A educação superior no contexto do Plano Nacional de Educação: análise das dinâmicas no município de Chapecó (2014-2024)

Abstract

This dissertation analyzes the dynamics of higher education development in the district of Chapecó, within the context of national policies established by the National Education Plan (PNE), during the period from 2014 to 2024. Chapecó, a medium-sized city, stands out as the main city of the Santa Catarina`s west, both for its economic development and population growth, positioning itself as a strategic space for understanding the impacts of educational policies on the expansion of higher education. The study aims to: i) understand the dynamics of higher education development in Chapecó within the context of policies and targets established by the PNE 2014-2024; ii) identify the main institutional actors (public, community- based, and private) that have exercised leadership in the process of higher education expansion since the creation of Fundeste, in 1970, until 2024; iii) systematize indicators of higher education in Chapecó regarding the profile of HEIs, teaching modalities, administrative categories, courses, enrollments, graduates, etc.; iv) profile the students of higher education regarding age group, race, social condition, gender, and profile faculty members in terms of qualifications and age group; v) analyze the evolution of distance education modality in the provision of undergraduate courses and enrollments in Chapecó. In methodological terms, the research can be defined as descriptive, integrating the qualitative and the quantitative research as one. The quantitative data used were obtained and systematized from the INEP Higher Education Census databases. These data were consolidated into a dimensional database, where descriptive and inferential statistical analysis techniques were applied, as well as time series analyses, enabling a quantitative investigation that supported critical interpretations. Bibliographic and documentary research was conducted through books, articles, theses, dissertations, reports, documents, and information obtained from institutional websites. The research demonstrated, among other results, an increase of 183.3% in the number of HEIs; the number of undergraduate courses jumped from 217, in 2014, to 1,365, in 2024, distributed in 110 face-to-face modality and 1,255 in distance education. Among the most wanted courses, Law stands out in face-to-face modality, and Pedagogy in distance education modality. The total number of enrollments increased from 17,610, in 2014, to 26,328, in 2024, representing an increase of approximately 49.5% in this period. In 2024, the distribution among modalities reveals that 58.3% of enrollments were concentrated in face-to-face education, while 41.6% corresponded to distance education modality.