[ANPPOM-Lista] nossas universidades tornaram-se fábricas

Qua Nov 14 15:13:14 BRST 2012

*Olá:*
**
*Essas eram as consequências previstas por todos aqueles que criticaram e
combateram a implantação do Reuni.
No desespero do sucateamento, as Universidades acabaram aderindo.*
*Entendo que agora mais alguma coisa é preciso ser ensinada na sala de
aula: esclarecer aos educandos como é a política odiosa do governo federal,
cujo objetivo é priorizar a quantidade em detrimeto da qualidade.*
*Temos uma nova tarefa: conscientizar os estudantes com relação à política
governamental que pretende investir na formação de mão de obra, evitando a
formação de jovens cabeças pensantes e contestadoras.*
*É preciso ensinar aos jovens a tramoia em que os países em desenvolvimento
mergulharam a partir de 1989, com o Consenso de Washington: um conjunto de
medidas - que se compõe de dez regras básicas - formulado em novembro1989
por economistas de instituições financeiras situadas em Washington D.C.,
como o FMI, o Banco Mundial e o Departamento do Tesouro dos Estados Unidos.*
*O projeto em curso é o de fazer-nos meros compradores de tecnologia do
primeiro mundo. Para tanto a mediocrização da educação é promovida,
enchendo as salas de aula, massificando o aprendizado de ofícios, formando
consumidores de tecnologia importada, acabando com a formação de
intelectuais, de pensadores, de inovadores, de criadores.*
**
*Resistamos!*
*A luta continua.
*
*abraços,*
*Jorge Antunes*

2012/11/14 Carlos Palombini <cpalombini em gmail.com>

> Há algum tempo, a universidade de Cambridge anunciou o lançamento de um
> plano de demissões voluntárias, e também, que a média de alunos em sala de
> aula passaria de seis para doze.
>
> No artigo abaixo, Gordon Campbell, da Academia Britânica, diz que começou
> sua carreira com uma média de dois alunos em sala de aula, hoje são treze.
>
> Não me queixo, pessoalmente: tenho trinta, e espera-se que eu passe para
> sessenta. Entendi finalmente o novo slogan de minha instituição: "além dos
> padrões".
>
>
> http://www.telegraph.co.uk/education/universityeducation/9675360/Our-universities-have-become-factories.html
>
> 'Our universities have become factories' A coalition of leading academics
> and peers gathered last night to launch the Council for the Defence of
> British Universities. Founding committee member Gordon Campbell explains
> what is at stake.
>   [image: Council for the Defence of British Universities: universities
> have become 'enterprises analogous to factories'.]
> Council for the Defence of British Universities: universities have become
> 'enterprises analogous to factories'. Photo: Alamy
>
> By Gordon Campbell, Council for the Defence of British Universities
>
> 7:00AM GMT 14 Nov 2012
>
> For many years I have worked at one of the 40 or so universities that
> describe themselves as a top-20 university. And when I entered the
> profession, universities – though largely independent of government – were
> part of the education sector.
>
> We are now, in the eyes of government, nationalised businesses that exist
> to serve the economy. The Universities Minister<http://www.telegraph.co.uk/education/universityeducation/9675113/Education-is-a-great-British-export-industry.html>now reports to the Business Secretary, not his counterpart in the
> Department for Education.
>
>    - *Universities Minister David Willetts: 'Education is a great British
>    export industry'*<http://www.telegraph.co.uk/education/universityeducation/9675113/Education-is-a-great-British-export-industry.html>
>
> In that time, life has changed utterly for academics and students alike.
> The value of teaching has been downgraded without mercy, because it
> attracts no differential funding. When I arrived at my university, we
> taught our undergraduates in groups of two; the numbers have gradually
> increased, and now we teach them in groups of 13. This is an efficiency
> gain.
>
> But despite these larger classes, which are typical of the sector,
> standards have risen steadily: when I started we gave a first every other
> year, and now we give a substantial number of firsts every year. As at
> other universities, we are urged to give still more firsts in order to be
> competitive.
>
> We also receive weekly injunctions to apply for grants that those of us in
> the humanities do not need – grants that will buy us out of teaching, which
> can be done by an increasingly casualised workforce. Our ability to procure
> grants is central to our survival as academics. In other words, the value
> of our research is assessed by the amount of taxpayers' money it has cost.
> So how has this happened? The inappropriate notion that we are businesses
> was first mooted in the Jarratt Report of 1985, in which we learned that
> our universities were enterprises analogous to factories and that academics
> were charged with 'delivering' education, and in that capacity subject to
> key performance indicators. Students were deemed to be the products of this
> manufacturing process, and these products were marketed to employers.
>
> At a later stage, when fees were introduced, students ceased to be
> products and became customers. As enterprises, our universities were
> expected to compete against each other. They were also expected to be
> properly led, and so Vice-Chancellors and Principals acquired executive
> powers, senates and councils were purged of troublesome academics, and
> large numbers of managers were hired.
>
> University councils were reformed to resemble boards of directors, mostly
> populated by people from a business background; they are people of good
> will who work pro bono, but apart from the chair and treasurer, the
> complexities of the modern university are beyond the understanding of most
> members, and they share a tendency to see universities as Mr Romney viewed
> the US – as a business in need of downsizing.
>
> And the hand of government has become gradually heavier. Funding agencies,
> quality agencies and more recently the Office of Fair Access have been
> introduced to monitor all aspects of universities' activities.
>
> What, as Chernyshevsky and Lenin said, is to be done? It is not enough to
> cry shame on governments that tax knowledge and heap bureaucracy on
> academics, or indeed on Vice-Chancellors and Principals who describe
> themselves as CEOs, pack our universities with managers, and devote their
> energy to manipulating league tables and chasing brightly-coloured baubles.
>
> We need, in the first instance, to articulate what has gone wrong, to
> understand how one of the world's greatest systems of universities has come
> to be threatened by managerialism and oppressive layers of bureaucracy, a
> plight that puzzles and disconcerts our academic colleagues all over Europe
> and the Anglophone world.
>
> Then we will need policies to commend to this government and its
> successors, policies based on careful consideration and wide consultation,
> policies that will return the universities to academics and students,
> affirm the value of education for citizenship and proclaim the primacy of
> teaching and research. That is why this Council has been created.
>
> *Professor Gordon Campbell FBA is a member of the Council for the Defence
> of British Universities <http://cdbu.org.uk/> steering committee. He is
> Professor of Renaissance Studies at University of Leicester. *
> *PS Humor britânico: no trem entre Londres e Oxford, o professor A
> encontra o professor B, recém nomeado pela Universidade de Oxford, e
> pergunta: "Como vão as coisas?". O professor B responde: "Vão indo: tenho
> que dar uma aula, mas não é todos os anos".
> *
> --
> carlos palombini
> www.researcherid.com/rid/F-7345-2011
>
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