O ensino superior militar em Portugal e Angola. Um estudo sobre as academias da força aérea portuguesa e angolana
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2018
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Nos últimos 30 anos o Ensino Superior Militar (ESM) seguiu um percurso de convergência com os sistemas de ensino superior. Mais tarde, no sentido da acreditação internacional, foram lavrados alguns diplomas legais, tais como os decretos n.º 62/2007 de 10 de Setembro, no caso de Portugal, assim como o decreto n.º 43/2014, de 18 de Março, no caso de Angola. Portugal, desde Setembro de 2010, tem seguido estritamente as diretivas e critérios fixados no contexto do processo de Bolonha. Em Angola, as Instituições de Ensino Superior (IES) têm seguido as tendências internacionais, nomeadamente no que diz respeito ao processo de Bolonha (pB). É neste sentido que o presente estudo visa analisar a exequibilidade de aproximação dos modelos de Ensino Superior Militar (ESM) existentes em Portugal e Angola. Procurando as vantagens dos modelos e ultrapassando os inconvenientes identificados, pretende-se assim, apresentar os aspetos suscetíveis de partilha, visando o reconhecimento recíproco dos graus académicos e cursos de carreira. Para tal criamos a hipótese que vai responder a problemática de como se estrutura a formação superior dos militares nas academias das forças aéreas portuguesas e angolanas, em particular os especialistas da aviação e os engenheiros dos sistemas radiotécnicos. Para atingir estes objetivos utilizamos um percurso metodológico qualitativo, proposto por Quivy e Campenhoudt, que recorreu a uma pesquisa documental, bem como a outras formas de observação e de recolha de informação que tiveram sérias limitações devido a especificidade da instituição militar. Neste contexto, estudamos o enquadramento legal do nosso objeto de estudo procurando compreender a evolução do ESM e as suas tendências nos dois países, Portugal e Angola. Analisamos os diferentes modelos para elaborar as dimensões passíveis de partilha e reforçar a existente linha de aproximação dos modelos de Ensino Superior Militar de ambos os países. Contudo, em Angola já se encontram alguns docentes portugueses a ministrarem aulas. Como linha de aproximação final, os discentes são aqueles que mais fatores de similitudes reúnem, contudo deverão ser consideradas as influências culturais na formação inicial e as suas consequências. Concomitantemente em Portugal são formados vários quadros angolanos que ao concluírem as suas formações, são colocados na Academia da Forca Aérea angolana (AFAN) esta senda, podemos concluir que os discentes, os docentes e os investigadores são recursos que podem ser partilhados, contudo deverão ser consideradas as linhas de aproximação que propomos.
In the last 30 years, Military Higher Education has followed a course of convergence with higher education systems. Later, in the sense of international accreditation, certain legal instruments were drafted, such as decrees no. 62/2007 of 10 September, in the case of Portugal, as well as decree no. 43/2014 of 18 March , in the case of Angola. Portugal, since September 2010, has strictly followed the directives and criteria set in the context of the Bologna process. In Angola, Higher Education Institutions (IES) have followed international trends, especially with regard to the Bologna Process. It is in this sense that the present study aims to analyze the feasibility of approaching the models of Military Superior Studies existing in Portugal and Angola. Looking for the advantages of the models and overcoming the identified drawbacks, we intend to present the aspects that can be shared, aiming at the mutual recognition of academic degrees and career courses. To this end, we created the initial question to answer the question of how to structure the superior training of the military in the academies of the Portuguese and Angolan air forces, in particular the aviation specialists and the engineers of the radiotechnical systems. In order to reach these objectives, we used a methodological approach proposed by Quivy and Campenhoudt, which used documentary research, as well as other forms of observation and information collection that had serious limitations due to the specificity of the military institution. In this context, we study the legal framework of our object of study, trying to understand the evolution of Military Higher Education and its trends in the two countries, Portugal and Angola. We analyze the different models to elaborate the dimensions that can be shared and reinforce the existing line of approach of the Military Higher Education models of both countries. However in Angola there are already some Portuguese teachers to teach classes. As a final line of approach, the students are those that more factors of similarities bring together, however, cultural influences on initial formation and its consequences should be considered. Concomitantly in Portugal, are formed several Angolan cadres who upon completing their training, are put to work in Air Force Academy (AFAN). In this way, we can conclude that the students, the teachers and the researchers are resources that can be shared, however the lines of approach that we propose should be considered.
In the last 30 years, Military Higher Education has followed a course of convergence with higher education systems. Later, in the sense of international accreditation, certain legal instruments were drafted, such as decrees no. 62/2007 of 10 September, in the case of Portugal, as well as decree no. 43/2014 of 18 March , in the case of Angola. Portugal, since September 2010, has strictly followed the directives and criteria set in the context of the Bologna process. In Angola, Higher Education Institutions (IES) have followed international trends, especially with regard to the Bologna Process. It is in this sense that the present study aims to analyze the feasibility of approaching the models of Military Superior Studies existing in Portugal and Angola. Looking for the advantages of the models and overcoming the identified drawbacks, we intend to present the aspects that can be shared, aiming at the mutual recognition of academic degrees and career courses. To this end, we created the initial question to answer the question of how to structure the superior training of the military in the academies of the Portuguese and Angolan air forces, in particular the aviation specialists and the engineers of the radiotechnical systems. In order to reach these objectives, we used a methodological approach proposed by Quivy and Campenhoudt, which used documentary research, as well as other forms of observation and information collection that had serious limitations due to the specificity of the military institution. In this context, we study the legal framework of our object of study, trying to understand the evolution of Military Higher Education and its trends in the two countries, Portugal and Angola. We analyze the different models to elaborate the dimensions that can be shared and reinforce the existing line of approach of the Military Higher Education models of both countries. However in Angola there are already some Portuguese teachers to teach classes. As a final line of approach, the students are those that more factors of similarities bring together, however, cultural influences on initial formation and its consequences should be considered. Concomitantly in Portugal, are formed several Angolan cadres who upon completing their training, are put to work in Air Force Academy (AFAN). In this way, we can conclude that the students, the teachers and the researchers are resources that can be shared, however the lines of approach that we propose should be considered.
Descrição
Orientação: António Teodoro ;
co-orientação: Carlos Oliveira
Palavras-chave
MESTRADO EM ADMINISTRAÇÃO EDUCACIONAL E REGULAÇÃO DA EDUCAÇÃO, EDUCAÇÃO, PORTUGAL. ACADEMIA DA FORÇA AÉREA, ANGOLA. ACADEMIA DA FORÇA AÉREA NACIONAL, ENSINO SUPERIOR MILITAR, PORTUGAL, ANGOLA, EDUCATION, PORTUGAL. ACADEMIA DA FORÇA AÉREA, ANGOLA. ACADEMIA DA FORÇA AÉREA NACIONAL, MILITARY HIGHER EDUCATION , FORÇA AÉREA, AIR FORCE, PORTUGAL, ANGOLA