QUADRIENUM 2021-2024

It comprises studies on public policies and social movements related to higher education, internationalization, interiorization, open access, affirmative action, expansion of access and permanence of excluded segments and appreciation of the cultures brought to the University by these segments. It includes studies on university governance, involving planning, management and evaluation. It includes works on culture, university memory, historical and conceptual bases on higher education, university models, university knowledge and practices (humanistic, scientific and artistic), the dialogue with non-hegemonic knowledge and practices, and the interlocution with the Brazilian educational system.

Research on models and experiences of academic education, involving ethno-racial and gender aspects, different types of courses, teaching activities, research and extension. It includes research on curricula, pedagogical practices, learning, educational technologies and academic assessment. It includes research on the motivations for education, academic actions and trajectories, including national and international academic mobility of students and teachers. It includes studies on the ways of life in its biopsychosocial and environmental dimensions, representations and practices of health, disease and care, health status and health promotion programs for students, teachers and other university staff.

UNTIL 2020

It includes studies on public policies for higher education, their elaboration process, strategic planning, management, and evaluation. It addresses history, evaluation, and impacts concerning the expansion of access and guarantee of permanence to excluded groups (women, workers, indigenous people, Afro-descendants, and trans people), aspects of coexistence and appreciation of the new cultures brought to the university by these segments and characteristics of their socialization and learning. It assesses the type of the performed inclusive actions, the university’s commitment to improving professional qualification, working and living conditions of faculty and school students, as well as broadens points of articulations between these education systems. It approaches the impacts of higher education regionalization on economic development; evaluates the effectiveness of scientific and technological production in undergraduate and graduate programs; investigates how this production is selected, organized and shared, as well as its interrelationships with technological development and diffusion of knowledge. It deals with the transformations of university education and research in the digital age, the development of management policies, preservation and access to scientific and technological information, and innovation in knowledge institutions associated with the different sectors of the economy.

It focuses on the description of lifestyles adopted by the university community and their environmental and psychosocial dimensions to the quality of life that results from them. It explores aspects of culture and subjectivity of different groups of young people and adults within university life, such as: professor, managers, students, and technical-administrative staff. Studies on quality of life include ecological aspects related to the environmental quality of campuses, sustainability of human occupation of spaces, places, and university settings. These studies include information regarding concepts and practices of health, disease and care that operate in the university world by incorporating planning, execution and evaluation of studies on the situation of health, nutrition, housing and health promotion policies specific to the university environment (focusing on specific groups and considering gender, sexual orientation, income, and ethos).

It prioritizes aspects related to university management, such as: personnel, financing and costs, planning, administration, evaluation, supporting technologies, and organization of sustainable campuses. It includes studies that systematize successful practices of innovation in university education, aspects associated with specific legislation for higher education, comparative research in this area, and generation of knowledge — especially in undergraduate programs. This line also focuses on the following: university life; relations between State and university; support mechanisms for higher education; transparency and its relation with civil society; accreditation and quality assessment systems; higher education economy; remodeling, restructuring, diversification, and permeability of higher education; development of innovative course syllabuses; strategies for training and improving faculty development within higher education; innovation in aspects such as epistemology and methodology, pedagogical practices, and academic assessment; trends and changes in universities around the world; creation of concepts and strategies to further develop higher education; validation and acknowledgment of knowledge inside and outside of the academic setting; academic mobility and internationalization of undergraduates and graduates; and initiatives on teaching, research, and extension.

It centralizes its studies on presentation, systematization, and criticism of the main lines of theoretical and conceptual elaboration of higher education and its philosophical and historical anchors in Brazil and around the world. It includes the approach of epistemologies consistent with the social relevance of university education and the debate regarding its autonomy, and the development path of higher education. It covers the emergence of research associated with teaching and examples of contemporary universities. It considers the assessment of the relation between university and culture around the world, in Brazil, and in Bahia by considering its humanistic, scientific, and artistic aspects (policies and cultural movements in the university and the challenges the institution faces in this field). It also includes the following studies: 1- theory of knowledge, science of culture and society, and the processes of constructing knowledge and creation in the university; 2- internationalization and globalization of higher education; 3- changes in university education in a knowledge society; university learning and non-hegemonic learning; 4- university and cultural diversity; 5- university and cultural education; 6- cultural policies for universities; and 7- university and cultural movements from different social groups.