Suchergebnisse

As pressões oriundas das avaliações podem gerar mudanças nos comportamentos organizacionais e na gestão das Instituições de Ensino Superior (IES), podendo ou não alterar a arquitetura institucional. As avaliações têm possibilitado que as IES se conheçam melhor, repensem e redesenhem seus processos. Como resultado, percebe-se que as instituições estão cada vez mais semelhantes entre si, fenômeno esse denominado isomorfismo coercitivo. Com a finalidade de propor um diferencial na tomada de decisão, este estudo analisou, empiricamente, como o método AHP (Analytic Hierarchic Process) pode contribuir para a priorização de projetos no Programa de Mestrado Profissional em Administração – Gestão de Projetos da Universidade Nove de Julho. Esta pesquisa desenvolveu-se por meio de um estudo de caso, a partir de uma estrutura teórico-conceitual, que serviu de base para a elaboração e aplicação do questionário estruturado, a fim de construir a estrutura hierárquica multicritério do método AHP e obter como resultado a priorização dos projetos e dos quesitos do sistema de Avaliação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). Os resultados sugerem que esta metodologia pode auxiliar o coordenador de programas de mestrado profissional, na priorização de seus projetos, e que, dessa forma, contribuiriam para a melhoria do desempenho no sistema de avaliação da CAPES. ; Results of assessments bring changes to the organizational behavior and management of Higher Learning Institutions (HLI) and may or may not alter their institutional structure. Assessments have enabled HLI to rethink and redesign processes. As a result, institutions are becoming increasingly similar to each other, which is a phenomenon called coercive isomorphism. To propose a distinctive and positive element in the decision-making process, this study examined empirically how the AHP method (Analytic Hierarchic Process) can contribute to project prioritization in the Professional Master's Program in Business – Project Management of the University Nove de Julho (UNINOVE). This research was developed based on a case study from a theoretical-conceptual structure. This structure comprised the basis to develop and implement a structured questionnaire to build the multi-criteria hierarchical structure of the AHP method and obtain project prioritization and requirements of the assessment system developed by CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, a government agency linked to the Brazilian Ministry of Education in charge of promoting high standards for post-graduate courses in Brazil). The results suggest that this approach can assist the coordinating committee of the Professional Master's Program of UNINOVE to prioritize projects and contribute to its performance improvement in the CAPES assessment system.

RESUMO Objetivo: relatar as vivências do ser profissional de saúde residente multiprofissional no âmbito da urgência e emergência. Método: estudo descritivo, tipo relato de experiência, sob a ótica do residente enfermeiro, inserido em Programa de Residência Integrada Multiprofissional em Saúde, com ênfase em Urgência e Emergência, da Universidade Federal de Santa Catarina/UFSC, Brasil. Resultados: as experiências foram abordadas em quatro eixos de discussão. O primeiro eixo discorre sobre a aquisição de competência técnicas e assistenciais de enfermagem, o segundo diz respeito à busca da interdisciplinaridade, no contexto da residência multiprofissional em saúde, o terceiro relata as experiências políticas e sociais vivenciadas no contexto da residência e o quarto visa considerar a perspectiva do egresso. Conclusão: os Programas de Residências Multiprofissionais constituem oportunidade para profissionais da saúde recém-graduados ou não se inserirem no cotidiano de trabalho do Sistema Único de Saúde, além de possibilitar a atuação profissional em área de interesse especifico. Descritores: Ensino; Saúde; Internato Não Médico; Enfermagem. ABSTRACT Objective: to report the experiences of being a multi-professional resident health professional within the scope of urgency and emergency. Method: this is a descriptive study of experience type, from the resident nurse, inserted in the Multi-professional Integrated Residency Program in Health, Emphasis Urgency and Emergency, Federal University of Santa Catarina/UFSC, Brazil. Results: the experiences were approached in four axes of discussion. The first axis discusses the acquisition of nursing technical and nursing competency. The second axis concerns the search for interdisciplinarity, in the context of multi-professional residency in health. The third axis reports the political and social experiences experienced in the context of the residence. The fourth axis is to consider the perspective of the graduated. Conclusion: Multi-professional Residency Programs constitute an opportunity for newly graduated health professionals or are not included in the daily work of the Unified Health System, and to enabling professional action in a specific area of interest. Descriptors: Teaching; Health; Nonmedical Internship; Nursing. RESUMEN Objetivo: relatar las experiencias del ser profesional de salud residente multi-profesional en el ámbito de la urgencia y emergencia. Método: estudio descriptivo, tipo relato de experiencia, sobre la óptica del residente enfermero, inserido en Programa de Residencia Integrada Multi-profesional en Salud, énfasis Urgencia y Emergencia, de la Universidad Federal de Santa Catarina/UFSC, Brasil. Resultados: las experiencias fueron abordadas en cuatro ejes de discusión. El primer eje es sobre la adquisición de competencia técnicas y asistenciales de enfermería. El segundo eje es sobre la búsqueda de la interdisciplinaridad, en el contexto de la residencia multi-profesional en salud. El tercer eje relata las experiencias políticas y sociales vividas en el contexto de la residencia. El cuarto eje es para considerar la perspectiva del egresado. Conclusión: los Programas de Residencias Multi-profesionales constituyen oportunidad para profesionales de la salud recién graduados o no se insieren en el cotidiano de trabajo del Sistema Único de Salud, además de posibilitar a actuación profesional en área de interés específico. Descriptors: Enseñanza; Salud; Práctica no Médico; Enfermería. ; ABSTRACT Objective: to report the experiences of being a multi-professional resident health professional within the scope of urgency and emergency. Method: this is a descriptive study of experience type, from the resident nurse, inserted in the Multi-professional Integrated Residency Program in Health, Emphasis Urgency and Emergency, Federal University of Santa Catarina/UFSC, Brazil. Results: the experiences were approached in four axes of discussion. The first axis discusses the acquisition of nursing technical and nursing competency. The second axis concerns the search for interdisciplinarity, in the context of multi-professional residency in health. The third axis reports the political and social experiences experienced in the context of the residence. The fourth axis is to consider the perspective of the graduated. Conclusion: Multi-professional Residency Programs constitute an opportunity for newly graduated health professionals or are not included in the daily work of the Unified Health System, and to enabling professional action in a specific area of interest. Descriptors: Teaching; Health; Nonmedical Internship; Nursing. RESUMO Objetivo: relatar as vivências do ser profissional de saúde residente multiprofissional no âmbito da urgência e emergência. Método: estudo descritivo, tipo relato de experiência, sob a ótica do residente enfermeiro, inserido em Programa de Residência Integrada Multiprofissional em Saúde, com ênfase em Urgência e Emergência, da Universidade Federal de Santa Catarina/UFSC, Brasil. Resultados: as experiências foram abordadas em quatro eixos de discussão. O primeiro eixo discorre sobre a aquisição de competência técnicas e assistenciais de enfermagem, o segundo diz respeito à busca da interdisciplinaridade, no contexto da residência multiprofissional em saúde, o terceiro relata as experiências políticas e sociais vivenciadas no contexto da residência e o quarto visa considerar a perspectiva do egresso. Conclusão: os Programas de Residências Multiprofissionais constituem oportunidade para profissionais da saúde recém-graduados ou não se inserirem no cotidiano de trabalho do Sistema Único de Saúde, além de possibilitar a atuação profissional em área de interesse especifico. Descritores: Ensino; Saúde; Internato Não Médico; Enfermagem. RESUMEN Objetivo: relatar las experiencias del ser profesional de salud residente multi-profesional en el ámbito de la urgencia y emergencia. Método: estudio descriptivo, tipo relato de experiencia, sobre la óptica del residente enfermero, inserido en Programa de Residencia Integrada Multi-profesional en Salud, énfasis Urgencia y Emergencia, de la Universidad Federal de Santa Catarina/UFSC, Brasil. Resultados: las experiencias fueron abordadas en cuatro ejes de discusión. El primer eje es sobre la adquisición de competencia técnicas y asistenciales de enfermería. El segundo eje es sobre la búsqueda de la interdisciplinaridad, en el contexto de la residencia multi-profesional en salud. El tercer eje relata las experiencias políticas y sociales vividas en el contexto de la residencia. El cuarto eje es para considerar la perspectiva del egresado. Conclusión: los Programas de Residencias Multi-profesionales constituyen oportunidad para profesionales de la salud recién graduados o no se insieren en el cotidiano de trabajo del Sistema Único de Salud, además de posibilitar a actuación profesional en área de interés específico. Descriptors: Enseñanza; Salud; Práctica no Médico; Enfermería.

ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. ; ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. ; RESUMEN. Artículo tiene como objetivo analizar la educación en el campo y el desarrollo de la práctica pedagógica en clases multiseriales en la ciudad de Buenos Aires / PE. El aporte teórico se basa en la legislación que lo rige y en los teóricos que tratan el tema Caldart, Molina y Hage, entre otros. La investigación ocurrió en 13 escuelas multigrado ubicadas en el área rural del municipio. Trece profesores efectivos que enseñan en la educación de la primera infancia y en los primeros años de la escuela primaria participaron de la investigación. La recogida de datos se produjo mediante la aplicación de entrevistas semiestructuradas. Los datos obtenidos fueron analizados de acuerdo con la teoría de análisis de contenido de Bardin. Los resultados muestran que los docentes buscan satisfacer las especificidades de la multisección y la educación rural, buscando vincular su práctica docente con la realidad experimentada por el estudiante, incluso en ausencia de una propuesta municipal que respalde la práctica pedagógica en estas clases. Se constató la necesidad de la creación de una propuesta pedagógica y de un curriculum adecuado para la Educación del Campo y las clases multiseriales; Educación continua específica para el profesor. Además de las preguntas sobre la organización y división de las clases, la orientación del trabajo docente y el uso de materiales didácticos dirigidos a la realidad del campo. ; ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. ; Este artigo tem por objetivo analisar a educação do campo e o desenvolvimento da prática pedagógica nas classes multisseriadas no município de Buenos Aires/PE. O aporte teórico está pautado na legislação que a rege e nos teóricos que tratam do tema Caldart, Molina e Hage, entre outros. A pesquisa foi realizada em 13 escolas multisseriadas localizadas na zona rural do Município. Participaram da pesquisa 13 professores efetivos que lecionam na educação infantil e anos iniciais do ensino fundamental. A coleta de dados ocorreu através da aplicação de entrevista semiestruturada. Os dados obtidos foram analisados segundo a Teoria de Análise Conteúdo de Bardin. Os resultados evidenciam que os professores procuram atender as especificidades da multisseriação e da educação do campo, buscando atrelar a sua prática docente à realidade vivida pelo aluno, mesmo na ausência de uma proposta municipal que embase a prática pedagógica nessas classes. Verificou-se, a necessidade da criação de uma proposta pedagógica e de um currículo próprio para a educação do campo e classes multisseriadas, a formação continuada específica para o professor. Além de questões referentes à organização e divisão das classes, a orientação do trabalho docente e o uso de materiais didáticos voltados à realidade do campo. Palavras-chave: educação do campo, políticas educacionais, classes multisseriadas. School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. Keywords: rural education, educational policies, multi-grades classes. Asistencia escolar en clases de varios grados en la ciudad de Buenos Aires: representación de docentes a la luz de la política de educación rural RESUMEN. Artículo tiene como objetivo analizar la educación en el campo y el desarrollo de la práctica pedagógica en clases multiseriales en la ciudad de Buenos Aires / PE. El aporte teórico se basa en la legislación que lo rige y en los teóricos que tratan el tema Caldart, Molina y Hage, entre otros. La investigación ocurrió en 13 escuelas multigrado ubicadas en el área rural del municipio. Trece profesores efectivos que enseñan en la educación de la primera infancia y en los primeros años de la escuela primaria participaron de la investigación. La recogida de datos se produjo mediante la aplicación de entrevistas semiestructuradas. Los datos obtenidos fueron analizados de acuerdo con la teoría de análisis de contenido de Bardin. Los resultados muestran que los docentes buscan satisfacer las especificidades de la multisección y la educación rural, buscando vincular su práctica docente con la realidad experimentada por el estudiante, incluso en ausencia de una propuesta municipal que respalde la práctica pedagógica en estas clases. Se constató la necesidad de la creación de una propuesta pedagógica y de un curriculum adecuado para la Educación del Campo y las clases multiseriales; Educación continua específica para el profesor. Además de las preguntas sobre la organización y división de las clases, la orientación del trabajo docente y el uso de materiales didácticos dirigidos a la realidad del campo. Palabras clave: educación rural, políticas educativas, clases de multiseriales.

The Programa Nacional Escola de Gestores (PNEG) integrated the national teacher training policy and was financed by the Brazilian government. Ended in 2017, was part of a set of programs that elected distance education (DE) as its main strategy. The PNEG was designed to strengthen public school management. Based on graduates and PNEG instructors' perceptions of this program at one federal university, this article provides evidence on multi-level administrative and educational decision-making processes in distance education. Mixed methods were adopted. Data was collected through a survey applied to 216 graduates and 29 interviews with the PNEG team entailed five dimensions: (i) the training and pedagogical design implemented; (ii) the polyteaching training team; (iii) distance education and the use of digital information and communicational technologies (DICTs); (iv) the resources and infrastructure provided by the local support center; and (v) the interaction between the graduates and the polyteaching team in the PNEG training process. The analyses reveal that, in DE, pedagogical planning, the use of technologies, and the combination of resources that stimulate interaction among the actors play a decisive role in this process. Team supervision is another mandatory aspect. Mediated by technologies, DE teacher training programs funded by the federal government have redesigned curricular trajectories, tried out different pedagogical strategies, and proposed new skills to students and trainers. ; El Programa Nacional Escola de Gestores (PNEG) integró la política nacional de capacitación docente terminado en 2017 por el gobierno brasileño. Parte de un conjunto de programas que eligieron la educación a distancia (ED) como su estrategia principal, el PNEG fortaleció la gestión escolar de las escuelas públicas. Este artículo analiza la percepción del alumnos y maestros del PNEG sobre la capacitación ofrecida en una universidad federal. Tambíen proporciona evidencia sobre la implementación multinível en la ED. Con método cuanti/cualitativo, el artículo analizó datos de un cuestionario aplicado a 216 concluyintes y 29 entrevistas con el equipo de PNEG. Los datos cualitativos fueran combinados en cinco dimensiones: (i) el diseño formativo y pedagógico implementado; (ii) el equipo de formación de la politenseñanza; (iii) educación a distancia y uso de Tecnologías Digitales de Información y Comunicación (DICTs); (iv) el centro de apoyo local: recursos e infraestructura y (v) la interacción entre los egresados y el equipo politenseñanza en el proceso de formación del PNEG. Los análisis revelan que la planificación pedagógica, el uso de tecnologías y la combinación de recursos que estimulan la interacción juegan un papel decisivo en este proceso. La supervisión del equipo es otro aspecto importante. Mediados por las tecnologías, los programas de formación docente a distancia financiados por el gobierno han rediseñado las trayectorias curriculares, probado diferentes estrategias y propuesto nuevas habilidades para estudiantes y formadores. ; O Programa Nacional Escolas de Gestores (PNEG) integrou a política nacional de formação de professores extinta em 2017 pelo governo brasileiro. Parte de um conjunto de programas que escolheram a educação a distância (EaD) como estratégia principal, o PNEG fortaleceu a gestão escolar das escolas públicas. Este artigo analisa a percepção de alunos e professores do PNEG sobre a formação ofertada em uma universidade federal. Também fornece evidências sobre a implementação multinível em EaD. Utilizando método quantitativo/qualitativo, o artigo analisou dados de um questionário aplicado a 216 concluintes e 29 entrevistas com a equipe de professores do PNEG. Os dados qualitativos foram categorizados em cinco dimensões: (i) a formação e o desenho pedagógico implementado; (ii) a equipe polidocente de formação; (iii) educação a distância e uso de Tecnologias Digitais de Informação e Comunicação (TDICs); (iv) polo de apoio presencial: recursos e infraestrutura e (v) a interação entre os cursistas e a equipe polidocente no processo de formação do PNEG. As análises revelam que o planejamento pedagógico, o uso de tecnologias e a combinação de recursos que estimulam a interação desempenham um papel decisivo nesse processo. O monitoramento da equipe é outro aspecto importante. Mediados por tecnologias, programas de formação de professores a distância financiados pelo governo redesenharam trajetórias curriculares, testaram diferentes estratégias e propuseram novas habilidades para alunos e formadores.

Executive Council Thirty-Fourth Ordinary Session 7 – 8 February 2019 Addis Ababa, Ethiopia ; From January to December 2018, the Pan-African Parliament undertook several activities, in fulfillment of its core mandate, which is to "ensure the full participation of African peoples in the development of and economic integration of the continent."1 Submitted in accordance with Rule 76 of the Rules of Procedure of the Pan-African Parliament, this annual activity report provides an account of all the activities undertaken by the Pan-African Parliament, towards the achievement of its mandate.

Analizar la variación del perfil de los beneficios pensionarios por trastornos mentales y conductuales y su relación con el trabajo. Se utilizaron datos secundarios de la Pensión Social Brasileña de 2008 a 2011. Se calcularon tasas de variación promedio anual en el período sobre la población económicamente activa, número de asegurados, beneficios auxilio-enfermedad concedidos en general y, específicamente, los relacionados a trastornos mentales y conductuales. Los trastornos mentales ocuparon la tercera causa de las concesiones. Hubo aumento promedio anual de 0,3% de nuevas concesiones, con caída de 2,5% de la incidencia promedio anual. Se consideraron relacionados al trabajo 6,2% de los casos, en promedio, principalmente los producidos por trastornos de humor. Las autoridades gubernamentales deben usar los datos de la Pensión Social para auxiliar en el debate sobre políticas públicas de salud mental. ; O objetivo dessa comunicação foi analisar a variação do perfil dos benefícios previdenciários por transtornos mentais e comportamentais e sua relação com o trabalho. Foram utilizados dados secundários da Previdência Social brasileira de 2008 a 2011. Foram calculadas taxas de variação média anual no período acerca da população economicamente ativa, número de segurados, benefícios auxílio-doença concedidos em geral e, especificamente, os relativos a transtornos mentais e comportamentais. Os transtornos mentais mantêm-se como a terceira causa das concessões. Houve aumento médio anual de 0,3% de novas concessões, com queda de 2,5% da incidência média anual. Foram considerados relacionados ao trabalho 6,2% dos casos, na média, principalmente decorrentes de transtornos de humor.As autoridades governamentais devem usar os dados da Previdência Social para auxiliar no debate sobre políticas públicas de saúde mental. ; This communication aimed to analyze the profile variation of disability benefits due to mental disorders. Secondary data published by Brazilian Social Security between 2008 and 2011 were evaluated. Mean annual variation rates over the period were calculated for the economically active population, as were the number insured, paid out overall sickness benefits and for mental and behavioral disorders. Mental disorders are the third most common reason for disability benefits. There was an average annual increase of 0.3% in new benefit claims, with a 2.5% fall in mean annual incidence. Work-related disease was identified in 6.2% of cases, most of it due to mood disorders. The government should use the data from the Social Security Institute to support a debate of public policies regarding mental health.

The IV International Workshop on Oil and Gas Depletion, that is held at Gulbenkian Foundation in Lisbon on the 19th and 20th May, 2005, is the fourth annual meeting promoted by ASPO, the Association for the Study of Peak Oil and Gas, with the organizing support of Geophysics Centre of Évora. Previous meetings were held at the University of Uppsala in 2002, Institut Français du Pétrole, Paris in 2003, and Bundesanstatt fur Geowissenschaften und Roshtoffe, Berlin in 2004. In this fourth annual edition, the core topics chosen for our works are: • Reality in Oil Exporting Countries: The Supply Limits • Impacts of Depletion in Oil Importing Countries: The Demand Pressure • How-Much Regular Oil and Non-Conventional Oil: Utopia versus Reality • The Case for Political Action: The Depletion Protocol • The World Past Peak Oil Age From Uppsala to Lisbon, the public perception of the serious threat impending on humankind as a result of the growing scarcity of fossil fuels has increased. And national and international authorities have slowly but perceptibly admitted and changed their discourse on the problematic availability of the energy required to run the world economy. But political consequences have not yet been addressed straightforwardly – when political action is ever increasingly urgent for putting in place the economical and social changes and technological infrastructure required for preserving wellbeing if not survival itself. For this reason, in this fourth edition of ASPO's annual meetings we called upon members of the political community to share their views on how political action might be taken at the required international level. As the starting point of this debate we have the Depletion Protocol - first proposed by Colin Campbell 10 years ago at a conference in London. It has surfaced in various guises since, named the Uppsala Protocol in 2002, on the occasion of the First International ASPO's Workshop, later also referred to as the Rimini Protocol. The organizers of this Workshop welcome all participants and thank all speakers who kindly accepted to contribute to this event and those participants who also offered their contributions. They thank Calouste Gulbenkian Foundation and Partex – Oil and Gas, for generously hosting this event and offering the valuable sponsorship which makes it possible. Thanks are also due to the staff of the Geophysics Centre of Évora and University of Évora who, along the past few months, has worked in preparation of the conditions to hold this event now and who, together with the staff of Gulbenkian Foundation, are making it through. The Organizing Committee May 2005

Capital account liberalization and economic growth: evidences from data in Latin-American panel. The aim of this paper is to carry out an empirical analysis about the relation between Capital Account Liberalization and Economic Growth having as object of study the experience of 16 countries of Latin America with annual data for the period 1986-2000. The econometrical calculations do not corroborate the hypothesis that the liberalization of Capital Account would stimulate the economic growth. The results suggest an adverse effect of the liberalization of the Capital Account on the real growth gross domestic product per capita of the countries. (Rev Econ Polit/GIGA)