International trends and the Brazilian university in the 2000s

In this book, which is the result of a Master's Dissertation developed at the Federal University of Viçosa (2013), we analyse the production of consensus on higher education in the first decade of the 2000s, considering the World Bank's guidelines and their impact on Brazilian public policies. Two documents released by the WB in the first and beginning of the second decade of the 2000s were analysed: Building Knowledge Societies: New Paths for Tertiary Education (2003) and Learning for All: Investing in People's Knowledge and Skills to Promote Development (2011). Considering the analysis bias based on the materialisation of these international trends, a programme launched in 2011 also formed part of our corpus of analysis: Science Without Borders. In this sense, the materialisation of international guidelines acts in the weaving of a higher education consensus in our society.

Autorentext

Lara Carlette Thiengo es doctora en Educación por la Universidad Federal de Santa Catarina (UFSC), máster en Educación por la Universidad Federal de Viçosa (UFV) y licenciada en Comunicación Social por la misma institución.

Klappentext

In this book, which is the result of a Master's Dissertation developed at the Federal University of Viçosa (2013), we analyse the production of consensus on higher education in the first decade of the 2000s, considering the World Bank's guidelines and their impact on Brazilian public policies. Two documents released by the WB in the first and beginning of the second decade of the 2000s were analysed: Building Knowledge Societies: New Paths for Tertiary Education (2003) and Learning for All: Investing in People's Knowledge and Skills to Promote Development (2011). Considering the analysis bias based on the materialisation of these international trends, a programme launched in 2011 also formed part of our corpus of analysis: Science Without Borders. In this sense, the materialisation of international guidelines acts in the weaving of a higher education consensus in our society.