Sustentabilidade no ensino superior brasileiro: evolução temática, redes científicas e consolidação do campo (2010–2024)

Denise Maria Martins; Adolfo-Ignacio  Calderón; Samuel Mendonça

doi:10.1590/SciELOPreprints.14284

##article.authors##

Denise Maria Martins Centro Paula Souza https://orcid.org/0000-0003-2956-0573
- Conceptualization
- Data Curation
- Formal Analysis
- Investigation
- Methodology
- Writing – Original Draft Preparation
- Writing – Review & Editing
Adolfo-Ignacio Calderón Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0001-6534-2819
- Supervision
- Conceptualization
- Validation
Samuel Mendonça Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0002-2918-0952
- Conceptualization
- Writing – Review & Editing
- Validation

DOI:

https://doi.org/10.1590/SciELOPreprints.14284

Keywords:

Sustainability, Higher Education Institution, State of the Art, Thematic Trends, Bibliometric Analysis, UI GreenMetric

Abstract

The study faced the challenge of understanding, in a systemic way, the temporal evolution, conceptual and collaborative gaps, and the degree of maturity of research on sustainability in Brazilian Higher Education Institutions (HEIs). Its objective was to analyze Brazilian scientific production published between 2010 and 2024, identifying temporal cycles, conceptual patterns, collaborative networks, and the consolidation process of research clusters. The investigation, with a quantitative and descriptive approach, examined 149 publications from databases such as CAPES, the Catalog of Theses and Dissertations, Google Scholar, and SciELO, considering a selection aligned with the emergence of the UI GreenMetric World University Rankings. The results indicated three evolutionary phases, characterized as emergent, growth, and expansion, with the strengthening of macro-themes and diversification of scientific collaboration networks. It was concluded that the field has shown substantial progress, although it still faces limitations related to territorial integration, the operationalization of the SDGs, and the measurement of social impact.

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Author Biographies

Denise Maria Martins, Centro Paula Souza

Postdoctoral researcher in Education at PUC-Campinas and PhD in Administration from USCS. Master's degree in Administration (UNICID), Bachelor's degree in Statistics (UNICAPITAL), and MBA in Artificial Intelligence & Machine Learning (FIAP), in addition to specializations in Quality Engineering (PUC-MG) and Higher Education Teaching (UNICID). Currently undertaking postdoctoral research on sustainability in higher education institutions. She is part of the research team at the Postgraduate, Extension and Research Unit of CEETEPS, working in the area of Education and Work, especially in Policies, Management and Evaluation. She has 23 years of experience in Quality Management in the automotive sector, working for companies such as Mercedes-Benz, Fiat, Ford, and Teksid. In academia, she has worked for over 20 years as a teacher and manager in courses in Administration, Accounting, Commercial Management, and Human Resources. She worked at the Vice Superintendency of CEETEPS (2015–2022) with BPM, strategic planning, and implementation of SPDoc. He has received awards such as the NASA Space Apps Hackathon (2020), the Techstars Startup Weekend AI (2019), and an honorable mention at SIMPOI (2012).

Adolfo-Ignacio Calderón, Pontifícia Universidade Católica de Campinas

Holds a PhD in Social Sciences from PUC-SP, with a Post-Doctorate in Educational Sciences (University of Coimbra). Permanent professor in the Postgraduate Program in Education at PUC-Campinas and CNPq Research Productivity Fellow (Level 2). He is the Financial Director of ABAVE and a member of the Board of Directors of FORGES, where he coordinates the Working Group "Quality in Higher Education". Visiting researcher at IESED-Chile (since 2022) and coordinator of the Educational Evaluation line of the Fundación Red para la Educación en Iberoamérica (since 2024). He has worked as a visiting professor at institutions in Colombia, Chile, and Peru. He has participated in CAPES committees, including indicators in the field of Education and the CAPES Thesis Award. He leads GRAPSE (PUC-Campinas/CNPq), is a co-founder of the RANKINTACS Network, and acts as a scientific advisor for FAPESP, CAPES, and CNPq. It integrates networks such as REIPPE, RIIED, and RIGUED. Its output encompasses large-scale assessment, academic rankings, university governance, outreach, and school effectiveness.

Samuel Mendonça, Pontifícia Universidade Católica de Campinas

Samuel Mendonça is a Permanent Professor in the Graduate Program in Education and the Faculty of Law at PUC-Campinas, and a Visiting Scholar at Teachers College, Columbia University. He leads the PhiloEduS/CNPq group and acts as a consultant for CAPES and CNPq in the areas of Philosophy, Law, and Education. He is a Principal Investigator at CCD/FAPESP – CPTEn and a CNPq Productivity Fellow (1D). He holds postdoctoral degrees from FE-USP (2019) and the Universidad de la República (Uruguay, 2012), with experience as a Visiting Scholar at Shanghai Jiao Tong University and PUC Peru. He holds a PhD in Philosophy of Education from Unicamp, is an Assistant Editor of the legal journal Trabalho e Desenvolvimento Humano, and a member of the International Network of Philosophers of Education. He was Editor-in-Chief of the journal Educação, president of SOFIE and ALFE, and coordinator of the Graduate Program in Education at PUC-Campinas for two terms. He participates in international societies and has presented papers in several countries. He is the author of Aristocratic Education in Nietzsche: Individual Achievement (2018) and editor of works on the philosophy of education.