Instituições de ensino superior presencial em Toledo-PR e a contribuição no desenvolvimento local

Abstract

Higher education institutions (HEIs) are considered relevant elements for local development, as they promote socioeconomic progress and act as drivers of the economy. This study aimed to analyze the contribution of the main HEIs in the municipality of Toledo, based on data from the period between 1980 and 2025, seeking to understand how their actions are articulated with institutional missions and the demands of the territory. To this end, the research adopted a qualitative approach, with a case study design, and used the ORPHIC model as a central methodological reference, guiding both the construction of the questionnaire and the organization and interpretation of the data. The survey encompassed the scenario and scope of HEIs in the municipality, highlighting their contributions to society through their pillars and institutional documents, especially the Institutional Development Plan. The application of the ORPHIC model allowed for the systematization of information and the comparison of the performance of HEIs in the areas of teaching, research, and extension, making it possible to identify patterns of strategic alignment and differences in how each institution structures its actions. The results indicate that, although there are convergences regarding professional training and the provision of services relevant to the municipality, gaps persist related to the integration between research, outreach, and local demands, according to the perception of representatives of society. It was also observed that some institutions develop consistent internationalization and innovation initiatives, while others direct their efforts to specific areas according to their mission. It is concluded that the ORPHIC model favored the identification of the potential and limitations of higher education institutions (HEIs) in the municipal context, offering subsidies for the improvement of institutional planning and for reflections focused on public policies. The investigation reveals evidence of transformations in the local educational and productive dynamics, especially in the strengthening of institutional networks and the formation of human capital. The data point to possible paths to expand the relationship between institutions and local development, while also raising questions that require further investigation themes explored throughout the dissertation. Thus, the study suggests a careful look at the relationships between higher education and development, opening space for in-depth reflections throughout the work.