Napoleonic Influences and Transformations of Higher Education French: Arrangements and Organizational Responses in the Contemporaneity

• Grant number: 19/04572-5
• Support Opportunities: Scholarships abroad - Research
• Effective date (Start): September 15, 2019
• Effective date (End): February 15, 2020
• Field of knowledge: Humanities - Anthropology - Urban Anthropology
• Principal Investigator: Helena Maria Sant'Ana Sampaio Andery
• Grantee: Helena Maria Sant'Ana Sampaio Andery
• Host Investigator: Monica Raisa Schpun
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Research place: École des Hautes Études en Sciences Sociales (EHESS), France

Abstract

Part of a broader program of study linked to my tese de livre-docência, which seeks to understand the nature, reach and permanence of elements of Napoleonic influences in the organizational arrangements and responses of higher education systems today, this research project focuses on French higher education. From a comparative perspective, I try to answer: i) what elements of Napoleonic influence remain in the French and Brazilian higher education systems? ii) To what extent does this resilience interfere with their institutional dynamics and organizational responses? iii) what elements of other models of higher education mix with those of the Napoleonic in France and Brazil? iv) what university models support (or impede) the processes of change in higher education in both countries? The central hypothesis is that transformations in Brazilian higher education did not change its norms of regulation nor its institutional dynamics that preserve elements of Napoleonic influences in three aspects: i) the centrality of the bachelor's degree in the academic hierarchy; ii) in the organization of the system in vocational training colleges; iii) control of the central government. My research question led to the choice of the Center de Recherches sur le Brésil colonial et Contemporain / EHESS, to develop the part concerning French higher education. The international recognition of the EHESS and the wide academic network that mobilizes, the contributions of the supervisor, Dr. Monica Raisa Schpun, and other colleagues, are fundamental to enable the realization of this qualitative research that involves the recovery of the contemporary academic debate and semi interviews structured with specialists in the themes discussed here. (AU)