SpringerLink
Log in

Universities of Applied Sciences in Brazil and in Portugal from Conception to Practice

  • Published:
Interchange Aims and scope Submit manuscript

Abstract

The primary objective of this study is to compare the conceptualized model versus the actual implementation of the Federal Technological University of Paraná (UTFPR) in Brazil and the Polytechnic Institute of Bragança (IPB) in Portugal, from its creations to the present day, in the institutional and pedagogical field. The two organizations focus on training professionals through more practical approaches, learning in close collaboration with industries and society, boosting regional development. Our research is justified by the fact that there are few studies on how higher educational organizations respond to the new demands in their local contexts, without violating their modus operandi. In Portugal, the higher education system is binary, composed of universities and polytechnics, whereas in Brazil, there is no designed system for higher education that distinguishes Classical Universities (CU) from Technological Universities (UT) such as UTFPR. The documentary evidence is composed of official documents and semi-structured interviews with managers involved both in the process of constitution of these organizations and nowadays. Data was treated using the Content Analysis technique. Firstly, this study showed that the organizations analyzed operated differently over the years. On its conception, UTFPR proposed an alternative model of university, however, after fourteen years there has been a departure from the characteristics of UAS, changingits university model. Distinctly, IPB remained faithful to the model devised in its creation, which to some extent also helped the institution to achieve national and international recognition, fulfilling its developmentalist mission.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (France)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. School of Armed Apprentices, created in 1909, was transformed into the Industrial Liceu of Curitiba in 1937. In 1942, through the Organic Law of Industrial Education (Brasil 1942), which integrated the organization of national education aiming to prepare workers for industry, transport, communication, and fishing, at secondary level, the Industrial Liceu changed into Technical School of Curitiba (Escola Técnica de Curitiba). Through the Industrial Education Reform of 1959, the Technical School of Curitiba became the Federal Technical School of Paraná (ETFP-Escola Técnica Federal do Paraná). In 1978, there was the most important transformation until that moment, when the ETFP was transformed into Federal Center of Technological Education of Paraná (UTFPR, IPP 2007).

  2. Compared with Europe, Brazil was delayed by almost three centuries in university education, and initially obeying pragmatically the needs of the elites (Cunha 2002; Sguissardi 2006; Shigunov Neto and Fortunato 2016). The process for consolidation and structuring of Brazilian universities was slow and complex, throughout the nineteenth and twentieth centuries (Cunha 2002).

  3. IPB has been continuously considered the best Polytechnic Institute in the county, by the international rankings SCImago, U-Multirank, Thomson Reuters; and the Academic Ranking of World Universities (ARWU 2018).

References

  • Almeida, E. C. E., & Guimarães, J. A. (2013). Brazil’s growing production of scientific articles—How are we doing with review articles and other qualitative indicators? Scientometrics, 97(2), 287–315.

    Google Scholar 

  • Alves, J., Carvalho, L., Carvalho, R., Correia, F., Cunha, J., Farinha, L., et al. (2015). The impact of polytechnic institutes on the local economy. Tertiary Education and Management, 21(2), 81–98.

    Google Scholar 

  • Amaral, A., & Teixeira, P. (2000). The rise and fall of the private sector in Portuguese higher education. Higher Education Policy, 13(3), 245–266.

    Google Scholar 

  • ARWU - Academic Ranking of World Universities (2018). Available at: http://www.shanghairanking.com/ARWU2018.html. Accessed in Jan. 2019.

  • Baptista, R., Lima, F., & Mendonça, J. (2011). Establishment of higher education institutions and new firm entry. Research Policy, 40(5), 751–760.

    Google Scholar 

  • Brasil, Decreto Lei n.º 4.244, de 9 de abril de 1942. Lei orgânica do ensino secundário. Diário Oficial da União, Brasília, DF, 9 abr. 1942. Seção 1, p. 5798.

  • Brasil. Lei n.º 9.394, de 20 de dezembro de 1996. Diretrizes e Bases da Educação Nacional. Diário Oficial da República Federativa do Brasil, Brasília, DF, 23 dez. 1996.

  • Brasil, Decreto-lei n.º 2.208, de 17 de abril de 1997. Regulamenta o §2.º do Art. 36 e os Arts. 39 a 42 da Lei n.º 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional. Diário Oficial da República Federativa do Brasil, Brasília, DF, 18 abr. 1997.

  • Brito Cruz, C. H. (2010). Ciência, Tecnologia e Inovação no Brasil: desafios para o período 2011 a 2015. Interesse Nacional, (10).

  • Brito Cruz, C. H. B. (2007). Ciência e tecnologia no Brasil. Revista USP, (73), 58–90.

  • Caldas, M. P., & Wood Jr, T. (1997). Identidade organizacional. Revista de Administração de Empresas, 37(1), 6–17.

    Google Scholar 

  • Cardoso, C. F., & Brignoli, H. P. M. (2002). Os Métodos da História: Introdução aos problemas, métodos e técnicas da história demográfica, econômica e social (p. 264). Rio de Janeiro: Graàl.

    Google Scholar 

  • Casper, G., & Humboldt, W. (1997). Um mundo sem universidades? (Vol. 2). EdUERJ.

  • Chauí, M. (2003). A universidade pública sob nova perspectiva. Revista brasileira de educação, (24), 5–15.

  • Correia, F., Amaral, A., & Magalhães, A. M. (2002). Diversificação e diversidade dos sistemas de ensino superior: o caso português.

  • Cunha, L. A. (2002). A universidade reformada. O golpe de 1964 e a modernização do ensino superior. Rio de Janeiro: Francisco Alves, 1988. Jornal Extra Classe. Entrevista com Carlos Rodrigues Brandão. Em busca da escola cidadã. Outubro de.

  • Dias, A. P. C. D. S. (2012). A atividade profissional dos docentes dos institutos superiores politécnicos portugueses: envolvimento em atividades de investigação e transferência e valorização económica do conhecimento (Doctoral dissertation).

  • Drèze, J. H., & Debelle, J. (1983). Concepções da universidade. Fortaleza: Edições Universidade Federal do Ceará.

    Google Scholar 

  • Du Pré, R. (2004). Universities of Technology in South Africa: Position, role and function. Committee of Technikon Principals.

  • Du Pré, R. (2010). Universities of technology in the context of the South African higher education landscape. Kagisano, 7, 1–41.

    Google Scholar 

  • Fernandes, J. (2010). O impacto económico das instituições do ensino superior no desenvolvimento regional: o caso do Instituto Politécnico de Bragança. Impacto económico das instituições do ensino superior no desenvolvimento regional: o caso do Instituto Politécnico de Bragança.

  • Fonseca, M. D. J. (2001). O Ensino Politécnico em Portugal. A história recente. Polistécnica, 7–9.

  • Grácio, S. (1998). Ensinos técnicos e política em Portugal: 1910–1990.

  • Guimarães, A. A. (2001). A concepção e o modelo de universidade dos cursos superiores de tecnologia do Centro Federal de Educação Tecnológica do Paraná: o caso da unidade de Ponta Grossa. 2001. 180 f (Doctoral dissertation, Dissertação (Mestrado em Tecnologia)–Programa de Pós-Graduação em Tecnologia, Centro Federal de Educação Tecnológica do Paraná, Curitiba).

  • Hamm, R., & Wenke, M. (2002). Die Bedeutung von Fachhochschulen für die regionale Wirtschaftsentwicklung. Raumforschung und Raumordnung, 60(1), 28–36.

    Google Scholar 

  • Harkavy, I. (2006). The role of universities in advancing citizenship and social justice in the 21st century. Education, citizenship and social justice, 1(1), 5–37.

    Google Scholar 

  • Harvey, L. (2001). New realities: The relationship between higher education and employment. Tertiary Education & Management, 6(1), 3–17.

    Google Scholar 

  • Hasanefendic, S., Patricio, M. T., & de Bakker, F. G. (2017). Heterogeneous responses of Portuguese polytechnics to new research policy demands. In The University as a Critical Institution? (pp. 135–153). Brill Sense.

  • Hasanefendic, S. (2018). Responding to new policy demands: A comparative study of Portuguese and Dutch non-university higher education organizations.

  • Haug, G., & Tauch, C. (2001). Trends in learning structures in higher education.

  • Heitor, M., & Horta, H. (2014). Democratizing higher education and access to science: The Portuguese reform 2006–2010. Higher Education Policy, 27(2), 239–257.

    Google Scholar 

  • Heitor, M., & Horta, H. (2016). Reforming higher education in Portugal in times of uncertainty: The importance of illities, as non-functional requirements. Technological Forecasting and Social Change, 113, 146–156.

    Google Scholar 

  • Hewitt-Dundas, N. (2013). The role of proximity in university-business cooperation for innovation. The Journal of Technology Transfer, 38(2), 93–115.

    Google Scholar 

  • Hoidn, S., & Kärkkäinen, K. (2014). Promoting Skills for innovation in Higher education.

  • Horta, H. (2010). The role of the state in the internationalization of universities in catching-up countries: An analysis of the Portuguese higher education system. Higher Education Policy, 23(1), 63–81.

    Google Scholar 

  • Howells, J. R., Karataş-Özkan, M., Yavuz, Ç., & Atiq, M. (2014). University management and organisational change: A dynamic institutional perspective. Cambridge Journal of Regions, Economy and Society, 7(2), 251–270.

    Google Scholar 

  • Instituto Politécnico de Bragança (IPB). (2012). Análise Socioeconómica dos anos 2007–2012. Estudo interno realizado por Fernandes, Joana: CUNHA, Jorge e OLIVEIRA, Pedro.

    Google Scholar 

  • Jezine, E., Chaves, V. L. J., & Cabrito, B. G. (2011). O acesso ao ensino superior no contexto da globalização: Os casos do Brasil e de Portugal. Revista Lusófona de Educação, 18, 57–79.

    Google Scholar 

  • Jongbloed, B. (2010). The regional relevance of research in universities of applied sciences. In: The research mission of higher education institutions outside the university sector (pp. 25–44). Dordrecht: Springer

  • Kerr, C. (1982). Os usos da universidade: com post scriptum 1972. Edições UFC: Universidade Federal do Ceará.

    Google Scholar 

  • Kettunen, J. (2011). Innovation pedagogy for universities of applied sciences. Creative Education, 2(01), 56.

    Google Scholar 

  • Lepori, B. (2008). Research in non-university higher education institutions. The case of the Swiss Universities of Applied Sciences. Higher Education, 56(1), 45–58.

    Google Scholar 

  • Lepori, B., & Kyvik, S. (2010). The research mission of universities of applied sciences and the future configuration of higher education systems in Europe. Higher Education Policy, 23(3), 295–316.

    Google Scholar 

  • Lievore, C., & Pilatti, L. A. (2018). Between the technology and the classic: The UTFPR university model. Trabalho & Educação, 27(1), 135–159.

    Google Scholar 

  • Lima Filho, D. L. (2005). A universidade tecnológica e sua relação com o ensino médio e a educação superior: discutindo a identidade e o futuro dos CEFETs. Perspectiva, 23(2), 349–380.

    Google Scholar 

  • MacLaren, I. (2012). The contradictions of policy and practice: Creativity in higher education. London Review of Education, 10(2), 159–172.

    Google Scholar 

  • McKenna, S., & Sutherland, L. (2006). Balancing knowledge construction and skills training in universities of technology. Perspectives in Education, 24(3), 15–24.

    Google Scholar 

  • Mourato, J. A. B. (2014). O ensino superior politécnico em Portugal–presente e Futuro. F RGES.

  • Newman, J. H. (1951). Origem e progresso das universidades. São Paulo: Editora da PUC.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). Higher education in Portugal. Draft of the Country Background Report for the OECD Review of the Portuguese Higher Education System. 2018. Disponível em: https://www.santamariasaude.pt/sgc/Assets/Plugins/CKEditor/kcfinder/Uploads/files/Review%20of%20TERI%20in%20Portugal%206%20February%20DRAFT.pdf. Acesso em: 25 de jul. 2018.

  • Perkin, H. (2007). History of universities. In J. J. Forest & P. G. Altbach (Eds.), International handbook of higher education (Vol. 1). Dordrecht: Springer.1

    Google Scholar 

  • Pilatti, L. A. (2016). A internalização da interdisciplinaridade como condição para a internacionalização da Universidade Tecnológca Federal do Paraná. Ensino, pesquisa e inovação: desenhando a interdisciplinaridade. São Paulo: Manole.

    Google Scholar 

  • Pilatti, L. A., & Lievore, C. (2018). Universidades Tecnológicas: o que induziu esse modelo universitário no Brasil. Revista Brasileira de Ensino de Ciência e Tecnologia, 11(2), 352–383.

    Google Scholar 

  • Portugal. Decreto Lei n.º 513 – T/79, de 26 de dezembro de 1979. Dispõe sobre a criação dos Institutos Politécnicos de Portugal. Diário da República nº 296/1979, 3º Suplemento, Série I de 1979-12-26.

  • Portugal. (2005). Ministério da Ciência, Inovação e Ensino Superior. Processo de Bolonha. Lisboa: MCIES.

  • Portugal. (2009). Decreto-Lei no. 205/2009 de 13 de novembro de 2009. Procede à alteração do Estatuto da Carreira do Pessoal Docente Universitária, aprovado pelo Decreto -Lei no. 448/79. Diário da República no. 168/2009, Série I de 2009-08-31

  • Pucciarelli, F., & Kaplan, A. (2016). Competition and strategy in higher education: Managing complexity and uncertainty. Business Horizons, 59(3), 311–320.

    Google Scholar 

  • Rauhala, P. (2008). R & D activities in finnish universities of applied sciences promoting regional development. Higher education institutions and innovation in the knowledge society, 95–101.

  • Romano, C. A. (2000). O desafio de uma nova proposta para a graduação na educação profissional: o caso do CEFET-PR.

  • Romano, C. A. (2005). Universidade tecnológica: conceituação da organização e delineamento da estrutura e da gestão fundamentados no conhecimento socialmente significativo. 2005. 256 f. Tese (Doutorado em Engenharia de Produção) - Universidade Federal de Santa Catarina, Florianópolis, 2005.

  • Schaegger, M. H., Lachance, B., & Herz, R. (2007). Universidade Tecnológica: identidade e modelos I. Educação & Tecnologia, 12(1).

  • Schneider, S., & Schimitt, C. J. (1998). O uso do método comparativo nas Ciências Sociais. Cadernos de Sociologia, Porto Alegre, 9, 49–87.

    Google Scholar 

  • Scott, G. (2006). Universities of technology: What is their distinctive role. Kagisano: Journal of the Council on Higher Education, 5, 50–59.

    Google Scholar 

  • Sguissardi, V. (2006). Universidade no Brasil: dos modelos clássicos aos modelos de ocasião. A universidade no Brasil: concepções e modelos.

  • Shigunov Neto, A., & Fortunato, I. (2016). O processo de transformação da universidade brasileira e os professores universitários à luz da lei nº 5540/68: Passado ou presente? Tendências Pedagógicas.

  • Silveira, Z. S., & Bianchetti, L. (2016). Universidade moderna: dos interesses do Estado-nação às conveniências do mercado. Revista brasileira de educação, 21(64), 79–99.

    Google Scholar 

  • Smith, B. (2006). The economic impact of higher education on Houston: A case study of the university of Houston system. The Institute for Regional Forecasting.

  • Stoer, S. R. (1983). A reforma de Veiga Simão no ensino: projecto de desenvolvimento social ou «disfarce humanista»? Análise Social, 19(77/79), 793–822.

    Google Scholar 

  • Tavares, D., Tavares, O., Justino, E., & Amaral, A. (2008). Students′ preferences and needs in Portuguese higher education. European Journal of Education, 43(1), 107–122.

    Google Scholar 

  • Teixeira, P., Rosa, M. J., & Amaral, A. (2004). Is there a higher education market in Portugal? In Markets in Higher Education (pp. 291–310). Dordrecht: Springer.

    Google Scholar 

  • Thiollent, M. (1998). Maio de 1968 em Paris: testemunho de um estudante. Tempo social, 10(2), 63–100.

    Google Scholar 

  • Trindade, H. (1999). Universidade em perspectiva: sociedade, conhecimento e poder. Revista brasileira de Educação, 10, 5–15.

    Google Scholar 

  • Universidade Tecnológica Federal do Paraná (UTFPR). Institutional Development Plan (IDP). Curitiba, 2007. Retrieved 26 Oct, 2018, from https://www.utfpr.edu.br/ainstituicao/documentos-institucionais/

  • Universidade Tecnológica Federal do Paraná (UTFPR). Institutional Political Project (IPP). Curitiba, 2007. Retrieved 26 Oct, 2018, from http://www.utfpr.edu.br/ainstituicao/documentos-institucionais/projeto-politico-pedagogico-institucional-1.

  • Urbano, C. (2008). O Ensino Politécnico–(re) definição e (re) posicionamento no panorama da formação superior em Portugal. In IV Congresso Português de Sociologia. Lisboa.

  • Urbano, C. S. V. (2011). O ensino politécnico em Portugal: a construção de uma identidade perante os desafios de mudança (entre o final do século XX e o início do século XXI).

  • Vitorette, J. M. B. (2001). A implantação dos cursos superiores de tecnologia no CEFET-PR. Paraná, CEFET-PR–Unidade Curitiba.

  • Willis, K. (2011). Theories and practices of development. Abingdon: Routledge.

    Google Scholar 

  • Wolff, R. P. (1993). O Ideal da Universidade. São Paulo: Unesp.

    Google Scholar 

  • World Economic Forum. Future of jobs report 2018. Available at: https://www.weforum.org/reports/the-future-of-jobs-report-2018. Acesso em: 15 de nov. 2018.

Download references

Author information

Authors and Affiliations

  1. Universidade Tecnológica Federal do Paraná (UTFPR), Rua Doutor Washington Subtil Chueire, 330, Ponta Grossa, CEP 84017-220, Brazil

    Caroline Lievore

  2. Universidade Tecnológica Federal do Paraná (UTFPR), Avenida Sete de Setembro, 3165, Curitiba, CEP 80230-901, Brazil

    Luiz Alberto Pilatti

  3. Instituto Politécnico de Bragança, Alameda de Santa Apolónia 253, 5300-252, Bragança, Portugal

    João Alberto Sobrinho Teixeira

Authors
  1. Caroline Lievore
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Luiz Alberto Pilatti
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. João Alberto Sobrinho Teixeira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Caroline Lievore.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lievore, C., Pilatti, L.A. & Teixeira, J.A.S. Universities of Applied Sciences in Brazil and in Portugal from Conception to Practice. Interchange 52, 115–132 (2021). https://doi.org/10.1007/s10780-020-09412-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10780-020-09412-2

Keywords

Search

Navigation