As universidades públicas portuguesas e a capacitação na área da Educação em Ciências no âmbito da cooperação internacional para o desenvolvimento : do mapeamento à problematização
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Data
2020
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Editora
Edições Universitárias Lusófonas
Resumo
Neste artigo identifica-se e problematiza-se o contributo que as universidades públicas portuguesas (UPP) têm dado no domínio da capacitação, na
área das Ciências, na qualidade de agentes de cooperação para o desenvolvimento, nomeadamente através de protocolos estabelecidos com os seis
países de Língua Portuguesa da região de África, Caraíbas e Pacífico (ACP).
Metodologicamente a investigação identifica-se como estudo misto sequencial. A primeira fase do estudo consistiu no levantamento de 189 protocolos (2000-2015) e respetiva categorização, a partir da análise da informação
disponível nas páginas oficiais das UPP. Na segunda fase da investigação,
assente na metodologia de estudo de caso, identificam-se e discutem-se as
principais fragilidades e ameaças referidas por um conjunto de 17 profissionais universitários de uma UPP no âmbito de dois protocolos de cooperação
(cluster). Os testemunhos foram recolhidos através de inquérito por entrevista
individual semiestruturada. Os resultados apontam, por um lado, para um
papel de relevo das UPP no domínio da Educação em Ciências, em particular
na formação de professores. Por outro, é consolidada a perceção da importância de investir em estratégias de formação na área da cooperação internacional para o desenvolvimento (CID) dirigida a profissionais universitários e,
ainda, em estratégias de disseminação do trabalho desenvolvido, no sentido
de potenciar a qualidade e o impacto de protocolos futuros.
Palavras-chave:
cooperação portuguesa para o desenvolvimento; países de Língua Portuguesa; região
de África, Caraíbas e Pacífico (ACP); capacitação em Ciências; universidades públicas.
This article identifies and questions the contribution that Portuguese public universities (PPU) have made in Sciences and Science Education, as agents of development cooperation, namely through protocols established with institutions from the six Portuguese-speaking countries in the Africa, Caribbean and Pacific (ACP) region. Methodologically the investigation is identified as a mixed sequential study. The first phase of the study consisted in a survey of 189 protocols (2000-2015) and respective categorization, based on the analysis of the information available on the official webpages of the PPU. In the second phase of the investigation, based on a case study methodology, the main weaknesses and threats mentioned by a group of 17 university professionals from one PPU are identified and discussed. The testimonies, associated to two cooperation protocols (cluster), were collected through semi-structured individual interviews. Results point to a prominent role of PPU in the field of Science Education, particularly in teacher training considering the six Portuguese speaking countries of the ACP region. Furthermore, the importance of investing in academic staff training strategies, in the area of international cooperation for development (CID), emerged. Finally, in order to enhance quality and impact of future protocols it is also important to invest in broader dissemination strategies of the work that has been developed so far. Keywords: Portuguese cooperation for development; Portuguese-speaking countries; Africa, Caribbean and Pacific (ACP) region; Sciences and Science Education; public universities.
This article identifies and questions the contribution that Portuguese public universities (PPU) have made in Sciences and Science Education, as agents of development cooperation, namely through protocols established with institutions from the six Portuguese-speaking countries in the Africa, Caribbean and Pacific (ACP) region. Methodologically the investigation is identified as a mixed sequential study. The first phase of the study consisted in a survey of 189 protocols (2000-2015) and respective categorization, based on the analysis of the information available on the official webpages of the PPU. In the second phase of the investigation, based on a case study methodology, the main weaknesses and threats mentioned by a group of 17 university professionals from one PPU are identified and discussed. The testimonies, associated to two cooperation protocols (cluster), were collected through semi-structured individual interviews. Results point to a prominent role of PPU in the field of Science Education, particularly in teacher training considering the six Portuguese speaking countries of the ACP region. Furthermore, the importance of investing in academic staff training strategies, in the area of international cooperation for development (CID), emerged. Finally, in order to enhance quality and impact of future protocols it is also important to invest in broader dissemination strategies of the work that has been developed so far. Keywords: Portuguese cooperation for development; Portuguese-speaking countries; Africa, Caribbean and Pacific (ACP) region; Sciences and Science Education; public universities.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, UNIVERSIDADES PÚBLICAS, UNIVERSIDADES PORTUGUESAS, COOPERAÇÃO INTERNACIONAL, INTERNACIONALIZAÇÃO DO ENSINO SUPERIOR, EDUCATION, PUBLIC UNIVERSITIES, PORTUGUESE UNIVERSITIES, INTERNATIONAL COOPERATION, HIGHER EDUCATION INTERNATIONALISATION