained in Brazil by the Lasallian Brothers. The study analyzed the content of  the responses resulting from the application of a questionnaire to 66 university managers, who represent 57.4% of the total of managers, and conducted  a documentary analysis of the Institutional Development Plan (IDP) of each of the five Lasallian HEIs studied. The research reveals trends and specificities of university management, ag...

This article deals with social responsibility (SR) in Higher Education Institutions (HEIs) management, with a focus on confessional and non-profit private sector institutions. It aims to study the trends in the guiding principles within the SR, adopted in the higher education management by the Brazilian HEIs of La Salle University Network, a Christian religious education order, present  in 77 countries. A multiple case study was carried out, taking as reference the 5 HEIs maintained in Brazil by the Lasallian Brothers. The study analyzed the content of  the responses resulting from the application of a questionnaire to 66 university managers, who represent 57.4% of the total of managers, and conducted  a documentary analysis of the Institutional Development Plan (IDP) of each of the five Lasallian HEIs studied. The research reveals trends and specificities of university management, ag...

This study points out factors that deepen the digital gaps in rural schools in Peru in the context of the COVID-19 pandemic. Thus, basic rural education is addressed before and during the pandemic a few factors that intensify the digital gaps, existing inclusion policies and several recommendations to reduce them. It is a qualitative, analytical-descriptive study, with comparative elements between urban and rural, specifically in the Andean region of Peru. Some factors accentuate the digital gaps, such as connectivity, devices, appropriation of technology, and inadequate teacher training, among others. The study highlights the need to enhance the binomial connectivity and teacher training for the use of communication and information technologies and for intercultural dialogue in the learning processes.

Se estudian los factores que acentúan las brechas digitales de las escuelas rurales en el Perú en el contexto de la pandemia del COVID-19. De esa forma, se aborda la educación básica rural antes y durante la pandemia, factores que acentúan las brechas digitales, políticas de inclusión existentes y diversas recomendaciones para reducirlas. Es un estudio cualitativo, analítico-descriptivo, con elementos comparativos entre lo urbano y lo rural, específicamente la región andina del Perú. Las brechas digitales se acentúan por factores de conectividad, dispositivos, apropiación de la tecnología, inadecuada formación docente, entre otros. El estudio evidencia la necesidad de potencializar el binomio conectividad y formación docente para el uso de las tecnologías de la comunicación y de la información y para el diálogo intercultural en los procesos de aprendizaje.

Se estudian los factores que acentúan las brechas digitales de las escuelas rurales en el Perú en el contexto de la pandemia del COVID-19. De esa forma, se aborda la educación básica rural antes y durante la pandemia, factores que acentúan las brechas digitales, políticas de inclusión existentes y diversas recomendaciones para reducirlas. Es un estudio cualitativo, analítico-descriptivo, con elementos comparativos entre lo urbano y lo rural, específicamente la región andina del Perú. Las brechas digitales se acentúan por factores de conectividad, dispositivos, apropiación de la tecnología, inadecuada formación docente, entre otros. El estudio evidencia la necesidad de potencializar el binomio conectividad y formación docente para el uso de las tecnologías de la comunicación y de la información y para el diálogo intercultural en los procesos de aprendizaje.

This study points out factors that deepen the digital gaps in rural schools in Peru in the context of the COVID-19 pandemic. Thus, basic rural education is addressed before and during the pandemic a few factors that intensify the digital gaps, existing inclusion policies and several recommendations to reduce them. It is a qualitative, analytical-descriptive study, with comparative elements between urban and rural, specifically in the Andean region of Peru. Some factors accentuate the digital gaps, such as connectivity, devices, appropriation of technology, and inadequate teacher training, among others. The study highlights the need to enhance the binomial connectivity and teacher training for the use of communication and information technologies and for intercultural dialogue in the learning processes.