Haiti 2010

Da crise s runas
Impacto do terremoto sobre o ensino superior no Haiti

From crisis to ruins

Impact of the earthquake on Haitis higher education system

Sebastio Nascimento Omar Ribeiro Thomaz

1

DA CRISE S RUNAS:
IMPACTO DO TERREMOTO SOBRE O ENSINO SUPERIOR NO HAITI

FROM CRISIS TO RUINS: IMPACT OF THE EARTHQUAKE ON HAITI'S HIGHER EDUCATION SYSTEM

Coleo Kisasa

Coordenao
Sebastio Nascimento

huya editorial Conselho Editorial Editorial Board

Miguel Vale de Almeida Universidade de Lisboa Benedict Anderson Cornell University Maria Elvira Diaz Bentez Universidade Federal do Rio de Janeiro Hauke Brunkhorst Universitt-Flensburg, New School for Social Research Srgio Costa Freie Universitt Berlin Mamadu Jao Instituto Nacional de Estudos e Pesquisa da Guin-Bissau Claudio Lomnitz Columbia University Sebastio Nascimento Universitt-Flensburg Joo de Pina-Cabral University of Kent Elisa Reis Universidade Federal do Rio de Janeiro Verena Stolcke Universitat Autnoma de Barcelona Abram de Swaan Universiteit van Amsterdam Omar Ribeiro Thomaz Universidade Estadual de Campinas

SEBASTIO NASCIMENTO OMAR RIBEIRO THOMAZ

DA CRISE S RUNAS:
IMPACTO DO TERREMOTO SOBRE O ENSINO SUPERIOR NO HAITI

FROM CRISIS TO RUINS: IMPACT OF THE EARTHQUAKE ON HAITI'S HIGHER EDUCATION SYSTEM

huya editorial rua alferes mller, 35 82600-500 curitiba pr t +55 41 96531900

huyaeditorial@gmail.com

Os autores abrem mo de qualquer direito autoral (econmico e moral) por este trabalho e colocam-no imediatamente no domnio pblico. Ele pode ser usado, copiado, distorcido ou destrudo, seja de que forma for, sem necessidade de atribuio ulterior ou comunicao prvia. The authors hereby waive all claims of copyright (economic and moral) for this work and immediately place it in the public domain. It may be used, copied, distorted or destroyed in any manner whatsoever without further attribution or previous notice.

isbn 978-85-67498-00-3 huya, 2013

Contedo

Agradecimentos .......................................................................................................... 17 Lista de acrnimos ...................................................................................................... 18

Nota onomstica ............................................................................................................................. 20

Sumrio executivo ...................................................................................................... 21 Sumrio das constataes ........................................................................................... 32

Problemas comuns ao sistema pblico e privado de ensino superior no Haiti ........................... 33 Problemas agudos decorrentes do terremoto ................................................................................ 34 Danos particularmente graves a instituies de ensino superior ................................................. 35 Problemas crnicos no relacionamento entre instituies haitianas e internacionais ............... 37 reas de carncia mais aguda ......................................................................................................... 38

Recomendaes para ao imediata junto s instituies de ensino superior ........ 39

Recomendaes gerais .................................................................................................................... 39 Instncias de gesto universitria no Haiti e circulao de informao ................................ 39 reas prioritrias emergenciais ................................................................................................ 41

Metodologia, etapas e circunstncias do levantamento de dados ............................ 43 Estrutura do sistema educacional haitiano ............................................................... 48 Histrico do ensino superior no Haiti ....................................................................... 58
Universidade de Estado do Haiti: origens, formao e estado atual............................................. 58 Outras instituies pblicas ........................................................................................................... 74 Instituies privadas ....................................................................................................................... 80 A ps-graduao e os ps-graduandos ........................................................................................... 95

Impacto do terremoto sobre as instituies de ensino superior no Haiti ............... 98

Impacto do terremoto sobre as instituies pblicas de ensino superior .................................. 106 Impacto do terremoto sobre as instituies privadas de ensino superior .................................. 112

Instituies de ensino superior recenseadas no curso da pesquisa ........................ 114

Instituies pblicas de ensino superior ...................................................................................... 114 Instituies privadas de ensino superior autorizadas.................................................................. 117 Instituies privadas de ensino superior no avaliadas ou no autorizadas .............................. 119

Questionrio utilizado na pesquisa .......................................................................... 122

Contents

Acknowledgments .................................................................................................... 127 List of Acronyms ...................................................................................................... 128

Onomastic Note ............................................................................................................................ 131

Executive Summary.................................................................................................. 132 Summary of findings ................................................................................................ 143

Problems shared by public and private systems of higher education in Haiti .......................... 144 Acute problems resulting from the earthquake .......................................................................... 145 Particularly serious damage caused to institutions of higher education ................................... 146 Chronic problems in the relationship between Haitian and international institutions ........... 148 Areas in most acute need ............................................................................................................. 149

Recommendations for immediate action in institutions of higher education...... 150

General recommendations ........................................................................................................... 150 Instances of university management in Haiti and circulation of information .................... 150 Extreme priority areas ............................................................................................................ 152

Methodology, stages and circumstances of the data collection ............................. 154 Structure of the Haitian education system ............................................................. 159 Historical summary of higher education in Haiti .................................................. 169
Universit d'Etat d'Hati: origins, development and current situation ..................................... 169 Other public institutions .............................................................................................................. 185 Private institutions ....................................................................................................................... 191 Graduate studies and graduate students ...................................................................................... 206

Impact of the earthquake on institutions of higher education in Haiti ................ 209

Impact of the earthquake on public institutions of higher education ....................................... 217 Impact of the earthquake on the private institutions of higher education ............................... 223

Surveyed institutions of higher education .............................................................. 225

Public institutions of higher education ....................................................................................... 225 Private institutions of higher education Evaluated and authorized ....................................... 228 Private institutions of higher education Not evaluated and not authorized.......................... 230

Questionnaire applied in the survey ....................................................................... 233

Impacto do terremoto sobre cada instituio de ensino superior da rea afetada 234

Ps-graduao ........................................................................................................... 234

Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas .................................. 234

Graduao ................................................................................................................. 236

Universidade de Estado do Haiti (UEH) ...................................................................................... 236 Escola Normal Superior (ENS) ............................................................................................... 240 Faculdade de Agronomia e de Medicina Veterinria (FAMV)............................................. 244 Faculdade de Direito e Cincias Econmicas (FDSE) ........................................................... 252 Faculdade de Etnologia (FE) ................................................................................................... 256 Faculdade de Lingustica Aplicada (FLA) .............................................................................. 262 Faculdade de Medicina e de Farmcia (FMP) ....................................................................... 268 Faculdade de Odontologia (FO) ............................................................................................. 282 Faculdade de Cincias (FDS) .................................................................................................. 288 Faculdade de Cincias Humanas (FASCH) ............................................................................ 296 Instituto de Estudos e Pesquisas Africanos (IERAH) / Instituto de Estudo e Pesquisa em Cincias Sociais (ISERSS) ................................................................................................. 302 Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais (INAGHEI) ............................................................................................... 308

Unidades autnomas do sistema pblico de ensino superior e formao profissional.............. 314 Escola de Direito de Jacmel (EDJ) .......................................................................................... 314 Centro Tcnico de Planificao e Economia Aplicada (CTPEA) ......................................... 318 Escola Nacional de Administrao Financeira (ENAF) ........................................................ 322 Escola Nacional das Artes (ENARTS) .................................................................................... 326 Escola Nacional das Enfermeiras e Parteiras de Port-au-Prince (ENIP).............................. 334 Escola Nacional Superior de Tecnologia (ENST)................................................................... 338 Centro Nacional de Formao Profissional (CNFP) / Centro Piloto de Formao Profissional e Tcnica (CPFPT) ............................................................................................................ 342 Escola Nacional de Geologia Aplicada (ENGA) .................................................................... 342

Impact of the earthquake on each higher education institution in the affected area ................................................................................................................................... 234 Graduate level ........................................................................................................... 234
Interdisciplinary Masters Program in Social and Human Sciences (PMISSH) ........................ 234

Undergraduate level ................................................................................................. 237

State University of Haiti (UEH) ................................................................................................... 237 Normal Superior School (ENS) ............................................................................................... 241 Faculty of Agronomy and Veterinary Medicine (FAMV) .................................................... 245 Faculty of Law and Economics (FDSE) .................................................................................. 253 Faculty of Ethnology (FE) ...................................................................................................... 257 Faculty of Applied Linguistics (FLA) ..................................................................................... 263 Faculty of Medicine and Pharmacy (FMP) ........................................................................... 269 Faculty of Dentistry (FO) ....................................................................................................... 283 Faculty of Sciences (FDS) ....................................................................................................... 289 Faculty of Human Sciences (FASCH) .................................................................................... 297 Haitian Institute of African Studies and Research (IERAH) / Superior Institute of Studies and Research in Social Sciences (ISERSS) ....................................................................... 303 National Institute of Administration, Management and International Studies (INAGHEI) ........................................................................................................................................... 309

Autonomous units of the public system of higher education and professional training .......... 315 Jacmel Law School (EDJ) ........................................................................................................ 315 Center for Planning Techniques and Applied Economics (CTPEA) ................................... 319 National School of Financial Management (ENAF) .............................................................. 323 National School of Arts (ENARTS) ........................................................................................ 327 Port-au-Prince National School of Nursing and Midwifery (ENIP) .................................... 335 National Superior School of Technology (ENST).................................................................. 339 National Center for Professional Training (CNFP) / Pilot Center of Professional and Technical Education (CPFPT) .......................................................................................... 343 National School of Applied Geology (ENGA) ....................................................................... 343

Instituies privadas ..................................................................................................................... 352 Universit Lumire (UL)......................................................................................................... 352 Centre Tcnique Saint-Grard (CTSG) .................................................................................. 359 Universit Carabe (UC) ......................................................................................................... 360 Universit de Port-au-Prince (UP) ........................................................................................ 362 Universit Episcopale dHati (UNEPH) ................................................................................ 365 Institut des Hautes tudes Comrciales et conomiques (IHECE) ...................................... 366 cole Normale et Professionnelle de Sainte-Trinit (ENPST) ............................................. 369 Centre des tudes Diplomatiques et Internationales (CEDI) ............................................... 373 Universit Notre Dame dHati (UNDH) ............................................................................... 374 Universit de Fondwa (UNIF) ................................................................................................ 377 Institut Universitaire Quisqueya-Amrique (INUQUA) ...................................................... 378 Acadmie Nationale Diplomatique et Consulaire (ANDC) .................................................. 381 Universit Jean Price-Mars (UJPM) ....................................................................................... 383 Universit Quisqueya (UNIQ) ................................................................................................ 384

Instituies gestoras e auxiliares do sistema de ensino superior atingidas pelo terremoto ...... 386 Biblioteca Nacional ................................................................................................................. 386 Ministrio da Educao Nacional e da Formao Profissional ............................................. 388 Centro Nacional de Informao Geoespacial ........................................................................ 391

Listas de ilustraes .................................................................................................. 392

Mapas............................................................................................................................................. 392 Grficos ......................................................................................................................................... 392 Tabelas ........................................................................................................................................... 392 Fotografias ..................................................................................................................................... 396

Referncias bibliogrficas ........................................................................................ 409

Private institutions ...................................................................................................................... 352 Universit Lumire (UL)......................................................................................................... 352 Centre Tcnique Saint-Grard (CTSG) .................................................................................. 359 Universit Carabe (UC) ......................................................................................................... 360 Universit de Port-au-Prince (UP) ........................................................................................ 362 Universit Episcopale dHati (UNEPH) ................................................................................ 365 Institut des Hautes tudes Comrciales et conomiques (IHECE) ...................................... 366 cole Normale et Professionnelle de Sainte-Trinit (ENPST) ............................................. 369 Centre des tudes Diplomatiques et Internationales (CEDI) ............................................... 373 Universit Notre Dame dHati (UNDH) ............................................................................... 374 Universit de Fondwa (UNIF) ................................................................................................ 377 Institut Universitaire Quisqueya-Amrique (INUQUA) ...................................................... 378 Acadmie Nationale Diplomatique et Consulaire (ANDC) .................................................. 381 Universit Jean Price-Mars (UJPM) ....................................................................................... 383 Universit Quisqueya (UNIQ) ................................................................................................ 384

Higher education management and auxiliary institutions affected by the earthquake ........... 386 National Library ...................................................................................................................... 386 Ministry of National Education and Professional Training (MENFP) ................................. 388 National Center of Geospatial Information (CNIGS) ............................................................ 391

Lists of illustrations .................................................................................................. 393

Maps .............................................................................................................................................. 393 Charts ............................................................................................................................................ 393 Tables............................................................................................................................................. 393 Photos ............................................................................................................................................ 397

Bibliographical references ....................................................................................... 409

Da crise s runas: impacto do terremoto sobre o ensino superior no Haiti

Sebastio Nascimento Omar Ribeiro Thomaz

Maio de 2010

Ministrio da Educao Coordenao de Aperfeioamento de Pessoal de Ensino Superior Programa Pr Haiti

Da crise s runas: impacto do terremoto sobre o ensino superior no Haiti

Consultores do Programa Pr Haiti: Sebastio Nascimento Omar Ribeiro Thomaz Coordenao da pesquisa: Sebastio Nascimento Assistente de pesquisa: Berhman Garon Colaboradores: Samuel Adma, Berthony Alexandre, Malherbe Alexis, Josu Blanchard, Torrilus Chenet, Celestin David, Eurica Denis, Elange Donatien, Blaise Dorlan, Jean-Baptiste Edgard, Beausejour Fenel, Johny Fontaine, Marc-Grard Jacquet, Daphney Jean, Evens Jean-Pierre, Kensley Jeanty, Erntz Jeudy, Marc-Donald Joseph, Pierre Sandiny Fotografias: Berhman Garon Sebastio Nascimento Mapas, grficos e diagramao: Fbio Lus Mariquito do Nascimento Sebastio Nascimento

Agradecimentos
Para a realizao deste relatrio, contamos com o apoio de colegas e amigos, sobretudo no Haiti, mas tambm na Repblica Dominicana, nos Estados Unidos e no Brasil. A todos eles, nossos mais sinceros agradecimentos. No Haiti: Nicholas Andr, Katia Anglade, Patrick Atti, Guy Brnard, Bilton Boss, Paul-Jude Don Carmelo, Junior Cenanfils, Samuel Charles, Rotchille Cribe, Guy Dallemand, Armide David, Rachelle Desrouleaux, Paulo Dubois, Marc Exantus, Stphanie Floral, Luc Franois, Etzaire Fvrin, famlia Garon (Berthony, Claire, Dieula, Marjorie, Mika, Anderson, Lovely e Wilna), Richard Garfield, Harold Gaspard, Alain Gilles, Nadine Henry, Hrard Jadotte, Maxme Jeunne, Yannick Lahens, Matre Lo, Auguste Loubert, Boss Loulou, Francesca Lubin, Emnl e Evans Mass, Jean-Marie Bjoly Monrose, Vncent Bradley Nel, Michle Oriol, Florence Pierre-Louis, Jean-Marie Pompe, Gladys Prosper, Jean Claude Rolles, Michel Soukar, Olaf Sure, Henri Roland Thodore, Thodate Thurgot, Patrick e Pierre Remy Zamor. Na Repblica Dominicana: rica Suelen de Sousa. Nos Estados Unidos: Jean-Phillipe Belleau. No Brasil: Liliane Benetti, Diego Nespolon Bertazzoli, Cris Bierrenbach, Antnio Barros de Brito Jnior, Rodrigo Charafeddine Bulamah, Snia Beatriz Miranda Cardoso, Alex Rodrigo Celestino, Fabiana Helena Fabiane, Maria Christina Ferreira Faccioni, Ndia Farage, Ema Maria Franzoni, Gerfried Gaulhofer, Marlia Halla, Otvio Calegari Jorge, Luclia Mattos, Eliane Moura, Sandro Fernandes do Nascimento, Gisele Ricobom, Maria Jos da Silveira Rizola, Alcebades Rodrigues Jnior, Maria Rita Gndara Santos. Agradecemos ainda a Normlia Parise, diretora do Centro Cultural Haitiano-Brasileiro em Portau-Prince, pelo inestimvel apoio durante a realizao da pesquisa e a elaborao do relatrio, direo e aos funcionrios do Instituto de Filosofia e Cincias Humanas da Universidade Estadual de Campinas, assim como a Martin Lienhard, da Universidade de Zurique, e Sociedade Sua de Americanistas, que nos ofereceram a oportunidade de discutir os resultados preliminares deste levantamento com colegas do Haiti e de outros pases latino-americanos e europeus no simpsio Les Amriques Noires Aujourdhui /Afroamrica hoy, no Museu de Etnologia da Universidade de Zurique. Na CAPES, um agradecimento especial devido a Alexandre Prestes Silveira, diretor da Coordenao Geral de Cooperao Internacional, com cujo apoio pudemos contar em todos os momentos da realizao desta pesquisa e da preparao deste relatrio.

17

Lista de acrnimos1
APF Associao de Camponeses de Fondwa AUF Agncia Universitria da Francofonia BNH Biblioteca Nacional do Haiti CCHB Centro Cultural Haitiano-Brasileiro CFPA Fundao Chinesa para o Combate Pobreza CFEF Centro de Formao dos Professores do Ensino Fundamental CLAC Centro de Leitura e de Animao Cultural CNFP Centro Nacional de Formao Profissional CNIGS Centro Nacional de Informao Geoespacial CORPUCA Conferncia de Reitores e Presidentes Universitrios do Caribe CPFPT Centro Piloto de Formao Profissional e Tcnica CRP Comit Regional de Direo CTPEA Centro de Tcnicas de Planejamento e de Economia Aplicada DESRS Direo de Ensino Superior e de Pesquisa Cientfica DFP Direo de Formao e Aperfeioamento EDH Escola de Direito de Hinche EDJ Escola de Direito de Jacmel EDSEC Escola de Direito e de Cincias Econmicas dos Cayes EDSEFL Escola de Direito e de Cincias Econmicas de Fort-Libert EDSEG Escola de Direito e de Cincias Econmicas das Gonaves EDSEPP Escola de Direito e de Cincias Econmicas de Port-de-Paix EFACAP Escola Fundamental de Aplicao e Centro de Apoio Pedaggico ENAF Escola Nacional de Administrao Financeira ENARTS Escola Nacional das Artes ENGA Escola Nacional de Geologia Aplicada ENI Escola Nacional de Educadores ENIC Escola Nacional das Enfermeiras dos Cayes ENICH Escola Nacional das Enfermeiras do Cap-Hatien ENIJ Escola Nacional das Enfermeiras de Jacmel ENIP Escola Nacional das Enfermeiras de Port-au-Prince ENS Escola Normal Superior ENST Escola Nacional Superior de Tecnologia ETM Escola de Tecnologia Mdica

Esta lista se limita aos rgos, servios e instituies de carter pblico, comunitrio, governamental ou internacional. Para as siglas e abreviaes referentes s instituies privadas de ensino superior, ver as listas de instituies de ensino superior recenseadas, apresentadas no Anexos I.

18

FAMV Faculdade de Agronomia e Medicina Veterinria FASCH Faculdade de Cincias Humanas FDS Faculdade de Cincias FDSE Faculdade de Direito e Cincias Econmicas FDSEGCH Faculdade de Direito, Cincias Econmicas e Gesto do Cap-Hatien FE Faculdade de Etnologia FLA Faculdade de Lingustica Aplicada FMP Faculdades de Medicina e Farmcia FO Faculdade de Odontologia GSE Grupo Setorial da Educao do Escritrio da Presidncia da Repblica GTEF Grupo de Trabalho sobre a Educao e a Formao no Haiti HUEH Hospital Universitrio da Universidade de Estado do Haiti IERAH Instituto de Estudos e Pesquisas Africanas IHSI Instituto Haitiano de Estatstica e de Informtica INAGHEI Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais INFP Instituto Nacional de Formao Profissional ISERRS Instituto Superior de Estudos e de Pesquisas em Cincias Sociais ISPAN Instituto de Proteo do Patrimnio Nacional MCC Ministrio da Cultura e das Comunicaes MENFP Ministrio da Educao Nacional e Formao Profissional MINUSTAH Misso das Naes Unidas para a Estabilizao do Haiti OEA Organizao dos Estados Americanos OIF Organizao Internacional da Francofonia PARQE Programa de Apoio ao Fortalecimento da Qualidade da Educao no Haiti PMISSH Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas SENAC Servio Nacional do Comrcio SENAI Servio Nacional da Indstria SESC Servio Social do Comrcio SESI Servio Social da Indstria UE Unio Europeia UEH Universidade de Estado do Haiti UNESCO Organizao Educacional, Cientfica e Cultural das Naes Unidas UPAG Universidade Pblica da Artibonite nas Gonaves UPNCH Universidade Pblica do Norte no Cap-Hatien UPSC Universidade Pblica do Sul nos Cayes

19

Nota onomstica

Independente do registro ou nvel de linguagem, a antroponmia no Haiti no se submete a uma regra uniforme de composio, podendo os nomes pessoais ser mencionados em trs variantes: Nome prprio Nome de famlia (Np Nf) Nome de famlia Nome prprio (Nf Np) NOME DE FAMLIA Nome Prprio (NF Np) Apesar de a variante NF Np ter um uso predominante no registro escrito em todo o pas, nem sempre foi possvel, diante do volume de depoimentos orais colhidos ao longo do levantamento de dados, verificar qual o modelo utilizado por cada informante. Para a apresentao final deste relatrio, optou-se pelo modelo convencional Np Nf, mais utilizado internacionalmente. Porm, na medida em que muitos nomes foram registrados a partir de depoimentos orais, possvel que, em alguns casos, no tenha sido possvel identificar corretamente a ordem adequada e tenham ocorrido desvios em relao ao modelo. Tambm localidades e logradouros foram indicados ao longo do texto pela toponmia internacionalmente mais corrente para o Haiti, de base francesa, em detrimento da toponmia baseada no kreyl. Assim, por exemplo, em lugar de Ptoprens, Kafou Fey e Chanmas, foram utilizados Port-au-Prince, Carrefour Feuilles e Champ de Mars.

20

Sumrio executivo
s 16h53min do dia 12 de janeiro de 2010, um terremoto de 7,3 graus de magnitude e 35 segundos de durao sacudiu com extrema intensidade a rea mais densamente povoada do Haiti, destruindo vrias cidades e localidades numa ampla rea de incidncia, mas com efeitos particularmente devastadores na capital do pas e em seus arredores, chegando ao ponto de praticamente arrasar a cidade de Logne, de importncia histrica e cultural indiscutvel para a sociedade nacional haitiana. Vrios tremores sucessivos ocorreram, pelo menos 42 deles registrados com magnitudes variando de dois a 6,1 pontos, com epicentros que se espalhavam ao largo de uma extensa faixa ao longo da poro sudoeste do pas, mas o epicentro do primeiro e maior tremor foi a no mais que 15 quilmetros do centro da capital Port-au-Prince. Nos dias e semanas seguintes, foram registrados inmeros tremores de menor intensidade, o que se somou ao destruidora do primeiro terremoto para causar um deslocamento populacional sem precedentes na regio. Pelas estimativas oficiais, em Port-au-Prince e seus arredores e em amplas reas do sul do pas, 222.574 pessoas foram mortas, mais de 300.000 feridos, 1,3 milho de deslocados e, em razo de 97.294 residncias haverem sido destrudas e outras 188.383 irreversivelmente danificadas, outro 1,5 milho de desabrigados.2 Se por um lado, para alm do inestimvel nmero de feridos, mutilados e desabrigados, Portau-Prince viu perecer cerca de 10% de sua populao e quase metade dos sobreviventes deixarem a cidade rumo a campos de refugiados em seus arredores e no interior do pas, por outro lado tambm em outros centros urbanos a devastao deixou marcas indelveis. Ptionville, Jacmel, Logne, Petit-Gove, Grand-Gove, Gressier, Carrefour so os nomes de algumas das cidades que foram severamente atingidas, algumas das quais muito provavelmente jamais voltaro a contar com a estrutura e as dimenses anteriores, para no mencionar os muitos povoados para os quais sequer h dados confiveis a respeito da extenso dos danos.

As estimativas aqui apresentadas incluem as quatro pessoas que foram mortas por um tsunami na regio de PetitParadis, prxima a Logne. Outros tsunamis foram registradas em Jacmel, Les Cayes, Petit-Gove, Logne, Luly e Anse--Galets, destruindo mais uma srie de residncias costeiras, sem contudo terem feito mais vtimas fatais. preciso ressaltar, no entanto, que no h registro de qualquer estudo detalhado sobre o nmero total de mortos em decorrncia do terremoto. Todos os dados referentes ao nmero de vtimas so projees feitas pela Presidncia da Repblica e divulgados rapidamente aps o terremoto, sem qualquer correspondncia a um esforo de identificao dos corpos sepultados em valas comuns. Posteriormente, em que pesem todas as dificuldades relacionadas s insuficincias e obsolescncia dos dados demogrficos em um pas cujo ltimo censo populacional foi realizado em 1970, nenhum esforo comparvel ao levantamento de danos materiais foi feito e tampouco qualquer especificao do nmero de vtimas por localidade. Para um balano sobre a extenso dos danos materiais causados pelos terremotos, ver os mapas produzidos no quadro do projeto Building Damage Assessment, realizado pelo Centro Nacional de Informao Geoespacial (CNIGS) e pelo Programa das Naes Unidas de Aplicaes Operacionais de Satlite (UNOSAT). Atravs da comparao de imagens de satlite com amostragens obtidas pelo CNIGS diretamente nas localidades afetadas, o projeto procura aperfeioar o nvel de preciso dos dados sobre a extenso dos danos aos edifcios, sem os diferenciar, porm, de acordo com sua utilizao (edifcios pblicos, escolas, estabelecimentos comerciais, residncias etc.). medida que vo sendo produzidos, os levantamentos so divulgados atravs do web site do UNOSAT (http://unosat.web.cern.ch/unosat/asp/prod_free.asp?id=52). Cabe destacar que a sede do CNIGS tambm foi destruda e que esses estudos vm sendo realizados por um grupo de pesquisadores que se revezam ocupando em turnos trs contineres instalados no estacionamento de sua sede.

21

Em que pese toda a extenso geogrfica da catstrofe, foi em Port-au-Prince que o prprio ncleo simblico e institucional de um pas altamente centralizado foi atingido: entre os incontveis edifcios que ruram ou foram severamente danificados, ao ponto de somente sua demolio permitir evitar riscos ulteriores populao, esto no somente o Palcio Nacional, sede da Presidncia e de uma srie de rgos do Poder Executivo, como tambm a quase totalidade dos ministrios, o Senado, a Prefeitura, o Frum judicial, a priso, a catedral e todas as igrejas mais importantes, o Hospital Central e praticamente todas as poucas clnicas pblicas de atendimento de sade que ainda funcionavam, os museus, os teatros e cinemas, as bibliotecas e livrarias, as estaes de rdio e televiso, a companhia eltrica, a companhia telefnica e o que ainda restava da rede de abastecimento de gua, a incipiente zona industrial e toda a regio comercial do centro da cidade, incluindo o histrico Mercado de Ferro e seus arredores. A lista poderia, enfim, ser estendida indefinidamente sem que se pudesse ainda obter uma ideia algo precisa sobre tudo o que se perdeu quando o Haiti perdeu sua capital, muito mais do que metaforicamente. Nas universidades, escolas tcnicas e escolas profissionais da rea afetada, o impacto do terremoto foi devastador, numa proporo muitas vezes maior do que em outros setores. Por uma srie de circunstncias, porm, a maior parte delas dizendo respeito a uma crise estrutural e a um projeto de reforma universitria h tempos adiado, mas tambm meramente ao fato de que o semestre letivo ainda no tivesse comeado num bom nmero de instituies, muitos prdios universitrios que ruram tinham os portes fechados e suas salas de aula vazias. Entre as instituies pblicas, esse era o caso da Faculdade de Medicina e Farmcia, por exemplo, que enfrentava h meses uma greve estudantil e estava vazia, ou da Faculdade de Direito e Cincias Econmicas, cujos alunos haviam deixado o prdio principal para participar das comemoraes dos 150 anos de sua fundao. Para cada uma dessas coincidncias felizes, porm, h pelo menos um contraponto trgico, como na Faculdade de Lingustica Aplicada ou na Escola Nacional de Enfermeiras, que desabaram completamente, ceifando a vida de praticamente metade do total de seus estudantes, de vrios professores e tambm de seus diretores. Outras histrias combinam a casualidade de uma coincidncia pelo menos em parte feliz com a confluncia de dois tipos de brutalidade, como no caso das centenas de estudantes que saram s ruas para protestar ao saberem que Anil Louis Juste, professor da Faculdade de Cincias Humanas e da Faculdade de Etnologia e ativista do movimento sindicalista campons, havia sido assassinado naquela mesma manh, s portas da faculdade, por pistoleiros encapuzados. Foi a brutalidade de um assassinato a sangue frio que fez com que outras centenas de vidas fossem poupadas. A situao de crise e carncia vivida com especial intensidade no sistema universitrio pblico, mas de forma igualmente candente no sistema privado, reforava uma percepo mais ampla de falta de perspectiva para toda uma gerao de jovens, estudantes universitrios ou no. Mesmo o tmido crescimento econmico que se havia registrado nas estatsticas do pas no havia produzido mudanas sensveis no nvel de vida da populao e tampouco numa incorporao efetiva de jovens profissionais no mercado de trabalho. Para muitos, seno a franca

22

maioria, a melhor sada das aflitivas constries em seu pas continuava a parecer se concretizar, no em torno da obteno de um diploma universitrio, mas da obteno de um passaporte e de um visto, qualquer que fosse, para se juntar a amigos, familiares ou conhecidos na dispora ou ento para abrir um novo caminho e garantir, com remessas peridicas de dinheiro, as chances de sobrevivncia digna e de algum tipo de acesso educao para os familiares mais jovens. Nos clculos feitos por qualquer famlia haitiana, portanto, a educao universitria continuava a se oferecer como investimento vivel apenas se pudesse estar associada com uma possibilidade concreta de financiamento associada emigrao ou a circuitos que invariavelmente pressupem um de seus polos de sustentao na dispora. So quando muito errticas as perspectivas que se apresentam aos jovens haitianos no cenrio econmico e profissional dos ltimos anos. Investimentos governamentais em iniciativas independentes do direcionamento das agncias internacionais so praticamente inexistentes. A iniciativa privada tmida e temerosa de grandes investimentos num pas marcado por uma profunda instabilidade, alm de altamente concentrada na capital do pas. O fortalecimento do setor turstico, outrora importante fonte de divisas no pas e h dcadas um fator fundamental do funcionamento de todas as economias da regio, atualmente no Haiti uma promessa de futuro exaustivamente repetida e repetidamente postergada. Praticamente toda a economia rural desse pas de marcada tradio agrcola est estagnada, espera de grandes investimentos capazes de deter a crise ecolgica que compromete qualquer esforo de aumento de produtividade na agricultura e de restabelecimento de uma pecuria que foi praticamente desmantelada durante ao longo dos sucessivos perodos de crise recente. Diante disso, tambm a populao jovem do campo no v outra sada que no a emigrao, na direo dos centros urbanos regionais, da capital nacional ou da fronteira com a Repblica Dominicana. Um paradoxo tipicamente haitiano, contudo, que esse mesmo espao rural, estagnado e precrio, com altssimos ndices de mortalidade infantil e de analfabetismo, carncias aflitivas no que diz respeito ao acesso a servios bsicos de sade e educao, tambm em grande medida responsvel pela sustentao das receitas do estado nacional e pela manuteno dos grandes centros urbanos. Quando se fala das provncias haitianas, no de um universo exclusivamente rural, pontuado por vilarejos isolados. So aglomeraes de mdio porte as que dominam a paisagem dos departamentos no interior do pas, cidades que receberam nas ltimas dcadas um importante fluxo populacional como consequncia do acelerado avano da eroso no espao agrcola, da crise de mo de obra na produo de alimentos e do desmonte quase completa da pecuria. Em decorrncia da absoluta falta de investimento em sua infraestrutura e em seu potencial econmico, encontram-se em grande medida estagnadas e deixadas prpria sorte, a despeito do papel estruturante decisivo que desempenham em seus departamentos e tambm no nvel nacional, algo que ficou ainda mais patente no perodo posterior ao terremoto, quando foram responsveis no apenas por receber os desabrigados que deixavam uma capital destruda para trs, mas tambm por assegurar o abastecimento de alimentos de grande parte daquele que permaneceram na capital.

23

As sucessivas misses internacionais de promoo da democracia e de estabilizao poltica pouco haviam assegurado, em termos de desenvolvimento econmico efetivo, para mudar uma situao na qual so as prprias agncias e organizaes internacionais vinculadas s Naes Unidas, a outras instncias multilaterais, como a Organizao dos Estados Americanos (OEA) ou a Unio Europeia (UE), ou s grandes agncias de cooperao ou ainda ao mbito da mirade de organizaes no governamentais, que noutra parte do mundo no as h em tanto nmero como ali que persistem sendo as maiores (seno as nicas) oportunidades reais de trabalho para os jovens profissionais qualificados. Diante desse cenrio, cada estudante v toda uma gerao de seus colegas formada em torno da perspectiva de se converter em intrpretes de seu pas para um consumo externo realizado internamente, em facilitadores do trabalho de estrangeiros num pas que no tinha outro trabalho a lhes oferecer, em mediadores de misses reproduzidas em torno de planos e projetos imediatos, mas sem quaisquer objetivos que lhes dissessem respeito. A presena de tropas e agncias internacionais no algo recente no pas, e pelo menos desde o incio dos anos 1990, o Haiti foi objeto de presena militar internacional da ONU e dos Estados Unidos e da presena massiva de observadores e interventores, de consultores e pareceristas, de programadores e executores, de proponentes e promotores, de muitos esforos de coordenao entre as mais distintas organizaes internacionais. No como uma reao espontnea ou sbita, portanto, que a juventude universitria haitiana faz eco a uma longa tradio nacionalista no discurso poltico haitiano, que se apoia na viva lembrana da tanto da ocupao americana (de 1915 a 1934) quanto da resistncia e da dura represso que a acompanharam para retratar a presena internacional no pas como uma interveno to ilegtima quanto ineficaz no sentido de promover uma melhoria de vida da populao. Para eles, os avanos alardeados pelas grandes organizaes multilaterais, pelas agncias de cooperao e de ajuda humanitria dos grandes doadores internacionais, ou por organizaes no governamentais de grande visibilidade, no so mais do que figuras de linguagem num discurso de autopromoo institucional ao qual j se habituaram. A esmagadora maioria da populao continua margem de qualquer tipo de atividade econmica formal e dependente de suas prprias redes de financiamento e de circulao de mercadorias e servios, construdas e mantidas margem de um estado que se confunde cada vez mais com uma instncia de chancela de programas de cooperao entre cooperantes. Some-se a tudo isso o modo ostensivo como os funcionrios estrangeiros dessas organizaes de cooperao exibem um padro de consumo e uma qualidade de vida com que poucos haitianos ousariam sonhar possvel, e teremos um quadro marcado por uma profunda frustrao. O sistema educacional que procurava abarcar esse universo de expectativas minguantes, de oportunidades limitadas e de polarizao persistente, seno crescente, da juventude haitiana era, antes do terremoto, tambm ele desigual e polarizado. De um lado, um campo de instituies prestigiadas e reconhecidas, por entre as quais circulavam os mesmos professores e pesquisadores mais bem qualificados do panorama acadmico haitiano e que, congregando tanto a UEH como outras grandes instituies particulares, atravessavam as linhas setoriais que

24

separavam ensino pblico e privado, combinando estruturao e diversificao curricular com salas de aulas superlotadas, fortes desnveis na qualificao de seus profissionais, precrias condies de trabalho, infraestrutura obsoleta e um movimento estudantil altamente politizado. De outro, um campo bem menos estruturado e tambm bem menos conhecido, mas que tambm extrapolava as divises entre sistema pblico e privado, congregando em torno de um conjunto comum de problemas (convergncia curricular em torno de poucas carreiras, corpo docente insuficiente e carente de aperfeioamento, altssimas taxas de desistncia) as instituies mais precrias, mas ao mesmo tempo as mais dinmicas do sistema, situadas na fronteira de sua expanso geogrfica pelo pas e do atendimento s demandas represadas por vagas universitrias. O primeiro polo possivelmente se paute justamente por sua centralizao na capital, compreendendo as unidades metropolitanas da UEH, as escolas e centros ministeriais de ensino e treinamento e as grandes universidades privadas estabelecidas em Port-au-Prince a partir de projetos de cooperao internacional implementados nos anos 1990. O segundo polo no se ateria aos limites metropolitanos, congregando em torno de um conjunto similar de problemas tanto instituies privadas recentemente estabelecidas na capital como centros de ensino superior, tcnico ou profissional estabelecidos h mais tempo nas provncias, tanto projetos pblicos estagnados por falta de recursos como os Centros de Formao de Professores do Ensino Fundamental, que nunca saram do papel, ou as Escolas Nacionais de Enfermagem e de Direito, que nunca saram da precariedade quanto ambiciosos projetos privados de expanso da oferta de vagas para atender a demandas de descentralizao, como a Universidade Internacional do Haiti, em Logne, ou ousados projetos comunitrios de promoo da formao universitria em meio s comunidades rurais, como a Universidade de Fondwa. Um conjunto formado por universidades e centros de ensino altamente valorizados pelas elites econmicas e intelectuais nacionais e extremamente caras, seja por conta das taxas e mensalidades no caso das privadas, seja por conta do alto custo envolvido numa educao fundamental e secundria que garanta o acesso a uma vaga pblica. Outro por instituies relativamente mais acessveis, voltados ao suprimento da demanda por qualificao de uma massa juvenil em constante crescimento e em crescente urbanizao. As primeiras, com estruturas mais sofisticadas e contando, para alm do aporte de taxas de matrcula e mensalidades, com o apoio de grandes projetos de cooperao internacional. As segundas, dependentes de taxas proporcionalmente mais baixas e voltadas para demandas mais imediatas, espera, contudo, de dotaes oramentrias h muito previstas e jamais executadas, quando pblicas, ou de autorizao de funcionamento por parte do MENFP e da UEH, quando privadas. Ao primeiro polo corresponderia precisamente a dezena de instituies que se congrega em diferentes fruns de governana universitria para discutir os rumos de todo o sistema de ensino superior. E justo e necessrio que o faam, pois so as nicas com reconhecimento e visibilidade suficientes para promover qualquer tipo de iniciativa conjunta referente ao universo da pesquisa acadmica e da constituio de equipamentos to bsicos como as bibliotecas universitrias. Contudo, mesmo as estimativas mais generosas no atribuem a esse conjunto de

25

instituies mais do que a metade do corpo discente global no pas. indispensvel, portanto, levar em conta a configurao, os problemas, limitaes e demandas tambm do espectro de instituies que responde pela outra metade dos estudantes universitrios haitianos, uma metade com menos recursos, por certo, mas justamente a metade que mais necessita da formao profissional de qualidade que buscam para que mais diretamente possa atuar nas reas mais carentes do pas. Segundo dados levantados junto s autoridades ministeriais e universitrias haitianas que procuram assegurar algo de regulao e superviso em meio a um setor to desigual e desregulado como a educao superior haitiana, calcula-se que quase 90% (86,55%) das instituies de ensino superior ativas do pas estavam concentradas na regio mais diretamente atingida pelo terremoto. Mesmo tendo atingido faculdades, centros e institutos de forma desigual, por todos os lados deixou um rastro de morte e desolao, que destruiu ou comprometeu as estruturas de virtualmente todas as instituies de ensino superior. Para que o prprio processo de reconstruo tenha condies de se consolidar por meio do envolvimento de esforos haitianos e tambm para que os esforos conjuntos tenham um alcance e uma eficcia que at o momento muito poucas entre as iniciativas internacionais de cooperao tem tido, ser necessrio um grande investimento na continuidade da formao de capacidades no Haiti. De um lado, deve-se garantir a possibilidade de que pelo menos uma parte dos estudantes no tenha seus estudos completamente interrompidos no curto prazo. De outro, deve-se proporcionar a reconstruo da infraestrutura e o reincio e normalizao, o mais rpido possvel, das atividades universitrias nesse pas. Com base nos dados apurados para este relatrio, de um total de 53.316 estudantes universitrios matriculados em instituies pblicas e privadas, o nmero de mortos ultrapassou a marca confirmada de 2.906, com um nmero ainda indeterminado daqueles que, entre os feridos, guardaro sequelas irreversveis e mutilaes. Apesar desse nmero aparentemente representar uma frao do nmero total de vtimas no pas que pelas estimativas mais apuradas ultrapassa a marca dos 220.000, tendo vitimado algo em torno de 2,43% da populao haitiana total no descabido ressaltar que a proporo de estudantes mortos em decorrncia do terremoto no conjunto da populao estudantil universitria chega a ser de uma escala quase trs vezes maior do que foi a proporo de vtimas para o conjunto da populao, fazendo perecer quase 7% (6,9%) de todos os estudantes universitrios haitianos. Tambm entre os professores do ensino superior, a letalidade do terremoto foi atroz: de um total de 3.598 docentes ativos, a proporo de mortos chegou a 3,71%, com 147 vtimas fatais confirmadas. Em meio ao corpo funcional, o nmero de vtimas foi proporcionalmente menor, em torno de 24 funcionrios mortos. A despeito de todos os esforos de consistncia e verificao, todos os nmeros apresentados aqui relativos a perdas humanas devem ser considerados preliminares, na medida em que muitos casos no foram contemplados nas listagens de vtimas elaboradas no quadro deste levantamento por conta da impossibilidade de confirmao ou verificao, tendo sido computadas apenas

26

mortes confirmadas (e, na medida do possvel, identificadas), com base no cruzamento de informaes colhidas ao longo das etapas de elaborao deste levantamento junto s instncias administrativas das instituies de ensino superior, aos estudantes sobreviventes e aos funcionrios e vizinhos que testemunharam e acompanharam os resgates de sobreviventes e a remoo de corpos. Some-se a isso o fato de que praticamente toda a estrutura fsica das instituies universitrias foi destruda ou severamente danificada (para alm dos 72% dos edifcios completamente destrudos ou severamente comprometidos, restam no mais do que 28% de prdios que sofreram danos srios, capazes de inviabilizar seu uso at uma eventual demolio ou restaurao), e o que se obtm um quadro de inviabilizao completa do funcionamento das instituies de ensino superior no pas. A situao presente no conhece precedentes na histria desse pas to combalido quanto tenaz. Mesmo ao longo de dcadas de conturbada histria poltica, de momentos de intensa violncia e de profundas crises econmicas e de abastecimento, jamais se chegou a uma situao como a atual, em que pela primeira vez a vida universitria est completamente paralisada no pas, sem perspectivas palpveis de uma retomada ou de qualquer medida de normalizao das atividades to cedo. Independente de como se avalie a dimenso da perda representada pelas mortes aqui arroladas, a esmagadora maioria dos estudantes e funcionrios est desabrigada, vivendo em tendas ou em habitaes precrias. Muitos estudantes, e muitos que j no so ou ainda no so estudantes, escolheram os arredores das prprias instituies de ensino superior para dispor suas tendas e abrigar seus familiares, afinal parte dos edifcios, ainda que destrudos ou danificados, possui amplos terrenos ao redor, com acesso facilitado gua e a estruturas mnimas de saneamento. Assim, muitas instalaes universitrias reuniam condies excelentes para o estabelecimento de campos de desabrigados. E foi no que muitas se converteram imediatamente aps o terremoto.3

Aps um primeiro momento de atordoamento e inrcia, diante da perspectiva de verem suas universidades e faculdades tomadas por desabrigados e convertidas, para alm da circunstncia emergencial, em bases de apoio para a movimentao de pessoal civil e militar de equipes humanitrias que paulatinamente se instalavam volta dos campos mais centrais, para fornecer atendimento bsico aos desabrigados ou simplesmente para acompanhar os eventos ou em depsitos de mantimentos, o que demandaria igualmente uma ocupao por foras de segurana, muitos estudantes, assim como quadros administrativos e professores universitrios se organizaram no esforo de repelir novos avanos de campos da regio central da cidade sobre os espaos universitrios. Tantos eram os grupos envolvidos nesse esforo quanto talvez as razes que os moviam: poderia tratar-se de uma defesa das instalaes universitrias diante do temor de possveis pilhagens ou da expectativa de um retorno mais ou menos rpido das atividades, que poderia ser eventualmente adiado por conta da presena de refugiados ou ainda simplesmente da defesa direta de um espao particularizado, evitando compartilhar uma situao de relativo privilgio diante de uma populao exposta intemprie. Noutros casos, contudo, foram os prprios estudantes, professores e funcionrios das universidades e faculdades, contando com o apoio das respectivas administraes ou no, que organizaram esforos emergenciais de atendimento populao desabrigada instalada em sua rea, oferecendo servios de acompanhamento psicolgico, de vacinao, de recenseamento da composio e das necessidades prioritrias dos moradores dos campos, assim como iniciativas de distribuio de alimentos, medicamentos, roupas e tendas.

27

Por outro lado, nas semanas posteriores ao primeiro e maior dos muitos tremores que se sucederam, um nmero estimado de 511.405 pessoas abandonaram Port-au-Prince e se dirigiram ao interior do pas. Metade delas (253.506) procurou abrigo junto a familiares, amigos ou colegas em localidades situadas nos Departamentos mais prximos da capital, Artibonite e Centre. Mas a outra metade procurou chegar rapidamente s regies mais distantes de Port-auPrince, dirigindo-se para a Grand'Anse, para os Departamentos do Norte e no foram poucos os que procuraram atravessar a fronteira para a Repblica Dominicana ou ao menos procurar abrigo ao longo dela. Grande parte dos estudantes, como foi possvel comprovar durante este levantamento, fazia parte desses grupos de deslocados. Porm, com a destruio da capital e a disperso de grande parte de sua populao, a infraestrutura de todo o pas acabou sendo sobrecarregada e, tambm nos Departamentos do interior, faculdades, escolas e centro de ensino superior foram paralisados por se haverem convertido em campos de refugiados ou em centros de atendimento aos desabrigados deslocados da rea afetada. Os mortos que no permaneceram soterrados foram ou queimados ou enterrados (nem todos com a dignidade que lhes era devida), os feridos foram tratados (apesar do grande nmero de amputaes sumrias e de casos de gritante negligncia, que causaram complicaes e, no raro, mais mortes), os deslocados pelo terremoto logo passaro a ser os deslocados pelas chuvas e deslizamentos e seguiro por meses ainda em busca de abrigo. Porm, no caso especfico do conjunto de vtimas contemplado neste levantamento, para alm dos estudantes, professores e funcionrios mortos, feridos ou desabrigados e do nmero total de estudantes afetados diretamente pela destruio fsica de suas universidades, deve-se tomar em conta o nmero de alunos j admitidos, mas que ainda no haviam iniciado seus estudos, alm daqueles egressos do ensino secundrio, que seriam admitidos s universidades, faculdades, centros e institutos superiores no perodo letivo subsequente. Uma projeo baseada no nmero anual de admisses pode permitir conceber a dimenso desse grupo de estudantes afetados indiretamente, que foram contemplados ao longo deste estudo como parte das vtimas indiretas do terremoto, sob a categoria de admisses cessantes. Por semanas aps o terremoto, a ideia de uma pronta retomada das atividades acadmicas se concretizava unicamente sob a forma de incessantes reunies de autoridades gestoras do sistema universitrio para discutir estimativas de perdas, demandas comuns, carncias compartilhadas, sobretudo, porm, para adiar os planos de retomada que haviam sido traados nas reunies anteriores. Da parte das instituies pblicas, a expectativa de retomada somente se podia apoiar na esperana de que, diante da dimenso da tragdia e do indiscutvel papel que os profissionais com formao superior teriam a desempenhar na reconstruo, finalmente houvesse chegado a oportunidade de realizar todos os projetos jamais realizados de uma ampla reforma universitria e da construo de um campus central e de instalaes modernas. Da parte das instituies privadas, parecia ganhar espao a esperana de que novos investimentos seriam feitos e de que novos parceiros poderiam se envolver na reconstruo desse setor que era responsvel pela maior parte da oferta de vagas no ensino superior haitiano.

28

Contudo, os mais realistas de lado a lado j previam desde cedo que, se era certo que nada seria como antes, a mudana no necessariamente seria na direo promissora que acalentavam os dirigentes universitrios. Quando do retorno paulatino s atividades para no falar de uma normalizao, pois esta certamente tardaria muito mais nada havia que pudesse garantir o engajamento da totalidade dos alunos nas atividades acadmicas, em funo das rupturas biogrficas engendradas pela catstrofe: famlias destrudas, reconfiguradas, novos dependentes, novas prioridades, migrao transitria tornada definitiva, seja sob a forma de um retorno vida provincial ou ao mundo rural ou mesmo a emigrao. Para muitos, porm, o maior empecilho retomada mesmo rudimentar ou meramente simblica das atividades acadmicas est na proximidade fsica com os locais de tantas tragdias vividas to de perto, numa espcie de sndrome ps-traumtica ainda espera de um nome, mas prxima ao que poderia ser descrito como uma forma endmica de fobia ao cimento, ao concreto, s construes em alvenaria que resistiram aos tremores um temor de estar constantemente merc do movimento de tudo aquilo que, concreto, se supunha imvel. Diante da resistncia de muitos a retomar as atividades universitrias fazendo uso dos prdios remanescentes, aquelas instituies de ensino superior que podem contar com alguma reserva de recursos vinham adotando medidas de emergncia no sentido de pelo menos parcialmente buscar alguma normalizao. Nesse esforo, buscavam priorizar os estudantes do ltimo perodo, com o propsito de garantir a concluso do curso daqueles a quem menos tempo faltava para se formar. Quando possvel, as atividades se realizam em tendas ou em mdulos pr-fabricados, quando impossvel dispor desse tipo de material, ento ao ar livre. A recuperao ser lenta e demandar um apoio que no se restrinja comoo momentnea que si suceder as grandes catstrofes. Se, por um lado, verdade que a ajuda (ainda insuficiente e incerta) anunciada de muitos lados Estados Unidos, Canad, Unio Europeia, Repblica Dominicana, Brasil etc., tambm certo, por outro lado, que a reconstruo ser uma tarefa de mdio e longo prazo, exigir recursos que ultrapassam em muito as previses j feitas para as necessidades imediatas e se estender por um perodo muito mais longo do que preveem mesmo os compromissos de cooperao de maior flego. Isso implica reconhecer que qualquer esforo consistente e realista de uma reconstruo efetiva pressupe considerar a consolidao de capacidades dos prprios atores haitianos envolvidos e a expanso de suas redes de atuao. Nesse sentido, a situao se revela ainda mais delicada e premente, pois as instituies de ensino superior haitianas, responsveis pela capacitao e qualificao dos quadros profissionais e tcnicos formados no pas, foram duramente afetadas, muitas delas, teme-se, de modo praticamente irreversvel. Diante desse cenrio, o que este estudo pretende apresentar um diagnstico que permita destacar diferenciaes internas em meio ao impacto global do terremoto, mais especificamente no mbito do sistema de ensino superior, avaliar o efeito dos tremores sobre os recursos humanos (mortos, feridos e deslocados, em meio aos corpos discente, docente e funcional), sobre os recursos fsicos das instituies haitianas de ensino superior (instalaes, equipamentos e

29

acervos total ou parcialmente destrudos, danificados ou comprometidos) e sobre os recursos documentais (arquivos e registros escolares perdidos). Espera-se que este diagnstico, sendo publicado, divulgado e distribudo por diversos meios, seja acessvel ao grande pblico, e que possa oferecer s distintas instncias comprometidas com a reconstruo das reas afetadas pelo terremoto no Haiti subsdios para sustentar esforos eficazes de reconstruo, cooperao, intercmbio e de retomada das atividades das instituies de ensino superior do pas. Procura-se inicialmente sumariar as constataes decorrentes deste esforo de levantamento de dados, para que em seguida se apresentem recomendaes gerais a respeito da situao presente do ensino universitrio no pas e da retomada de suas atividades, assim como recomendaes mais especficas, referentes a programas a serem elaborados ou j em curso de implementao no quadro do esforo de reconstruo das instituies de ensino superior haitianas, em especial no que diz respeito ao envolvimento de instituies pblicas brasileiras. Um primeiro conjunto de recomendaes diz respeito atuao mais imediata e mais premente junto s instituies haitianas de ensino superior. Como as demais, estas recomendaes foram elaboradas no somente a partir do diagnstico que compe o fulcro deste relatrio, mas tambm tendo como referncia demandas consistentes que puderam ser registradas e verificadas ao longo dos ltimos anos junto a distintos setores da sociedade haitiana e junto aos atores mais diretamente envolvidos na elaborao de avaliaes, anlises e propostas relacionadas aos problemas e desafios do ensino superior, do ambiente de pesquisa, dos projetos de cooperao e intercmbio, assim como do universo acadmico mais amplo no pas. Este estudo incorpora, desenvolve e aprofunda pontos do estudo preliminar O impacto do terremoto de 12 de janeiro de 2010 sobre as instituies haitianas de ensino superior, discutido com colegas haitianos e brasileiros e apresentado, em 21 de fevereiro de 2010, s instituies envolvidas na elaborao e na execuo do Programa Pr Haiti. Esse estudo preliminar serviu igualmente para subsidiar a preparao do acordo de cooperao tcnica e acadmica assinado entre os governos brasileiro e haitiano, no quadro da visita do Presidente Lus Incio Lula da Silva ao Haiti, em 25 de fevereiro de 2010. Dados detalhados sobre a extenso das perdas humanas e dos danos materiais constantes do estudo preliminar foram discutidos tambm no seminrio de validao da pesquisa realizado em 26 de fevereiro de 2010 no Centro Cultural Haitiano-Brasileiro, em Ptionville, e em reunio com os funcionrios e pesquisadores da DESRS/ MENFP, realizada no mesmo dia. Para permitir uma compreenso mais precisa do cenrio de destruio quase total, de paralisia generalizada e de aprofundamento radical de uma crise institucional que j vinha se consolidando e espalhando pelo sistema universitrio haitiano, o diagnstico detalhado do impacto do terremoto nas instituies acadmicas precedido de um item que procura oferecer uma breve introduo histrica do ensino superior no Haiti, de sua evoluo mais recente e um retrato de sua situao no momento imediatamente anterior ao dia 12 de janeiro de 2010. Em seguida a uma breve apresentao das escolhas metodolgicas que orientaram a coleta de dados e discusso de resultados preliminares, oferecida uma aproximao quantitativa aos efeitos do

30

terremoto especificados por rea e instituio. Sempre que possvel, quadros, grficos e fotografias so apresentados ao longo do relatrio para permitir uma compreenso mais aguada dos efeitos do terremoto. Ainda nesse segundo item, referente especificidade do impacto, esboa-se uma avaliao mais qualitativa dos efeitos da destruio, na tentativa de incorporar as expectativas e demandas de estudantes e professores diretamente afetados neste momento extremamente difcil de seu percurso acadmico e de sua atuao profissional no ensino superior haitiano. Entre os anexos, so apresentadas as listagens das instituies pblicas e privadas haitianas de ensino superior recenseadas no curso deste levantamento (incluindo informaes sobre sua estrutura departamental, acronmia, ano de fundao, localizao e situao homologatria), assim como os questionrios que foram utilizados tanto na coleta quantitativa de dados quanto na abordagem qualitativa das expectativas e demandas dos estudantes, professores e funcionrios afetados pelo terremoto.

31

Sumrio das constataes

Pela primeira vez na histria do Haiti, as instituies de ensino superior em geral e, em particular, a Universidade de Estado do Haiti (UEH) ameaam fechar suas portas por um perodo longo o suficiente para comprometer a formao de toda uma gerao de profissionais. Os efeitos dissociativos que essa quebra na continuidade da cadeia de transmisso de conhecimentos e capacidades pode produzir sobre a estabilidade e o funcionamento dos circuitos econmicos e das redes de solidariedade na sociedade haitiana somente podem comear a ser aventados. Se fato que se trata de um sistema universitrio com muitas deficincias e limites, que j enfrentava uma situao de crise paralisante no perodo imediatamente anterior ao terremoto, no menos verdade que, ao longo de dcadas, foi capaz de formar quadros imprescindveis para o funcionamento das instituies do pas e que atuaram com destaque no apenas em seu prprio pas, mas para alm dele tambm, e no foram poucos os profissionais formados nas instituies haitianas que encontraram espao de trabalho em pases como os Estados Unidos, o Canad, a Frana, a Blgica, alm de vrios pases africanos e latino-americanos. A UEH foi a primeira e continua sendo a nica universidade pblica em Port-au-Prince, tendo sido fundada em 1960, congregando faculdades que j funcionavam autonomamente h vrias dcadas, a mais antiga delas, a de Direito, desde 12 de janeiro de 1860. Tradicionalmente, essa universidade desempenhou um papel institucional de imenso relevo na histria poltica e social haitiana, representando um centro incontornvel de legitimao ou deslegitimao de iniciativas governamentais e uma referncia incontestvel na formulao e implementao de polticas pblicas e formao de quadros qualificados. At o fim dos anos 1980, garantiu a formao de quadros profissionais e de geraes de intelectuais, alm de assegurar a conexo entre distintas geraes de profissionais e tcnicos de nvel superior. Mesmo com os serissimos problemas que maculam o sistema de ensino haitiano, sempre houve uma concorrncia muito acirrada pelas exguas vagas oferecidas pela UEH. A Universidade de Estado jamais foi capaz de atender a toda a demanda por acesso ao ensino superior no pas e, a partir do final da dcada de 1980, somou-se a ela no panorama do ensino superior haitiano um grande nmero de instituies privadas. Com a democratizao posterior ao fim da ditadura dos Duvaliers, o sistema universitrio haitiano foi ampliado e diversificado, com a abertura para a instalao de instituies privadas de ensino superior. Com essa abertura e o enorme represamento da demanda educacional que havia nesse perodo, ocorreu uma exploso no nmero de universidades, faculdades, escolas superiores e centros educacionais, sem qualquer possibilidade de controle ou fiscalizao por parte do Ministrio da Educao Nacional e Formao Profissional ou de qualquer outra instncia institucional. Foi constatada assim uma diversidade imensa de perfis institucionais e de nveis de qualidade no ensino e na pesquisa em meio mirade de instituies de ensino superior ativas no pas, desde centros de pesquisa e formao que no ficavam a dever em nada a seus correlatos regionais, passando por instituies experimentais que procuravam fazer frente a desafios

32

especficos da paisagem social haitiana, at escolas que enfrentavam cotidianamente dificuldades insuperveis ao tentar oferecer a seus alunos mesmo os servios educacionais mais bsicos. Nesse cenrio plural e desregulado, mesmo a Universidade de Estado, reconhecidamente a maior, a mais antiga e a mais prestigiada das universidades haitianas, enfrentava srios problemas como aqueles que afligiam as instituies particulares de ensino superior.

Problemas comuns ao sistema pblico e privado de ensino superior no Haiti

Como de resto todas as universidades privadas, tampouco a UEH possua um campus central e as faculdades se encontravam dispersas por toda a cidade, obrigando os alunos a deslocamentos muito dispendiosos, em termos de tempo e recursos, atravs de uma cidade cujos engarrafamentos (j mesmo antes de o terremoto destruir ou bloquear grande parte das principais ruas, avenidas e estradas) no ficavam em nada a dever a qualquer outra catica metrpole latino-americana. Havia uma situao de crise interna em vrias instituies, mas particularmente aguda na UEH, devido mobilizao dos estudantes em favor de uma plataforma ampla de reivindicaes de reforma universitria e relacionadas com a poltica trabalhista do governo nacional, que, gerando um impasse de longa durao, ocasionou a interrupo das aulas em vrias faculdades e no poucos enfrentamentos diretos entre estudantes, funcionrios, professores e administradores e mesmo em alguns casos com a polcia e capacetes azuis da MINUSTAH (Misso das Naes Unidas para a Estabilizao do Haiti). Marcada sub-representao e elevada especializao involuntria feminina em meio ao corpo discente de praticamente todas as reas, com a exceo da enfermagem. A participao das estudantes nos cursos superiores, seja em outras reas da sade, seja em cursos tcnicos ou das cincias humanas, tem-se mantido extremamente baixo ao longo dos anos, e isso apesar de um desempenho escolar equiparvel (ou mesmo melhor, diriam muitos) ao dos seus colegas. Um problema como esse denuncia a persistncia de fatores econmicos e de segurana envolvidos na deciso das mulheres de deixar o sistema escolar antecipadamente ou de optar em meio a um espectro muito estreito de carreiras. Jamais foi criada uma biblioteca universitria central e o material bibliogrfico utilizado pelos alunos de todas as reas era extremamente precrio e obsoleto, fazendo com que tivessem de despender considerveis recursos na aquisio de livros importados. A Biblioteca Nacional no chegava a representar uma alternativa vivel, na medida em que, apesar da boa vontade de seus funcionrios, contava com instalaes e equipamentos muito precrios, com um acervo fragmentrio e desordenado e com colees que, mesmo antes do terremoto, estavam armazenadas em pssimas condies, correndo o risco de serem danificadas. A pesquisa e a formao de professores era uma incumbncia relegada ao segundo plano por instituies quase inteiramente voltadas para o ensino, reproduzindo gerao aps gerao uma escassez crnica de professores qualificados e de pesquisadores em nmero suficiente para sustentar atividades vitais de investigao, especialmente em reas estratgicas para a reconstruo do pas e o desenvolvimento de sua economia, como a gesto de recursos ambientais, produo de alimentos, manejo da infraestrutura etc. A carncia na limitao de formao de quadros voltados para a pesquisa na rea das Cincias Humanas se reflete na fragilidade ou mesmo inexistncia de indicadores sociais e econmicos confiveis, o que implica numa imensa dificuldade para a formulao de polticas pblicas.

33

Problemas agudos decorrentes do terremoto Vrias faculdades e mesmo universidades inteiras desabaram inteiramente, fazendo perecer, ferindo, mutilando ou desalojando um grande nmero de estudantes, professores e funcionrios. Praticamente no existem prdios universitrios que no tenham sido afetados pelo terremoto. Muitos daqueles que no ruram completamente tero de ser demolidos ou tero de passar por uma restaurao custosa e prolongada. E enquanto no forem demolidos ou restaurados, por conta dos riscos que representam, os edifcios destrudos ou danificados inviabilizam o uso do espao de vrios dos campi. Vrios outros problemas decorrentes do terremoto se somam a isso.

Muitos dos professores deixaram a cidade ou mesmo o pas e pelo menos metade dos estudantes que sobreviveram ao terremoto deixou a capital rumo ao interior do pas, procura de abrigo e apoio junto a familiares em outras cidades e em pequenas localidades rurais. Praticamente se esgotaram os recursos das estruturas de suporte familiar que asseguravam as condies mnimas para que os estudantes pudessem se manter na capital enquanto frequentavam as universidades. No existem espaos alternativos suficientes que possam ser utilizados para a realizao de atividades acadmicas em carter provisrio, uma vez que praticamente todos os espaos pblicos foram convertidos em campos de refugiados ou em centros de atendimento de sade ou distribuio de alimentos. Na medida em que a maioria das instituies ainda no havia digitalizados seus arquivos (incluindo o prprio Ministrio da Educao Nacional e da Formao Profissional), o terremoto provocou tambm a destruio de grande parte dos arquivos e registros escolares; os que no foram destrudos encontram-se numa situao catica, e devero receber um tratamento especial no sentido de promover sua reorganizao.

O terremoto no afetou apenas as instituies de ensino superior localizadas na capital e em cidades mais prximas, como Fondwa, Logne e Jacmel: boa parte das escolas de provncia vinculadas UEH ou a universidades privadas com sede na capital tinham seu corpo docente formado por profissionais que, estabelecidos e ativos em Port-au-Prince, foram diretamente atingidos pelo terremoto e encontram-se impedidos ou limitados no que diz respeito s possibilidades de deslocamento e de retomada dos trabalhos nas escolas provinciais. Da mesma forma, os alunos dessas escolas, embora matriculados em instituies em suas cidades de origem, deslocavamse capital para realizar parte da sua formao, o que tambm foi abruptamente interrompido. Pode-se supor que as atividades das instituies de ensino superior localizadas em capitais provinciais como Les Cayes, Hinche ou Gonaves, tambm tenham sido interrompidas. Parece haver uma predisposio e algum esforo no sentido de retomar algumas atividades em tendas e em mdulos pr-fabricados; contudo, sero imensas as dificuldades desse tipo de iniciativa, desde a falta de gua e eletricidade junto s instalaes provisrias at a presena massiva de refugiados em boa parte dos terrenos anteriormente ocupados por instituies de ensino superior.

34

Danos particularmente graves a instituies de ensino superior Para alm de toda a imperiosa necessidade de combinar reconstruo uma ampla reforma do sistema universitrio haitiano, podemos destacar alguns problemas bastante especficos gerados pelos danos causados pelo terremoto.

A morte sob os escombros de turmas inteiras de estudantes em reas de especializao para as quais somente havia uma instituio pblica de formao, como no caso da Faculdade de Lingustica Aplicada da UEH ou da Escola Nacional de Enfermeiras de Port-au-Prince. A inviabilizao das atividades em instituies altamente estratgicas para os esforos de reconstruo, como a Escola Nacional de Geologia Aplicada e o Centro Piloto de Formao Profissional, onde se formavam profissionais das reas mais diversas, como a construo civil, mecnica, serralheria, carpintaria etc.

A destruio de praticamente toda a infraestrutura de atendimento mdico e cirrgico, com o colapso da Faculdade de Medicina e Farmcia e com a iminente e necessria demolio da quase totalidade dos edifcios do Hospital Central, que foram seriamente danificados, e tambm de outras unidades da UEH, como a Faculdade de Cincias, que formava os engenheiros, e a Escola Normal Superior, que formava professores para os nveis mdio e superior. A destruio de todo o material para o atendimento ambulatorial na nica clnica odontolgica pblica na capital, que funcionava e tenta continuar funcionando na Faculdade de Odontologia da UEH.

So apenas alguns casos para realar como o terremoto afetou inclusive as condies de formar os profissionais que poderiam fazer frente aos desafios da reconstruo. Como esses, h muitos outros. Assim, neste momento (e pelo futuro prximo que se pode vislumbrar), aquilo a que assistimos um completo abandono de toda uma atividade e uma camada social e, com a desmobilizao de estudantes e professores por conta da inviabilidade de retomadas das atividades curriculares, um novo cenrio se anuncia, de xodo de estudantes da capital, de desmobilizao das redes de suporte aos estudantes e destes a toda uma srie ampla de atividades comunitrias e de prestao de servios em que esto normalmente inseridos. Com o prolongamento dessas circunstncias, que chegam mesmo a eclipsar os momentos mais paralisantes de crise poltica ou econmica no pas (frequentes nas ltimas dcadas), podemos estar diante de um processo de retrao e atrofia de toda a classe estudantil. E esses jovens, qualificados e capazes, mas sem perspectivas de poder concluir seus estudos, fatalmente tero de inventar formas novas de garantir sua insero social, e no poucos sero recrutados pelos setores informais e ilegais, que so os nicos a prosperar quando tudo o mais mngua. Apesar de todas as dificuldades e problemas enfrentados por todos os envolvidos no funcionamento das universidades haitianas, preciso reconhecer que, como em qualquer outra sociedade moderna, o acesso ao ensino superior representa a oportunidade de assegurar um posto de trabalho qualificado e de desempenhar um papel de relevo em circuitos de difuso do conhecimento, da informao e da tecnologia. Cientes da envergadura do papel que desempenham, os estudantes haitianos e suas famlias no medem esforos para iniciar e levar a bom termo seus cursos universitrios, muitos deles optando, em vista do papel incipiente da pesquisa na paisagem acadmica, por estender seus esforos a duas ou mais formaes

35

simultneas ou sucessivas. Mesmo no caso dos estudantes das instituies pblicas e tendo em vista as enormes dificuldades em obter um emprego no pas, so as famlias e os amigos que tm de assumir pelos estudantes os nus de manuteno daqueles que se dirigem capital para estudar: moradia, alimentao, vesturio, transporte, material e taxas escolares, livros e tudo o mais. Assim, no s a destruio das estruturas fsicas das instituies de ensino superior, mas tambm a retrao econmica e a canalizao dos fundos de cooperao para aes de emergncia, que invariavelmente relegam ao segundo plano o ensino em geral e o ensino superior em particular, somam-se s dificuldades perenes da estrutura universitria haitiana para criar um quadro de poucas esperanas de uma retomada minimamente efetiva das atividades curriculares. Tudo isso, somado s dificuldades institucionais de coordenar aes entre distintos setores envolvidos no sistema de ensino superior, produz um cenrio sombrio para a recuperao das atividades acadmicas no pas caso no sejam mobilizados recursos e parceiros de fora do pas. Os danos foram considerveis e os recursos so escassos. Seria uma avaliao completamente desatenta realidade haitiana presente e inteiramente descolada de uma histria de catstrofes e crises sucessivas no pas, que demonstram como os j exguos recursos que se acreditam disponveis para a reconstruo acabam sendo consumidos na manuteno das prprias estruturas internacionais de cooperao ou se perdendo em complexas e obscuras malhas de informalidade, desperdcio e corrupo em meio s combalidas instituies haitianas. Pela primeira vez na histria do Haiti, as instituies de ensino superior em geral e, em particular, a UEH ameaa fechar suas portas por um perodo longo o suficiente para comprometer a formao de toda uma gerao de profissionais. Os efeitos dissociativos que essa quebra na continuidade da cadeia de transmisso de conhecimentos e capacidades pode produzir sobre a estabilidade e o funcionamento dos circuitos econmicos e das redes de solidariedade na sociedade haitiana somente podem comear a ser aventados. No entanto, absolutamente nada do que se pode ver nos esforos recentes de mobilizao e canalizao de recursos ao Haiti permite prenunciar qualquer coisa diferente do que vinha sendo realizado no perodo anterior catstrofe.

36

Problemas crnicos no relacionamento entre instituies haitianas e internacionais

Carter excessiva e desnecessariamente militarizado da presena internacional no pas, com uma priorizao injustificada dos recursos para questes de segurana, em franco detrimento das demandas e necessidades de educao e infraestrutura. Incompetncia tcnica, nenhum compromisso com resultados e gritante ignorncia da realidade local por parte das agncias internacionais e clientelismo e passividade nas instituies locais haitianas. Distncia intransponvel em termos de comunicao, prioridades e configurao funcional entre o universo institucional da cooperao internacional e as instituies locais haitianas. Irresponsabilidade poltica e funcional de todos os agentes nacionais e internacionais envolvidos na implementao de aes e programas de interveno, o que favorece amplamente o desperdcio de recursos, a corrupo e a incompetncia.

Por tudo isso, o que se pode esperar e temer que, passado este primeiro semestre de 2010 em que certamente nada ocorrer nas faculdades e universidades haitianas, tenha incio uma fase de rotinizao das novas circunstncias de miservel precariedade a que foram lanados os estudantes, professores e funcionrios. Inicialmente, houve uma ampla mobilizao voluntria dos estudantes da capital para se envolver na remoo de escombros, no resgate de mortos e feridos e atendimento s vtimas do terremoto, na organizao e no manejo de campos de refugiados, no acompanhamento das incipientes aes de implementao de novas diretrizes institucionais. Contudo, num ambiente de tal forma marcado por uma extrema escassez de recursos, mesmo iniciativas assim dependem de apoio externo ao universo das universidades. Somente com o envolvimento de parceiros comprometidos com a reconstruo das instituies que ser possvel fazer frente s extremas dificuldades atuais, sem com isso reforar os problemas crnicos do sistema. So inmeras as reas em que a comunidade acadmica e cientfica brasileira teria muito a oferecer, tanto em termos de envolvimento na formao de estudantes haitianos, que poderiam se beneficiar de bolsas de estudo para concluir sua formao em instituies brasileiras ou para dar continuidade a eles em programas de ps-graduao, como em termos de cooperao mais direta, com o envio de grupos de pesquisadores, professores, tcnicos e especialistas para se envolverem diretamente com iniciativas de reconstruo e para orientarem programas incipientes de formao local, adaptados premncia das novas necessidades geradas pelo terremoto, que aos poucos vo sendo concebidos e implementados. Algumas reas se destacam como mais carentes de apoio neste momento.

37

reas de carncia mais aguda

Formao de pessoal de sade reas de cirurgia, enfermagem tambm com ateno especial a pblica preventiva similares formao de agentes de sade). (especialmente nas e odontologia, mas programas de sade s iniciativas de Engenharia de alimentos, cincias do meio ambiente, agronomia, zootecnia. Engenharia civil. Formao tcnica e profissionalizante, especialmente em reas vitais para a construo civil. Lingustica.

Conservao, manejo e recuperao de solos e de recursos hdricos.

Destaca-se igualmente a necessidade de consolidao de uma instituio de referncia para o intercmbio cultural entre o Brasil e o Haiti, com o recrutamento e a formao de pessoal qualificado para garantir a continuidade e a eficincia das iniciativas de cooperao, sem o paternalismo, o unilateralismo e o amadorismo que to insistentemente tem maculado tais iniciativas, no importando se as boas intenes vm do Brasil ou de qualquer outro pas.

38

Recomendaes para ao imediata junto s instituies de ensino superior

Recomendaes gerais

Instncias de gesto universitria no Haiti e circulao de informao Um nmero no desprezvel de avaliaes e iniciativas vem sendo discutidas por distintas agncias de cooperao e parceiros de diferentes nacionalidades junto s instituies de ensino superior haitianas. Em geral, trata-se de debates descoordenados e que parecem se esgotar no prprio debate, no havendo um acompanhamento global das mudanas em curso e nem sequer a superao das fases iniciais em que se elaboram pautas de intenes, expressas em infindveis seminrios e encontros. Como no poderia deixar de ser, o resultado paralisia, sobreposio de propostas e iniciativas que raras vezes saem do papel, mal uso de recursos, desconsiderao das necessidades efetivas e emergenciais do quadro docente e discente das instituies de ensino superior, favorecimento de conflitos entre instncias de gesto do sistema educacional haitiano e enfraquecimento das instncias de gesto do campo do ensino superior no Haiti. As instncias responsveis pela gesto do ensino superior, muitas vezes com incumbncias no somente consultivas, mas inclusive normativas e administrativas, que se sobrepem Direo da Educao Superior e da Pesquisa Cientfica do Ministrio da Educao Nacional e da Formao Profissional (DESRS/ MENFP), Reitoria da UEH, Conferncia dos Reitores e Presidentes das Universidades do Caribe (CORPUCA), Grupo Setorial da Educao da Presidncia da Repblica (GSE) etc. , jamais chegaram a se consolidar como instncias operantes e j estavam fragilizadas antes mesmo do terremoto de 12 de janeiro de 2010. Aps o terremoto, a situao se deteriorou ainda mais, com a morte de quadros, o colapso das prprias instalaes do MENFP, da Reitoria da UEH, da CORPUCA e dos rgos executivos situados junto ao Palcio Presidencial, assim como a perda da quase totalidade dos arquivos relacionados ao funcionamento das instituies de ensino superior. A interveno junto ao ensino superior no Haiti deve, portanto, ser realizada tendo em conta toda a diversidade interna, as sobreposies e mesmo contraposies em meio a esse campo de instncias gestoras. As agncias de fomento internacionais devem estar atentas a esta diversidade interna e aos possveis conflitos disso decorrentes. Mas devem sobretudo ir alm de uma mera retrica ou da assinatura de protocolos, realizando constantemente avaliaes conjuntas das iniciativas em curso, corrigindo erros, superando disputas desnecessrias, fortalecendo instncias locais com incumbncias claramente definidas e promovendo uma relao dinmica entre os distintos polos do que devem ser cooperaes bilaterais ou multilaterais. Com o propsito de evitar a sobreposio de iniciativas e enfatizar as necessidades reais das instituies acadmicas haitianas, conveniente um acordo com outras organizaes internacionais que esto estabelecendo parcerias e destas com as instncias haitianas no sentido

39

de criar uma instncia minimamente centralizada, que contasse com legitimidade e aceitao tanto junto s instituies pblicas de ensino, como junto s instituies privadas e junto s agncias internacionais de cooperao, e que pudesse servir de referncia para a avaliao e a anlise das iniciativas em curso no mbito da educao superior no Haiti. Essa instncia, uma espcie de Observatrio do Ensino Superior, teria um carter predominantemente consultivo. Contando, porm, com a participao de membros chave de todas as outras instncias gestoras, poderia atuar tambm no sentido de elaborar avaliaes e propor mudanas normativas no ambiente gestor do sistema universitrio. Seu objetivo seria, portanto, no de gesto, mas de coleta, sistematizao e disponibilizao de dados referentes ao campo do ensino superior no Haiti. Seu trabalho favoreceria a elaborao de diagnsticos cujo propsito seria apoiar atuao no longo prazo, na formao de quadros e na recuperao e criao de estruturas de apoio e acompanhamento, daria suporte s instncias haitianas na realizao de estudos mais aprofundados sobre a situao atual e sobre os desafios futuros do ensino superior no pas, alm de apoiar a criao de um sistema de avaliao do sistema de ensino superior no Haiti.

40

reas prioritrias emergenciais Entre as reas destacadas, no h uma ordem de prioridade e, como ficar claro ao longo deste relatrio, todas as reas, unidades e instituies foram, de uma forma ou outra, severamente afetadas pela catstrofe.4 As reas que devem ser priorizadas no processo inicial de seleo dos estudantes beneficirios do programa de bolsas e no envio de docentes, ps-graduandos e pessoal especializado para contribuir na retomada das atividades acadmicas foram definidas com base em avaliaes do impacto do terremoto e nos resultados de discusses com especialistas, professores, estudantes, funcionrios do governo haitiano e com funcionrios de agncias e organizaes internacionais mais diretamente envolvidos na elaborao de diagnsticos situacionais e planos setoriais de reconstruo.5 A partir da consolidao de constataes e demandas dos envolvidos e afetados, dois critrios foram aplicados para definir o escalonamento de prioridades:
4

Uma ateno especial devida rea da enfermagem, pois a Escola Nacional das Enfermeiras de Port-au-Prince foi completamente destruda, com perdas humanas considerveis entre as alunas e o corpo docente, o que prenuncia no somente uma paralisao total no funcionamento dessa rea de formao, como tambm uma interrupo na cadeia de transmisso intergeracional de conhecimentos e prticas profissionais, ainda mais ao se levar em conta que as faculdades privadas de enfermagem tambm foram seriamente afetadas. No que diz respeito formao de profissionais mdicos, cabe destacar que nenhuma faculdade havia sido mais afetada pela crise universitria, pela greve dos estudantes e pelas disputas entre estudantes e professores do que a Faculdade de Medicina e Farmcia da UEH, o que fazia com que, j mesmo antes do terremoto, suas atividades estivessem paralisadas h meses. O terremoto afetou severamente sua estrutura fsica e destruiu o maior hospital do pas, tambm ligado universidade, que continua funcionando precariamente em tendas instaladas por organizaes internacionais no estacionamento. Tambm a Faculdade de Odontologia, apesar de haver sido praticamente a nica faculdade da UEH a ter seu edifcio poupado pelo terremoto, perdeu todo o material de ensino e de prtica odontolgica que possua. Mesmo a despeito da extraordinria tradio de formao de profissionais de destaque nessa rea no Haiti, essas interrupes no ciclo de formao de profissionais mdicos, de farmcia, de enfermagem, de odontologia e de sade preventiva, soma-se a uma escassez crnica de profissionais de sade, tanto na capital como no interior do pas, para consolidar e reforar ao extremo um cenrio que j antes do terremoto era desesperador. Com relao ao campo especfico da obstetrcia, cabe destacar que a mortalidade infantil extremamente alta no Haiti, com uma incidncia altssima de letalidade decorrente do parto, o que tambm se reflete na mortalidade materna decorrente do parto, a mais alta das Amricas. 5 A Escola Normal Superior, principal ncleo de formao de professores do pas, foi arrasada. Existia nessa instituio uma tradio consolidada de receber pesquisadores e professores estrangeiros, inclusive brasileiros, para atuar na formao de estudantes de licenciatura. Esse mecanismo pode ser reavivado de uma maneira sistemtica no quadro da implementao do intercmbio entre instituies brasileiras e haitianas. A Faculdade de Lingustica Aplicada da UEH (FLA) foi completamente destruda, com um nmero dramtico de mortos em meio ao corpo discente e docente, assim como a Universidade Carabe, privada, que contavam com um importante ncleo de lingustica. No Brasil, h centros de lingustica de excelncia, que revelam reconhecido interesse no estudo de lnguas crioulas. O intercmbio nessa rea pode revelar-se particularmente profcuo, com um intercmbio de professores, estudantes e pesquisadores que produzir uma srie de benefcios diretos para as instituies envolvidas. Deve ser salientada a importncia da FLA no universo institucional haitiano, pois no interior dessa instituio que se elaboram os projetos de universalizao do ensino do kreyl e nela que se formam os quadros que procuram implement-los: produo de material pedaggico e de alfabetizao infantil e de adultos, formao de professores etc. Aps um diagnstico amplamente aceito de que o fracasso de sucessivos projetos de alfabetizao e os persistentes baixos nveis de escolaridade no Haiti se deviam, em grande medida, forma como o francs forosamente incorporado ao sistema de ensino, sem que contudo o seja de forma acessvel ou eficaz. No momento, j est em andamento na Unicamp a institucionalizao do primeiro curso de kreyl numa universidade brasileira e, no quadro do mesmo projeto, ter incio a elaborao do primeiro dicionrio kreyl portugus.

41

a) aquelas reas que oferecem oportunidades de contribuir mais direta, imediata e sustentavelmente com a reconstruo do pas, como a gesto de recursos territoriais e naturais, a construo civil e a tecnologia de comunicaes e de informao; e b) aquelas reas que foram mais diretamente afetadas pelos terremotos e que no sero capazes de se restabelecer sem um decisivo e comprometido envolvimento de programas e mecanismos de cooperao e intercmbio, como a sade, a lingustica e a pedagogia.

reas prioritrias emergenciais

Sade: Sade pblica preventiva e formao de agentes de sade Enfermagem Cirurgia Prosttica Obstetrcia Gesto de recursos territoriais e naturais: Planejamento urbano e saneamento bsico Recursos ambientais e engenharia florestal Agronomia, veterinria e zootecnia Engenharia de alimentos Conservao, manejo e recuperao de solos e de recursos hdricos

Recursos lingusticos e pedaggicos: Formao de linguistas e tradutores Formao de professores

Construo civil: Engenharia civil e arquitetura Cursos tcnicos de construo civil, edificaes e materiais

Tecnologia de comunicaes e de informao: Integrao de sistemas e redes Programao e manejo de software livre Biblioteconomia e gesto de acervos e arquivos

42

Metodologia, etapas e circunstncias do levantamento de dados

Para a realizao desta avaliao, diferentes abordagens foram combinadas para fazer frente precariedade das condies para a realizao de qualquer pesquisa na cidade de Port-au-Prince e em seus arredores e s dificuldades enfrentadas por pesquisadores, colaboradores e informantes para cumprir os objetivos definidos para este estudo. Para alm de informaes coletadas junto a professores e estudantes universitrios haitianos desde o momento imediatamente posterior ao terremoto, foi realizado um levantamento cuidadoso da extenso do impacto sofrido por cada uma das instituies recenseadas. Em que pese a enorme concentrao de instituies universitrias na capital e seus arredores imediatos, algumas instituies diretamente afetadas pelo terremoto se distribuem com relativa disperso numa rea mais ampla da regio atingida pelo terremoto. Visitar suas sedes (seno o que delas havia restado) e contatar e entrevistar seus representantes exigiu deslocamentos por uma rea que se estendeu, pra alm de Port-au-Prince e sua rea metropolitana, s cidades de Logne, Fondwa e Jacmel. A etapa de coleta de dados, imagens e documentao diretamente junto s instituies afetadas se estendeu de 7 a 28 de fevereiro de 2010, abrangeu diversas localidades na rea afetada pelo terremoto e compreendeu:

anlise de estudos publicados anteriormente sobre a evoluo do ensino superior no pas; participao nas reunies realizadas por instncias de governana interuniversitria e por instncias gestoras do sistema universitrio para discutir medidas de avaliao do impacto do terremoto e providncias a serem tomadas para a obteno de recursos para a retomada das atividades acadmicas e para a reconstruo; entrevistas com estudantes, professores, funcionrios e administradores das instituies recenseadas e dos rgos gestores e consultivos do sistema universitrio haitiano; sucessivas visitas s sedes das instituies afetadas pelo terremoto pelo menos duas, uma na primeira e outra na segunda semana da pesquisa, e pelo menos uma das quais na companhia de membros do corpo docente e discente; registro fotogrfico exaustivo e videogrfico parcial dos danos materiais causados s instituies recenseadas e das providncias de remoo dos escombros, remoo e identificao de corpos remanescentes de vtimas soterradas e recuperao de equipamentos e documentos; reunies de discusso aprofundada com representantes discentes das instituies pblicas recenseadas e das mais importantes instituies privadas, aos quais foram aplicados questionrios qualitativos sobre a situao das universidades antes do terremoto, a dimenso de seu impacto e as expectativas quanto s iniciativas de reconstruo; verificao contrastiva com um levantamento paralelo de dados quantitativos, realizado por estudantes qualificados selecionados entre os entrevistados e os participantes das reunies de discusso aprofundada pelo menos um representante por instituio, mas frequentemente duplas de representantes sobre a extenso dos danos pessoais, materiais e documentais em cada instituio; validao preliminar dos resultados num seminrio de avaliao realizado na sede do Centro Cultural Haitiano-Brasileiro, no dia 26 de fevereiro de 2010, envolvendo representantes das instituies recenseadas.

43

O procedimento padro adotado na realizao desses levantamentos envolvia trs etapas. Em primeiro lugar, um primeiro contato com membros ativos da administrao da unidade especfica para procurar obter a base de dados oficial referente situao prvia tanto em termos de pessoal, como em relao s instalaes, equipamentos, acervos e arquivos. Nem sempre havia predisposio imediata dos administradores colaborao, outras vezes no havia administradores presentes ou ativos durante o perodo da pesquisa, outras vezes ainda no havia dados organizados, consolidados ou disponveis sobre a unidade, e em outros casos ainda, haviam perecido os responsveis que poderiam fornecer as informaes ou haviam sido destrudos os documentos e equipamentos que as armazenavam. Num segundo momento e independentemente do resultado obtido com a tentativa de obter uma base preliminar de dados, os representantes procuravam mobilizar suas redes de contatos com colegas e professores, por telefone, internet ou pessoalmente, buscando compor listas prprias de estudantes, professores e funcionrios mortos, feridos e desalojados e tambm arrolar seus respectivos locais de refgio, onde poderiam ser eventualmente contatados posteriormente. Os levantamentos realizados pelos representantes do corpo discente de cada instituio foram cruciais para determinar inconsistncias e suprir lacunas nas cifras produzidas ou coligidas por instncias oficiais. No esforo de realizar seus levantamentos, os pesquisadores e colaboradores envolvidos nesta pesquisa tiveram de enfrentar condies bastante precrias de trabalho, no mais das vezes tendo de preparar listas, elaborar textos de trabalho e discusso e transcrever relatrios mo, sem poder contar com o uso de computadores. Mas o empenho de todos os envolvidos permitiu que, para no poucas entre as unidades recenseadas, fosse possvel obter um rol quase exaustivo do paradeiro do pessoal universitrio aps o terremoto. Vrios dos estudos sobre o ensino superior haitiano consultados durante a realizao deste levantamento demonstram padecer de carncias e deficincias comuns a grande parte dos relatrios e pareceres que parecem ter tomado de assalto e ocupado uma vasta poro do terreno bibliogrfico das cincias sociais no Haiti. Nas semanas posteriores ao terremoto, instncias governamentais haitianas e outras vinculadas s agncias multilaterais ou de cooperao internacional procuraram oferecer um retrato dos efeitos do terremoto nos sistemas de ensino superior, mdio e fundamental, tanto privado como pblico. Sem apresentar qualquer sistematicidade e carecendo de um volume considervel de informaes que estavam acessveis a qualquer esforo mnimo de coleta e verificao, os balanos realizados, contudo, sequer buscaram ultrapassar os limites de atuao especficos s respectivas agncias e oferecer um retrato mais amplo do sistema de ensino superior. No raro, e precisamente como foi o caso em outros momentos de crise no pas, documentos infindveis so produzidos como veculos para plataformas de consolidao de instituies de intermediao na transferncia e aplicao de recursos e para programas pr-definido e consideravelmente particularistas de interveno pontual, apresentados, porm, sob a forma de recomendaes gerais que, ao mesmo tempo em que no guardam relao com os dados apresentados ou constataes feitas, tampouco encontram eco em demandas locais dos agentes mais claramente legitimados para exprimi-las.

44

Diante do descaso com a sistematizao de dados e informaes relativos s vtimas que acompanhou as intervenes governamentais e no governamentais desde a precipitada e amplamente criticada deciso do governo haitiano, em conjunto com o comando militar da MINUSTAH, de incinerar ou enterrar os corpos das vtimas em valas comuns, sem qualquer esforo de identificao, ficou claro para os sobreviventes que teriam de fazer frente a imensas dificuldades no esforo de avaliar a real dimenso da catstrofe. Assim, como no podia deixar de ser o caso, divergem, por vezes marginal, por vezes substantivamente, os dados que figuram em material de ampla circulao e que, conforme a ocasio e a necessidade, so apresentados com distintos nveis de oficialidade e os dados que resultam de um levantamento cuidadoso que agregue dados levantados diretamente junto s instituies recenseadas. Variam no somente as cifras de mortos e desabrigados variam enormemente entre um balano e outro, como tambm as cifras de estudantes e professores ativos antes do terremoto, revelando no tanto uma diversidade de fontes, sobretudo, no entanto, a pressa em sustentar receiturios preconcebidos de reforma e reconstruo com resultados obtidos sem um mnimo de rigor metodolgico ou a necessria verificao e o desinteresse pela compreenso das reais dimenses das dificuldades enfrentadas pelo sistema universitrio antes do terremoto e com a configurao precisa das carncias e necessidades que determinaro a forma como se reerguer das runas.6 Ou seja, em diversos sentidos, o todo produzido pela soma das partes consideravelmente distinto do todo que se quer total antes mesmo de se considerar o que acontece com as partes. O mbito das instncias oficiais de administrao, superviso e avaliao do sistema de ensino superior no Haiti pr-universitrio, universitrio, tcnico e de formao profissional tambm foi contemplado entre as fontes de dados e informaes incorporados anlise realizada no curso deste levantamento. Foram solicitados dados e informaes aos seguintes rgos, instituies ou colegiados:

Ministrio da Educao Nacional e Formao Profissional (MENFP): o o o Direo de Ensino Superior e de Pesquisa Cientfica (DESRS); Instituto Nacional de Formao Profissional (INFP); e Direes ministeriais e superintendncias departamentais de Superviso Escolar;

Grupo de Trabalho sobre a Educao e a Formao no Haiti (GTEF), vinculado Presidncia da Repblica; Grupo Setorial de Educao (GSE), vinculado seo haitiana da UNESCO; Comit Regional de Direo (CRP) da Conferncia de Reitores e Presidentes Universitrios do Caribe (CORPUCA); Comit Diretor da seo haitiana da Agncia Universitria da Francofonia (AUF); reitorias das universidades pblicas e privadas.

Cabe ressaltar que nos estudos mais amplos sobre a extenso e o impacto do terremoto sobre a infraestrutura do pas, o setor educacional no foi contemplado e no figurou como um dos setores analisados em profundidade.

45

Preservadas, destrudas ou transferidas, todas as suas respectivas sedes foram visitadas no curso do levantamento e, sempre que estivessem presentes no pas, seus superintendentes, diretores ou coordenadores foram entrevistados em profundidade. Mesmo em circunstncias normais, o acesso aos dados e informaes oficiais no precisamente fcil no Haiti. Tanto mais ao se considerar o impacto que o terremoto teve tambm sobre os rgos governamentais e agncias administrativas, muitas das quais tendo sido arrasadas, com grandes perdas humanas e a destruio de arquivos completos.7 A despeito de todas as circunstncias, foi possvel contar com sua boa vontade, generosidade e disponibilidade para ter acesso documentao que foram capazes de salvar da destruio. Foi, porm, o trabalho realizado em contato constante e imediato com os estudantes que permitiu perceber a tenso subjacente s relaes tanto entre grupos estudantis e os demais setores de suas escolas, faculdades ou universidades, como entre estes e outras instncias institucionais governamentais e no governamentais, nacionais e internacionais. Apesar de setores seus proclamarem plataformas que ecoam projetos tpicos do espectro populista da poltica haitiana, o movimento estudantil haitiano multifacetado e dinmico, capaz de atuar em direes diferentes e perseguir objetivos bastante diversificados. No apenas aqueles que gravitam em torno dos colegiados reconhecidos como o movimento estudantil tradicional no Haiti esto organizados em busca de solues e recursos para fazer frente sua desesperadora situao atual. Inmeras associaes estudantis, grupos de discusso e interveno e colegiados decisrios foram constitudos pelos estudantes universitrios desde o terremoto. No contato com vrias dessas iniciativas, foi possvel acompanhar a acuidade com que percebem no apenas as limitaes do sistema educacional haitiano, mas tambm as armadilhas criadas pelas prprias iniciativas internacionais ou multilaterais de favorecer um aperfeioamento do sistema ou a interveno em momentos de crise. Sob pena de no alcanar qualquer dos resultados pretendidos e de no produzir efeitos quaisquer de um envolvimento dos beneficirios de um programa de bolsas no processo de reconstruo e na elaborao e implementao de projetos autnomos e sustentveis de fortalecimento das estruturas de ensino e pesquisa universitria, as discusses com os estudantes realaram a necessidade de evitar reproduzir equvocos de iniciativas anteriores de interveno, reforma e cooperao universitria, que acabaram por reforar mecanismos preexistentes de favorecimento daqueles que j so favorecidos e de promoo daqueles que j se situam numa posio destacada, preterindo aqueles que fazem frente a imensas dificuldades para buscar seus objetivos educacionais.

Na gesto do setor educacional, no apenas o MENFP teve seu edifcio principal destrudo (com a morte de 12 funcionrios) e seus edifcios anexos to danificados que tero de ser demolidos antes de que sua sede central possa ser reutilizada, mas tambm diversas reitorias universitrias foram arruinadas, incluindo a da UEH, alm da sede que a Agncia Universitria da Francofonia mantinha junto ao prdio da Faculdade de Lingustica Aplicada e que tambm foi destruda.

46

So esses elementos que nos permitiram embasar as recomendaes oferecidas neste relatrio para a implementao do Programa Pr Haiti e de outras iniciativas homlogas, que pretendem no apenas apontar mecanismos que superem os entraves prprios das teias de relaes existentes entre as instituies haitianas e as organizaes internacionais, como tambm dar conta de pelo menos parte das expectativas dos estudantes haitianos no que diz respeito a sua formao profissional e acadmica.

47

Estrutura do sistema educacional haitiano

A estrutura organizacional do sistema educacional haitiano resulta de uma longa tradio de alinhamento estrutura do sistema escolar francs e de reformas que asseguraram que esse alinhamento continuasse ao longo de dcadas de adaptao. As reformas iniciadas em 1979, ainda sob o governo ditatorial de Jean-Claude Duvalier, e que culminaram na clebre Reforma Bernard, iniciada em 1979, consagraram a diglossia da sociedade haitiana e levaram tanto ao reconhecimento do kreyl como lngua oficial de ensino quanto definio de seus modos de incorporao ao sistema escolar. Desse momento em diante, o universo escolar passou a refletir a realidade lingustica do pas: o kreyl se tornou rapidamente a principal lngua de instruo durante os primeiros anos do ensino fundamental e o francs oscilaria, conforme a escola, entre lngua suplementar de instruo e segunda lngua de alfabetizao. Por um lado, essa reforma assegurou o fim da estigmatizao do emprego do kreyl no sistema educacional haitiano, o reconhecimento de um componente determinante da configurao social e cultural do pas e o incio de um processo paulatino de promoo social de grupos, cdigos e repertrios tradicionalmente marginalizados que prossegue at hoje, ainda com incontveis desafios rumo sua plena incorporao ao patrimnio cultural e simblico reconhecido pelas instituies haitianas. Por outro lado, contudo, diante da escassez de material didtico e bibliogrfico em

kreyl ou adaptados ao ensino nessa lngua, da incompatibilidade entre o modelo escolar e o

sistema de formao e treinamento de professores e do decorrente despreparo de toda uma gerao de professores para lidar com a mudana, alm da insuficincia dos meios financeiros para implementar todos os aspectos da reforma, os objetivos da reforma educacional restam ainda por ser alcanados. Em que pesem todos os problemas, representou uma iniciativa de grande alcance que abriu um amplo leque de novas perspectivas para o sistema educacional haitiano e continua gerando frutos at o presente. Alm do reconhecimento da lngua universalmente falada no pas, a prpria estrutura do ensino foi reformada, em bases que ainda se mantm. O ensino bsico ou fundamental compreende nove anos letivos, divididos em trs ciclos, respectivamente de quatro, dois e trs anos. A seguir, o nvel mdio ou secundrio se estende por mais quatro anos, levando obteno de um diploma secundrio, chamado Segundo Bacharelado ou Bac II. Sua obteno indispensvel para o acesso universidade, que tambm envolve um exame de admisso. A despeito da reforma educacional, essa configurao ainda no se universalizou e algumas escolas seguem operando com base na estrutura clssica do modelo francs tradicional, tambm de 13 anos, mas divididos em seis anos bsicos, quatro anos ginasiais e trs anos de escola secundria. O amplo processo de reforma educacional que se havia iniciado em 1979 foi interrompido em 1982, para ser sucessivamente retomado e interrompido outras vezes, em decorrncia da instabilidade poltica e da escassez de recursos oramentrios que paralisou ou reverteu no somente este, mas muitos outros avanos institucionais no Haiti ao longo das ltimas duas dcadas. Em diversos momentos de sua implementao, foi revivida a previso de promover a criao de centros de referncia para a formao de pedagogos do ensino fundamental,

48

supervisores escolares e gestores do sistema de ensino bsico. Os Centros de Formao dos Professores do Ensino Fundamental (CEFEF's), juntamente com um Centro de Formao de Quadros da Educao (CFCE), seriam o ncleo de uma ampla rede, altamente descentralizada e bem equipada, de Escolas Fundamentais de Aplicao e Centros de Apoio Pedaggico (EFACAP), que operariam como centros locais de treinamento e aperfeioamento do corpo de professores do ensino fundamental. Jamais chegou, contudo, a ser realizado como previsto e, a despeito da previso de inserir tais centros de formao na estrutura de ensino superior pblico e mesmo na estrutura institucional da prpria UEH, o nico deles que chegou a entrar em funcionamento primeiro em 1999, com uma larga interrupo, para ser retomado somente entre 2005 e 2006 manteve-se sob a alada dos sistemas de ensino fundamental e mdio no mbito do MENFP, tendo suas atividades geridas pelas Direes de Formao e Aperfeioamento (DFP) e de Ensino Fundamental (DEF). Por tais razes que a configurao dos desdobramentos desse sistema no foram tratadas com maior detalhamento ao longo deste levantamento. Em sua ltima verso mais ambiciosa que de outras vezes, no quadro de um conjunto de programas apoiados pelo Banco Mundial, pelo BID, pela UNESCO, pela UE e pela agncia de cooperao canadense, que convergiam em torno do Projeto de Educao Bsica (PEB) e do Programa de Fortalecimento da Qualidade da Educao de Base (PARQE) , o projeto previa a converso de seis Escolas Nacionais de Formao de Professores (ENI) em CEFEF's, assim como o estabelecimento inicial de 27 EFACAP's pblicos e a integrao de outros 3 EFACAP's privados ao sistema, assim como a subsequente inaugurao de mais 20 EFACAP's anualmente, ao longo de pelo menos quatro anos. Apesar desse ambicioso sistema de descentralizao, aperfeioamento, formao contnua e profissionalizao do ensino fundamental no ter sido inteiramente implementado, vrios EFACAP's chegaram a ser construdos e a grande maioria deles foi utilizada aps o terremoto como base para o estabelecimento de campos modelo de refugiados e centros de atendimento bsico de sade e de prestao de servios emergenciais. A sede da Escola de Direito de Jacmel, que compartilhada por outras duas instituies de ensino fundamental e mdio, treinando tambm professores do ensino fundamental, um exemplo de EFACAP que seguiu essa trajetria. Finalmente, o nvel superior de ensino abrange carreiras tcnicas e profissionais e opes de especializao e ps-graduao com durao varivel. Em geral, a formao tcnica dura de dois a trs anos, o bacharelado ou licenciatura de trs a cinco anos. A obteno do bacharelado ou licenciatura pressupe a apresentao e a defesa pblica de uma tese. Para alm disso, existem as opes de especializao, mestrado e doutorado. Uma especializao pode demandar um ou dois anos adicionais de treinamento, enquanto o mestrado exigir de dois a trs anos. O doutorado oferecido por pouqussimas instituies haitianas de ensino superior e geralmente sob a rubrica de um doutorado profissional em cincias mdicas, correspondente formao mdica tradicional, conjugada com a especializao, demandando entre seis e sete anos.

49

Tabela 1 Distribuio dos estudantes por setores e nveis

Sistema/ 1. e 2. ciclos fundamentais (4 + 2 anos) 3. ciclo fundamental Mdio Superior Nvel (3 anos) (3 a 4 anos) (de 3 a 7 anos) Pblico 390.000 (18,52%) 87.400 (25,99%) 55.400 (23,36%) 19.116 (35,85%) Privado 1.716.000 (81,48%) 248.900 (74,01%) 181.800 (76,64%) 34.200 (64,15%) Total 2.106.000 336.300 237.200 53.316 Fonte: Dados do MENFP (2007), reajustados por cifras obtidas junto Superviso Escolar do Oeste e DESRS.

Grfico 1 - Distribuio dos estudantes por nveis e setores

Grfico 2 - Proporo de alunos matriculados por setor

50

Tabela 2 - Distribuio de professores, funcionrios e alunos entre o setor pblico e privado

Instituies de Ensino Superior Universidade de Estado do Haiti (11 unidades da capital) Universidade de Estado do Haiti (6 escolas e uma faculdade no interior) Universidades pblicas departamentais (Norte, Sul, Artibonite) Escolas Nacionais e outras instituies de ensino superior pblicas (ENIP, ENIJ, ENICH, ENIC, ENAF, ENST, ENGA, CTPEA, ENARTS) Total das instituies pblicas Total das instituies privadas de ensino superior autorizadas Total Estudantes 10.581 3.819 2.062 2.654 19.116 34.200 53.316 Professores 857 172 144 422 1.595 2.413 4.008 Funcionrios 439 66 108 258 871 1.287 2.158

Grfico 3 - Distribuio estudantes do setor pblico

espacial

dos

Tabela 3 - Distribuio espacial das vagas oferecidas pelo setor pblico

Departamento Oeste 10.581 1.754 Resto do pas 3.819 2.962 Total 14.400 4.716

UEH Outras instituies pblicas Total

12.335

6.781

19.116

51

Grfico 4 - Concentrao espacial das vagas nas instituies de ensino superior

Tabela 4 - Distribuio espacial dos estudantes do nvel superior por setor

Pblico Privado Total Departamento Oeste 12.335 29.754 42.089 Resto do pas 6.781 4.446 11.227 Total 19.116 34.200 53.316

Grfico 5 - Distribuio espacial dos estudantes do nvel superior

52

Grfico 6 - Distribuio setorial dos estudantes por nvel de ensino

Tabela 5 - Distribuio setorial dos estudantes por nvel de formao

Bsico ao mdio Pblico Privado Total 532.800 2.146.700 2.679.500 Superior 19.116 34.200 53.316

Grfico 7 - Distribuio espacial dos estudantes por nvel de ensino

Tabela 6 - Distribuio espacial dos estudantes por nvel de formao

Bsico ao mdio Oeste Resto do pas Total 1.012.993 1.666.507 2.679.500 Superior 42.089 11.227 53.316

53

Tabela 7 - Distribuio espacial das instituies de ensino superior

Departamento Artibonite Centro Grand'Anse Nippes Nordeste Noroeste Norte Sudeste Sul Oeste Total Instituies Pblicas8 UEH Outras pblicas 1 1 1 0 0 1 0 0 1 0 1 0 1 2 1 0 1 2 11 8 18 14 Total pblicas 2 1 1 0 1 1 3 1 3 19 32 Instituies Privadas Autorizadas No autorizadas 1 6 0 1 1 2 0 1 0 0 0 2 4 2 0 1 1 0 45 80 52 97 Total Total privadas 7 1 3 1 0 2 6 1 1 127 149 9 2 4 1 1 3 9 2 4 146 181

Grfico 8 - Disperso do conjunto de instituies de ensino superior

Na coluna UEH, so arroladas, segundo o Departamento em que se localizam, suas faculdades, escolas e institutos. Na coluna outras instituies pblicas, so arroladas, tambm segundo sua localizao, as Escolas Nacionais de Enfermagem e as Universidades Pblicas, No caso destas, no foram decompostas em suas faculdades, por conta tanto de se situarem todas num mesmo campus, como pelo reduzido nmero de estudantes por faculdade, o que no justificaria seu tratamento como uma instituio pblica a parte. Na coluna das instituies privadas, foram arroladas, segundo sua localizao e o status de sua solicitao ao MENFP de autorizao para o funcionamento, cada universidade, faculdade, instituto, escola ou centro de ensino superior, independente de sua composio administrativa em faculdades, departamentos ou sees. Cada instituio particular foi assinalada ao Departamento em que se situa sua sede principal, independente de possurem campi avanados ou sedes sazonais em uma ou mais cidades do interior, o que de todo modo somente se aplica a trs dentre as instituies privadas, respectivamente com cinco campi provinciais, algo que no chega a influir no balano geral de distribuio geogrfica das instituies universitrias, ainda mais se for considerado que grande parte das atividades acadmicas oferecidas de forma descentralizada por instituies sediadas na capital consistem em cursos oferecidos por instituies locais de ensino superior (j computadas na lista, por sua vez) com a chancela de homologao do diploma pela sede metropolitana.

54

Grfico 9 - Distribuio espacial das instituies de ensino superior por setor (exceto Oeste) Grfico 10 - Distribuio espacial das instituies de ensino superior

Grfico 11 - Disperso das instituies pblicas de ensino superior

55

Grfico 12 - Disperso das instituies privadas de ensino superior autorizadas

Grfico 13 - Disperso das instituies provadas de ensino superior no autorizadas

56

Mapa 1 - Disperso das instituies de ensino superior

57

Histrico do ensino superior no Haiti

Procura-se apresentar aqui um quadro sobre a formao e a evoluo das instituies de ensino superior no Haiti. Para tanto, faz-se necessria uma introduo histrica que destaque o processo de criao e consolidao da principal e maior universidade haitiana, a Universidade de Estado do Haiti (UEH). So arroladas em seguida as escolas nacionais e os centros pblicos de ensino superior que no fazem parte do quadro institucional da UEH. Finalmente, abordaremos o processo de instalao das mais importantes instituies privadas do setor.

Universidade de Estado do Haiti: origens, formao e estado atual A Universidade do Haiti foi oficialmente fundada em 1945, a partir da congregao numa mesma instituio de faculdades e escolas preexistentes e em pleno funcionamento, predominantemente em Port-au-Prince. Em 1960, sob o governo de Franois Duvalier, foi transformada em Universidade de Estado, nome que conserva at os dias atuais.9 A partir de ento, passou a sofrer diretamente as intervenes do governo ditatorial e somente voltaria a recuperar sua autonomia com a constituio de 1987. Suas origens, contudo, esto no perodo de formao do Estado nacional haitiano e nas tentativas, por vezes frustradas e recalcitrantes, das elites haitianas de dotar o pas de quadros profissionais qualificados. A primeira tentativa de constituio de instituies de ensino superior no Haiti se deu nos territrios do norte do pas, conhecidos como o Estado do Haiti, em oposio Repblica do Haiti, no Sul. Foi durante o perodo em que o Estado do Haiti se converteu no reino de Henri Christophe (1811 1820), que foi criada, em 1815, a Academia Real, que compreendia uma Escola de Medicina, Cirurgia e Farmcia, uma Escola de Artes e Ofcios e uma Escola de Agricultura. A criao da Academia foi acompanhada pelo estabelecimento de Escolas Nacionais, geridas por mestres ingleses, nos principais ncleos urbanos do reino. Ao mesmo tempo, na expectativa de estabelecimento de boas relaes com o Vaticano o que ainda tardaria dcadas , Christophe proclamou o catolicismo religio oficial (Vandercook, 1943: 133; 162). Assim como o prprio Reino do Norte, a existncia da Academia e das grandes escolas foi efmera, mas revelou a inquietao das elites haitianas, estabelecidas no contexto da guerra de independncia, com a formao de uma classe ilustrada capaz de gerir os negcios do pas. J sob Jean-Pierre Boyer (1818 - 1843), com o pas unificado havendo o reino do Norte sido integrado repblica em 1820 e a parte oriental da ilha, hoje Repblica Dominicana, sido ocupada e submetida ao controle haitiano entre 1822 e 184310 e com a capital estabelecida em Port-au-Prince, foram realizadas algumas iniciativas de criao de uma Academia Nacional,
9

O decreto reproduzido em Duvalier, Franois: Dcret crant l'Universit d'tat d'Hati le 16 dcembre 1960 in

Mmoires d'un leader du tiers monde. Hachette, Paris, 1969: 73-8.

10

Quando da ocupao da poro oriental da ilha, Boyer cometeu um grave equvoco estratgico e histrico, fechando a universidade mais antiga das Amricas, fundada em Santo Domingo em 1537 (cf. Price-Mars, Jean, tomo I, 2000 [1953]; Pons, 2008; 2009).

58

tambm com resultados efmeros. As dificuldades eram muitas: o Haiti vivia sob um verdadeiro embargo internacional e havia grande dificuldade de contar com misses estrangeiras ou mesmo com uma atuao da Santa S nas esferas tradicionais do ensino bsico11. Acabou por prevalecer, assim, uma viso claramente elitista e exclusivista: aps estudos bsicos realizados no Liceu existente na capital do pas, que eventualmente viria a ser chamado de Liceu Ption, os filhos mais brilhantes da elite haitiana deveriam recorrer formao superior na antiga metrpole colonial. Seria necessrio esperar at os anos 1860 para que ocorresse a fundao do primeiro estabelecimento pblico de ensino superior no pas, a Escola de Direito, inaugurada no dia 12 de janeiro de 1860 (exatamente 150 anos antes do grande terremoto).12 Seus primeiros professores foram juristas formados na Frana, responsveis pelo enraizamento definitivo da cultura jurdica francesa no Haiti. Tendo formado geraes daqueles que se tornariam os grandes analistas e intrpretes da sociedade haitiana e contando com Antenor Firmin como seu patrono, vir eventualmente a dar origem atual Faculdade de Direito e Cincias Econmicas (FDSE) da Universidade de Estado do Haiti. Outro estabelecimento de ensino tradicional na histria do ensino superior no Haiti a Faculdade de Cincias, fundada em 1902, inicialmente como uma escola privada, denominada de Escola de Cincias Aplicadas, mas logo reconhecida como de interesse pblico em 1905 e passando ao controle pblico atravs da dotao de subvenes pblicas a partir de 1906. Por fim, j como Faculdade de Cincias, seria totalmente incorporada Universidade de Estado em 1961. Outras escolas e centros de ensino foram evoluindo ao longo das ltimas dcadas do sculo XIX e incio do sculo XX, num processo que culminaria com a eventual integrao de uma srie delas, sob a forma de faculdades, nascente Universidade do Haiti, que comeou a ganhar forma efetivamente a partir da dcada de 1920, durante a ocupao americana (1915-1934). Nesse perodo, vrios estabelecimentos de ensino superior foram criados no pas, sempre atrelados reorganizao das finanas promovida pelas foras de ocupao e partindo de bases pragmticas que privilegiavam a formao tcnica. Saliente-se que a ocupao americana teve um profundo

11

Ao longo de boa parte do sculo XIX, e pelo menos at os anos 1860, o Haiti viveu sob um virtual embargo internacional, que deixou marcas profundas em sua histria intelectual e poltica. At a Guerra de Secesso, os Estados Unidos se negaram a reconhecer um pas formado em meio a uma rebelio escrava. A Frana, por sua vez, somente viria a reconhecer o Haiti nos anos 1830, aps a assinatura de um acordo de pagamento de restituies por todas as perdas fundirias, econmicas e financeiras dos fazendeiros coloniais, o que gerou uma divida ao Haiti que, segundo muitos analistas, acabaria acarretando consequncias extremamente danosas para o desenvolvimento do pas. Boa parte dos pases latino-americanos ainda manteve a escravido por dcadas aps a revoluo haitiana, o que tambm impedia o reconhecimento do Haiti como pas independente. Por fim, a Santa S se negou a estabelecer relaes diplomticas com o pas at os anos 1860, quando da assinatura da Concordata com o Vaticano (Price-Mars, 2000 [1953]). 12 No momento do terremoto, boa parte dos alunos e professores da Faculdade de Direito e Cincias Econmicas da UEH, se dirigia a um pavilho em Canap Vert, onde seriam celebrados os 150 anos da escola. Esta coincidncia salvou de uma grande tragdia uma das faculdades com corpo discente e docente mais numeroso na capital.

59

efeito no pensamento nacionalista haitiano, gerando uma reao vigorosa por parte dos mais diferentes setores sociais, para alm de um movimento de resistncia armada propriamente dito (Castor, 1971). No entanto, seu impacto no que diz respeito criao de estruturas de base estradas, telgrafos, estrutura urbana etc. e, sobretudo, no universo acadmico, foi extremamente significativo (Renda, 2002), para alm de todas as tenses polticas que criou e alimentou (Blancpain, 1999). A antiga Escola de Medicina, que havia sido fundada 1861 junto ao Hospital Saint-Franois de la Salle, foi reestruturada em 1926 sob a batuta da administrao americana, tornando-se a atual Faculdade de Medicina e Farmcia (FMP). Durante o perodo da ocupao, os estudos mdicos no Haiti viveram uma fase de acentuado desenvolvimento, em meio a um processo mais amplo de interveno nas reas mdica e de sade pblica por parte dos EUA na Amrica Latina (Figueiredo, 2009). Entre 1926 e 1938, o apoio da Fundao Rockefeller foi fundamental para a aquisio de equipamento e material e para fornecer bolsas de estudos a mdicos haitianos para formao e treinamento nos Estados Unidos (McBride, 2002). Criada em 1898, a antiga Seo de Arte Dentria foi transformada em 1938 na Escola de Arte Dentria, associada Faculdade de Medicina e Farmcia. Em 1950, foi separada da FMP, constituindo a Faculdade de Arte Dentria, que finalmente se converteu na atual Faculdade de Odontologia (FO) em 1968. Fundada em 1924, ainda sob a ocupao americana, a Escola Central de Agricultura passou por profundas transformaes, que culminaram numa reforma que a converteu em Escola Nacional de Agricultura em 1943. Em 1963, foi elevada ao estatuto de Faculdade de Agronomia e, em 1968, transformada em Faculdade de Agronomia e Medicina Veterinria (FAMV). A partir de 1977, a cooperao canadense passou a desempenhar um papel central em seu financiamento. Posteriormente, em 1994, a FAMV passou a integrar definitivamente a Universidade de Estado do Haiti, deixando a tutela do Ministrio da Agricultura. Foram essas faculdades (Direito, Medicina, Cincias e Agricultura) que constituram o ncleo que ofereceu as bases para o estabelecimento da UEH. A partir do Quadro I a seguir, possvel ter uma viso geral da configurao atual dessa instituio, especificando seus centros de estudo e pesquisa em funcionamento na capital do pas. Ao longo de sua histria, e particularmente durante o perodo ditatorial da famlia Duvalier (1957 1986), a Universidade de Estado sofreu com contnuas intervenes do poder estatal. Mais de uma vez, faculdades e institutos sofreram interveno direta, professores e alunos foram presos, torturados e mortos, alm de outros tantos que buscaram refgio no exlio. A UEH foi um dos alvos preferenciais do autoritarismo duvalierista e de sua obsesso anticomunista, que se espalhou por todo o pas: fala-se em mais de 30.000 desaparecidos entre os anos 1950 e 1970, alm de mais de um milho de exilados econmicos e polticos (Hurbon,

60

1979).13 O historiador e antroplogo haitiano Michel-Rolph Trouillot v nas perseguies duvalieristas e no aparato repressor montado pelo regime evidncias suficientes para caracterizar o Haiti dos Duvaliers como um dos regimes totalitrios do sculo XX (Trouillot, 1990). Porm, assim como outro historiador e antroplogo Grard Barthelemy, percebe na histria da consolidao do estado haitiano traos de represso, autoritarismo e brutalidade que teriam tanto precedido quanto sobrevivido ao prprio perodo duvalierista (Barthelemy, 1992). Contudo, mesmo em meio amplitude e ao alcance da represso generalizada do regime, como de praxe em outros contextos latino-americanos e caribenhos , a virulncia da perseguio aos quadros e estudantes universitrios se destaca, algo que, se j se prenunciava e se evidenciava na prpria linguagem do decreto presidencial responsvel pela criao da UEH de 16 de dezembro de 1960 (Duvalier, 1969; Deshommes, 2009), acabar se expressando numa poltica sistemtica de submisso da vida universitria ao estrito controle do governo e de suas foras paramilitares: o movimento estudantil banido e seus lderes perseguidos sob a justificativa de sua associao com o perigo da proliferao comunista, estudantes e professores so submetidos a controles e investigaes arbitrrias, aprisionados ou sequestrados sem razo aparente e no foram raras as ocasies em que todo o conjunto da comunidade universitria foi associado figura do inimigo interno da prpria nao, que, por sua vez, de acordo com o culto pessoal propalado pela ideologia oficial do regime, encarnava-se na figura, nos projetos e nos ideais do prprio ditador (Diederich, 2005; Florival, 2008; George-Pierre, 2004; Gilot, 2006). Essa interveno sistemtica de uma poltica estatal repressiva na UEH por cerca de trs dcadas, em lugar de desmobilizar ou silenciar estudantes e professores, acabou sendo responsvel por um elevado grau de politizao da prpria comunidade universitria. Ao lado de movimentos sociais como as Organizaes Populares, as Comunidades Eclesiais de Base ou o movimento sindical, a UEH se transformou num dos centros de resistncia organizada ditadura duvalierista e, nos anos que sucederam o seu ocaso, foi sempre um centro de debates e de resistncia a governos no necessariamente comprometidos com as expectativas desenvolvimentistas, reformistas ou revolucionrias de setores mais organizados da comunidade universitria, com o avano e o aprofundamento do processo de democratizao ou com uma demanda mais ampla de melhoria da qualidade de vida do povo haitiano (Cf. tienne, 1999; Hurbon, 2001; Jadotte, 2005). A democratizao que teve incio aps a queda de Baby Doc no foi um processo contnuo e nem tampouco cumulativo, tendo sido marcado por diversos saltos, hiatos e retrocessos. O

13

Qualquer avaliao que diga respeito a cifras ou estatsticas merece um cuidado especial ao se abordar a literatura historiogrfica ou sociolgica haitiana. Sob muitos aspectos, existe uma tradio retrica de argumentao com base em nmeros cujas fontes ou procedimentos de obteno no necessariamente so objetos de explicitao. Em especial no que diz respeito violncia, seja no perodo Duvalier ou para cada uma das crises polticas subsequentes durante a democratizao, frequente encontrar cifras de mortos, feridos, mutilados, violentadas etc. sem referncia a fontes de qualquer ordem. Por vezes, os nmeros so visivelmente contraditrios, enquanto noutros momentos tendem a convergir, mas raramente se considera necessrio remeter a uma fonte ou a uma explicitao metodolgica que permita reconstruir a obteno de tais dados.

61

primeiro governo do presidente Jean-Bertrand Aristide (que durou pouco, de fevereiro a setembro de 1991) foi interrompido por um golpe militar, que iniciou uma fase conhecida como

coup d'tat (estendendo-se do dia do golpe, 30 de setembro de 1991, at a chegada das tropas
americanas que reinstalaram Aristide na presidncia, em 15 de outubro de 1994). Atuando por trs da presidncia interina de Joseph Nrette, o general Raoul Cdras liderou um regime militar particularmente violento, durante o qual a Universidade de Estado sofreu no apenas com o embargo comercial que foi imposto ao pas, como tambm foi vtima de uma intensa perseguio por parte do governo interino e do exrcito, que afetou sobretudo o movimento estudantil. Calcula-se que, em 1992, a campanha de represso estatal tenha sido responsvel por cerca de 2.000 mortos, nmero que, em 1994, chegaria a 5.000. Nos dois primeiros dias que se seguiram ao golpe, a Comisso Interamericana de Direitos Humanos calcula que foram assassinadas cerca de 1.500 pessoas (tienne, 1999: 171 177). Na altura, a UEH se transformou num dos basties da defesa do retorno ordem constitucional e, em novembro de 1991, cerca de 100 estudantes reunidos na Faculdade de Cincias foram presos e torturados, muitos deles considerados desaparecidos at hoje (tienne, 1999: 180). Durante todo o perodo da ditadura militar estabelecida com o golpe de estado de 1991, a universidade voltou a sofrer com o xodo de seus quadros, para alm dos efeitos do embargo internacional na instituio.14 O retorno de Jean-Bertrand Aristide ao poder em 1994 como resultado de uma interveno militar americana que no deixou de surpreender a populao haitiana, especialmente ao se levar em conta o acmulo de indcios do velado apoio americano ao prprio golpe de estado que o havia afastado tampouco foi capaz de restaurar a normalidade de uma vida universitria voltada para a formao e a pesquisa. A partir desse momento, a Universidade de Estado mergulhou, como de resto todo o pas, num ciclo incessante de crises, que promoveram ora a paralisao do corpo docente, farto dos pagamentos salariais errticos, ora a paralisao e mesmo a radicalizao do movimento estudantil. Outrora em grande medida entusiastas da figura de Aristide, entre 2003 e 2004 os estudantes da UEH se converteram, juntamente com outros setores da sociedade civil haitiana, num dos principais focos de oposio a um governo crescentemente paramilitarizado, o que acarretou enfrentamentos violentos com organizaes e setores juvenis de bairros perifricos de Port-au-Prince que, armados pelo prprio governo, forneciam efetivos para o esforo (crescentemente violento) de sustentao de Aristide no poder (Deshommes, 2009; Fleurimond, 2009). A crise poltica culminou com a deposio do presidente em fevereiro de 2004 e, a partir de ento, uma nova presena internacional se fez sentir no pas, mas que tampouco contribuiu para promover a normalizao da vida acadmica no interior da UEH. Assim como boa parte do movimento sindical, o movimento estudantil passou a se galvanizar quer em decorrncia de
14

Podem-se imaginar os efeitos especialmente perversos que um embargo internacional provocam nas atividades acadmicas de instituies universitrias que precisam importar praticamente todo o material de que necessitam. Em decorrncia do embargo institudo durante o regime militar do general Cdras, tornou-se impossvel adquirir material pedaggico, realizar a manuteno adequada de laboratrios e equipamentos, adquirir livros e peridicos para as bibliotecas etc.

62

variantes do discurso nacionalista, quer como consequncia de vinculaes a projetos revolucionrias na Amrica Latina e no Caribe em torno de uma plataforma de rejeio interveno internacional das Naes Unidas, seja sob a forma de resistncia presena ostensiva das tropas da MINUSTAH no pas, seja como protesto contra sua insuficincia e inoperncia. Exatos 150 anos aps o incio da implantao dos primeiros estabelecimentos universitrios e em meio a todas as crises recentes, a Universidade de Estado segue sendo a instituio que mais contribuiu para a formao de quadros profissionais no pas. Na atualidade, conta com 14.400 estudantes, 1.029 professores e 372 funcionrios. Em suas 11 unidades na capital e 7 outras distribudas pelo pas, recebe 3.815 novos estudantes a cada ano, selecionados em meio a um universo de 16.822 alunos que, em 2009, haviam sido aprovados nos exames de admisso ao ensino superior, somados a outros 7.291 estudantes que j se haviam qualificado em anos anteriores mas no obtiveram uma vaga universitria condizente com suas expectativas ou com seus meio financeiros. O nmero de candidatos vem aumentando anualmente e o nmero total de 24.113 candidatos s vagas abertas pela UEH em 2010 somente indicam um momento preciso da ampliao da base de estudantes que anualmente prestam os exames de ingresso aplicados por seus diferentes institutos, escolas e faculdades, pois a cada ano que passa so mais numerosos os novos candidatos que chegam aos exames e se somam aos que, j tendo tentado uma ou vrias vezes, seguiro tentando na esperana de obter uma vaga na universidade pblica. E no apenas com suas prprias crises internas que a universidade se defronta ou com as crises relacionadas a um ambiente poltico favorvel a polarizaes de toda a ordem, mas tambm com o que representa em termos de desafios institucionais e de gesto setorial a complexificao do universo das instituies de ensino superior privadas, alm das demandas to perenes quanto prementes por uma maior descentralizao e expanso por todo o territrio nacional, assim como por respostas adequadas crescente internacionalizao dos sistemas universitrios na regio do Caribe e para alm dela. A UEH publica e, em princpio, gratuita. No entanto, todas as suas unidades cobram distintas taxas (de inscrio, manuteno, rematrcula etc.) que tm um peso expressivo no seu oramento. Embora estejamos diante de uma universidade pblica que segue o modelo das grandes instituies desse tipo em outros pases do mundo, as presses existentes no Haiti produzem uma profunda autonomia entre suas diversas unidades. Assim, um oramento universitrio incerto e que provm de um oramento pblico dependente da cooperao internacional, acaba por pressionar cada uma das unidades da UEH a buscar obter seus prprios recursos, geralmente associados a distintas alianas tambm no mbito das agncias internacionais de cooperao e a uma oscilao no volume das taxas cobradas dos estudantes.

63

Tabela 8 Histrico e perfil institucional das unidades da Universidade de Estado do Haiti em Port-au-Prince
Unidade Escola Normal Superior (ENS) Faculdade de Agronomia e Medicina Veterinria (FAMV) Faculdade de Direito e Cincias Econmicas (FDSE) Faculdade de Etnologia (FE) Fundao 1947 Histrico e perfil institucional Dedicada inicialmente formao de professores para o ensino mdio e superior nas reas de Letras e Cincias, a partir de 1973 se concentra na formao de professores para o ensino secundrio Foi considerada, desde sua fundao, uma faculdade de extrema importncia e segue sendo uma das mais prestigiadas, como consequncia da tradio rural do Haiti Em conjunto com a FMP, a escola que deu origem atual FDSE constituiu um dos centros da vida universitria do pas. Alm de formar advogados e economistas, foi responsvel pela formao de geraes de polticos e intelectuais Desempenhou um papel estratgico na histria institucional do pas devido ao relevo assumido pelas disciplinas etnolgicas na interpretao das especificidades da histria nacional. Compartilha com a FASCH a responsabilidade pela formao de quadros voltados para a rea de desenvolvimento, que atuam em rgos pblicos e governamentais, assim como em ONGs e agncias internacionais Ligada ao projeto de reconhecimento do bilinguismo haitiano e voltada para a formao de especialistas em kreyl, participa na produo de material escolar, dicionrios, projetos de alfabetizao e intervenes na educao formal e informal e no debate acadmico com outros espaos crioulfonos Como nos demais pases da Amrica Latina, a Faculdade de Medicina se caracterizou por ser uma das instituies de maior prestgio e responsvel pela formao de alguns dos mais importantes quadros nacionais. Foi uma das instituies estratgicas durante a ocupao americana (1915 1934) Inicialmente vinculada Medicina, a FO se tornou autnoma em 1968 Inicialmente uma instituio privada, esteve tradicionalmente voltada formao de engenheiros Para alm da formao de pesquisadores das distintas reas das Cincias Humanas, a FASCH tem desempenhado um importante papel na formao de quadros para a atuao em instituies pblicas e governamentais voltadas para projetos de desenvolvimento, formando tambm boa parte dos quadros locais vinculados s ONGs e s agncias internacionais Fundado com o propsito de formar estudantes e pesquisadores atentos para os fatores histricos, sociais e culturais que aproximam a sociedade haitiana dos pases africanos e da experincia histrica da dispora africana

1924

1860

1958

Faculdade de Lingustica Aplicada (FLA)

1978

Faculdades de Medicina e Farmcia (FMP) / Escola de Tecnologia Mdica (ETM) Faculdade de Odontologia (FO) Faculdade de Cincias (FDS) Faculdade de Cincias Humanas (FASCH)

1861

1938 1902 1974

Instituto de Estudos e Pesquisas Africanas (IERAH)/ Instituto Superior de Estudos e de Pesquisas em Cincias Sociais (ISERSS) Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais (INAGHEI)

1981 (IERAH) 2007 (ISERSS)

1979

Formao de quadros administrativos para a funo pblica e privada, oferece tambm cursos de aperfeioamento e especializao

64

Tabela 9 Perfil acadmico da UEH (carreiras, vagas e programas de mestrado)

Unidade Curso de graduao Durao Admisses15 Total de alunos 500 Ps-graduao

Escola Normal Superior (ENS)

Letras Lnguas modernas Filosofia Cincias naturais e qumica Matemtica Fsica Cincias sociais

3 anos

175

Mestrado em Francs como lngua estrangeira Mestrado em Matemtica Mestrado em Letras Mestrado em Filosofia

Faculdade de Agronomia e Medicina Veterinria (FAMV)

Economia e desenvolvimento rural Engenheiro agrnomo Produo animal Fitotecnia Recursos naturais e meio ambiente Tecnologia agroalimentar

100

467

Faculdade de Direito e Cincias Econmicas (FDSE)

Direito Economia

4 4

250 250

740 688

= 500 Faculdade de Etnologia (FE) Antropossociologia Sociologia Psicologia 4 4 5 400

= 1.428 1.328

Mestrado em Criminologia, oferecido em conjunto com professores do IERAH/ISERSS no PMISSH Mestrado em Cincias do Desenvolvimento

Faculdade de Lingustica Aplicada (FLA)

Lingustica aplicada Cincias da linguagem Francs (lngua estrangeira)

120

600

15

Os nmeros se referem somente graduao e dizem respeito ao perodo letivo 2009-2010. Tanto o nmero de admisses anuais como o nmero total de alunos matriculados para o perodo foram decompostos por opo de carreira somente naqueles casos em que a opo j feita a partir do primeiro ano. Nos casos em que so oferecidas vrias opes de carreira e os nmeros foram apresentados somente como total, isso indica a oferta do primeiro ano como curso propedutico ou de ciclo comum a todas as carreiras.

65

Faculdades de Medicina e Farmcia (FMP) / Escola de Tecnologia Mdica (ETM)

Medicina Farmcia Tecnologia mdica

5 4 2

100 40 25

495 116 45

Mestrado em Administrao Hospitalar

= 165 Faculdade de Odontologia (FO) Faculdade de Cincias (FDS) Odontologia Eng. Civil Arquitetura Eletromecnica Eletrnica Licenciatura em Qumica Topografia Faculdade de Cincias Humanas (FASCH) Comunicao Social Psicologia Servio Social Sociologia Instituto de Estudos e Pesquisas Africanas (IERAH) / Instituto Superior de Estudos e de Pesquisas em Cincias Sociais (ISERSS) Filosofia e Cincia Poltica Geografia Histria Histria da Arte e Arqueologia Turismo e Patrimnio Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais (INAGHEI) Administrao pblica Cincias contbeis Cincia poltica e relaes internacionais Gesto Ciclo curto de cincias contbeis Programas de treinamento de curta durao 4 450 4 200 4 300 5 5 5 5 5 3 2 30 200

= 656 105 583 Mestrado em Base de dados (18 meses)

1.804

Mestrado em Populao e Desenvolvimento

500

Mestrado em Criminologia, oferecido em conjunto com professores da FDSE no PMISSH Mestrado em Histria, Memria e Patrimnio

2.610

Mestrado em Cincia Poltica

4 4

4 2

Programas semestrais ou anuais

66

A tabela anterior explicita que, com todos os limites, em meio imensa precariedade e lidando com situaes extremamente complicadas ao longo de sua histria, a UEH conseguiu construir um universo de opes acadmicas bastante vasto. A grande universidade pblica do Haiti cobre um amplo espectro de carreiras, abarcando aquelas que tradicionalmente acompanharam a prpria consolidao da instituio (Direito, Medicina, Agronomia e Engenharias), aquelas que se mostraram estratgicas ao longo do processo de formao nacional (Cincias Humanas, Lingustica e Filosofia), aquelas necessrias para o prprio desenvolvimento do pas (formao de professores e profissionais de sade, tcnicas agrcolas e ambientais, treinamento de economistas etc.). Todos os centros foram, sem dvida alguma, responsveis pela capacitao de quadros fundamentais e decisivos para a burocracia estatal e, nas ltimas dcadas, pela preparao dos profissionais haitianos vinculados ao onipresente terceiro setor, de perfil nacional e tambm internacional. No momento anterior ao terremoto, eram gigantescos os desafios com que se defrontava a UEH, mas muitos de seus quadros estavam dispostos e preparados para enfrent-los. Se o nmero total de alunos era pequeno para as exigncias de um pas que, em muitas estimativas, chega a ultrapassar os 10 milhes de habitantes, as salas de aula da UEH costumavam estar frequentemente lotadas de alunos, o que evidenciava a necessidade de um aumento no nmero de professores. Um dos principais problemas que afligiam o quadro docente, alm dos baixos salrios e da intermitncia de seu pagamento, era a inexistncia de um plano de carreira. Como consequncia, os melhores professores e pesquisadores geralmente dividiam seu tempo entre a docncia na UEH, a docncia em centros privados e o trabalho na iniciativa privada ou junto s organizaes internacionais. Como se pode depreender da comparao entre as tabelas referentes UEH, a esmagadora maioria dos centros vinculados universidade est concentrada no Departamento do Oeste, ou seja, na capital do pas ou em seu entorno imediato, acompanhando, assim, uma tendncia geral do pas, pelo menos desde a ocupao americana, macrocefalia, no s em termos econmicos e administrativos, como tambm em termos culturais e mesmo demogrficos. Destaque-se que o Haiti possui uma extraordinria tradio regional, que, ao longo do primeiro sculo da existncia do pas, permitiu a proliferao de iniciativas autnomas em todos os setores da vida social em cidades como Les Cayes, Cap-Hatien, Jrmie, Gonaves e Jacmel. Em muitos momentos da histria haitiana, os efeitos do desenvolvimento foram sentidos nessas cidades antes mesmo de chegarem capital do pas, como foi o caso da telefonia, que foi instalada inicialmente em Jacmel, num marcante esforo pioneiro. Foi ao longo dos anos da ocupao americana que se consolidou uma dinmica centralizadora que passou a concentrar em Port-au-Prince todas as possibilidades de formao profissional e de ascenso social. No foram poucas as iniciativas em outros centros urbanos no sentido de fundar instituies de ensino superior que dessem conta das necessidades locais ou mesmo que se contrapusessem aos efeitos perversos do excessivo centralismo de Port-au-Prince. Porm, a lgica diretiva do estado moderno haitiano estava definida. Algo que a tabela a seguir pode demonstrar que foi

67

somente a partir dos anos 1980 que a UEH passou efetivamente a promover uma sorte de expanso em determinadas capitais departamentais. No entanto, a iniciativa se restringiu exclusivamente aos cursos de Direito, Economia e Gesto, cujo propsito evidentemente o de formar quadros locais para o aparato burocrtico e para iniciativas de desenvolvimento.

Tabela 10 - Unidades provinciais da Universidade de Estado do Haiti

Unidade Escola de Direito e de Cincias Econmicas dos Cayes Faculdade de Direito, Cincias Econmicas e Gesto do CapHatien Escola de Direito de Jacmel Escola de Direito e Cincias Econmicas de Fort-Libert Escola de Direito e Cincias Econmicas das Gonaves Fundao 1894 Histria e perfil Fundada como Escola Livre de Direito em 1894 e incorporada pela Universidade do Haiti em 1948. A seo de economia foi criada em 1997. A escola se insere na longa tradio das elites provinciais do sul do pas de formar seus prprios quadros intelectuais Incorporada Universidade de Estado em 1983, tambm se alinha forte tendncia entre as elites do norte de buscar autonomizar a formao de seus quadros em relao ao controle das instituies estatais centralizadas em torno de Port-au-Prince Foi a primeira escola departamental a ser fundada em meio ao esforo mais recente da UEH em busca da descentralizao e da formao de quadros locais Juntamente com as demais escolas departamentais, insere-se na tentativa de descentralizar a formao de quadros da administrao pblica e da gesto de negcios Corresponde igualmente ao esforo de descentralizar a formao de quadros locais. Devidos precariedade da situao estrutural de Gonaves aps a destruio provocada pelos ciclones e inundaes dos ltimos anos, os estudantes devem realizar parte dos seus estudos nas instalaes da UEH de Port-au-Prince Procura levar adiante o projeto de descentralizao do ensino superior, com a instalao de mais uma unidade provincial da UEH num dos departamentos com menor oferta de vagas de ensino superior em todo o pas Representa a ltima unidade departamental a ser fundada pela UEH em seu esforo descentralizador da formao de quadros profissionais e da administrao pblica local Cursos Direito Economia Direito Economia Gesto Direito

1892

1981

1986

Direito Gesto Direito Gesto

1988

Escola de Direito de Hinche

1989

Direito

Escola de Direito e Economia de Portde-Paix

1992

Direito Economia

68

 possvel constatar, portanto, que mesmo as incipientes iniciativas descentralizadoras pautam-se por um perfil padronizado de formao, o que faz com que muitas reas acabem sendo negligenciadas. Diante desse desafio, tanto a UEH como universidades pblicas locais devem propor uma expanso que fortalea a formao universitria em reas cruciais, como sade, tecnologias de comunicao e informao, estudos rurais e formao de professores. Por outro lado, preciso confrontar esse peculiar fenmeno de centralizao mesmo em meio aos esforos incipientes de descentralizao, uma vez que so os quadros e os recursos das unidades centrais da UEH que so mobilizados para preencher ou complementar os quadros funcionais das unidades departamentais. Em sua grande maioria, os centros provinciais vinculados UEH acabam vendo sua dependncia em relao aos rgos centrais da universidade reproduzida e reforada, na medida em que so docentes e tutores da capital que se deslocam provncia para ministrar cursos concentrados em alguns dias da semana, geralmente durante o fim de semana. As carncias relacionadas estrutura de ensino laboratrios, bibliotecas, computadores, salas de estudo etc. so enormes, constituindo-se tais unidades departamentais geralmente num mero aglomerado de salas de aula, e mesmo estas com uma estrutura deplorvel. No mais das vezes, essas faculdades de provncia realizam suas atividades em escolas primrias ou secundrias, usualmente com horrios alternados em relao aos horrios de aula das crianas e adolescente, mas no raro sem qualquer alternncia, sendo os estudantes universitrios a dividir o espao com as crianas e adolescentes.

69

Tabela 11 - Universidade de Estado do Haiti: Titulao, carreiras e opes oferecidas

Graduao Titulao Tcnico(a)

Enfermeiro(a) Bacharel / Licenciado(a)

Carreira Topografia Cincias contbeis Tecnologia mdica Enfermagem Letras Matemtica Fsica Qumica e cincias naturais Cincias sociais Lnguas modernas Filosofia Antropossociologia Estudos africanos e afrocaribenhos Psicologia Comunicao social Sociologia Servio social Direito Cincias Econmicas Administrao Cincia poltica Cincias contbeis Lingustica aplicada Odontologia Agronomia

Opes

Durao 2 2 2 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5

Histria, Geografia Ingls, Espanhol, Alemo

Cincias sociais Antropologia

Estabelecimentos FDS INAGHEI ETM/ FMP ENIP, ENIC, ENICH, ENIJ ENS ENS ENS ENS ENS ENS ENS FE IERAH FASCH, FE FASCH FASCH FASCH FDSE FDSE INAGHEI INAGHEI INAGHEI FLA FO FAMV

Gesto Administrao pblica Relaes internacionais

Engenheiro(a)

Fitotecnia Engenharia Rural Recursos naturais Economia e desenvolvimento rural Produo animal

Arquitetura Civil Eletromecnica Eletrnica

5 5 5 5

FDS FDS FDS FDS

70

Ps-graduao Titulao Mestrado

Carreira Administrao hospitalar Base de dados Cincias do desenvolvimento Cincia poltica Criminologia Filosofia Francs como lngua estrangeira Histria, memria e patrimnio Letras Matemtica Populao e desenvolvimento Medicina16

Durao 2 2 2 2 2 2 2 2 2 2 2 6

Estabelecimentos FMP FDS FE INAGHEI PMISSH ENS ENS PMISSH ENS ENS FASCH FMP

Doutorado profissional

16

Trata-se da graduao em Cincias Mdicas. De modo geral, todas as instituies haitianas de ensino superior que oferecem formao na carreira mdica certificam seus graduando com ttulos de doutoramento profissional.

71

Quadros estatsticos da UEH

Tabela 12 Unidades da UEH na capital

Unidade Estudantes (% do total) 500 (3,47) 467 (3,24) 1.428 = 740 D + 688 E (9,92) 1.328 (9,22) 600 (4,17) 656 = 495M + 116F + 45TM (4,55) 105 (0,73) 583 (4,05) 1.804 (12,53) 500 (3,47) 2.610 (18,12) 10.581 (73,48) Admisses (% do total) 175 (4,59) 100 (2,62) 500 (13,11) 400 (5,49) 120 (3,15) 165 = 100M + 40F + 25TM (4,32) 30 (0,79) 200 (5,24) 300 (7,86) 200 (5,24) 450 (11,8) 2.640 (69,2) Professores (% do total) 33 (3,21) 50 (4,86) 85 (8,26) 47 (4,57) 33 (3,21) 171 = 106M + 47F + 18TM (16,62) 42 (4,08) 89 (8,65) 131 (12,73) 29 (2,82) 147 (14,29) 857 (83,28) Professores/ 100 alunos 6,6 10,7 5,95 3,54 5,5 26,07 = (21,41 M + 40,52 F + 40 TM) /3 40 15,27 7,26 5,8 5,63 8,1 Professores em regime integral 35 (70%) Funcionrios

ENS FAMV FDSE FE FLA FMP

7 (1,88) 115 (30,91) 35 (9,41) 33 (8,87) 14 (3,76) 30 (8,06)

FO FDS FASCH IERAH INAGHEI Total PaP

10 (11,24%) 18 (13,74%) 63 (7,35%)

17 (4,57) 30 (8,06) 51 (13,71) 21 (5,65) 86 (23,12) 306 (82,26)

Tabela 13 Unidades da UEH na provncia

Unidade EDEFL EDH EDJ EDPP EDSEC EDSEG FDSECH Total Provncia Estudantes (% do total) 350 (2,43) 500 (3,47) 369 (2,56) 400 (2,78) 600 (4,17) 350 (2,43) 1.250 (8,68) 3.819 (26,52) Admisses (% do total) 125 (3,28) 200 (5,24) 150 (3,93) 150 (3,93) 225 (5,9) 125 (3,28) 350 (9,17) 1.175 (30,8) Professores (% do total) 15 (1,46) 22 (2,14) 20 (1,94) 20 (1,94) 25 (2,43) 15 (1,46) 55 (5,34) 172 (16,72) Professores/ 100 alunos 4,29 4,4 5,42 5 4,17 4,29 4,4 4,52 Professores em regime integral 0 Funcionrios 9 (2,42) 7 (1,88) 3 (0,8) 5 (1,34) 12 (3,23) 9 (2,42) 21 (5,65) 66 (17,74)

Tabela 14 Totais referentes ao conjunto da UEH

Unidade Total PaP Total Provncia Total UEH Estudantes (% do total) 10.581 (73,48) 3.819 (26,52) 14.400 Admisses (% do total) 2.640 (69,2) 1.175 (30,8) 3815 Professores (% do total) 857 (83,28) 172 (16,72) 1029 Professores/ 100 alunos 8,1 4,52 7,15 Professores em regime integral 63 (7,35%) 0 63 (6,12%) Funcionrios 306 (82,26) 66 (17,74) 372

72

Tabela 15 Despesas e repasses oramentrios nas unidades da capital

Unidade Oramento HTG (US$)17 % do oramento total Gasto anual (US$) / estudante

ENS FAMV FDSE FE FLA FMP FO FDS FASCH IERAH INAGHEI Total PaP

8.000.000 (201,257.86) 20.348.600 (511,914.46) 11.300.000 (284,276.73) 5.600.000 (140,880.50) 3.000.000 (75,471.70) 9.000.000 (226,415.09) 7.000.000 (176,100.63) 13.900.000 (349,685.53) 15.685.900 (394,613.84) 2.800.000 (70,440.25) 14.000.000 (352,201.25) 110.634.500 (2,783,257.86)

7,23 18,39 10,21 5,06 2,71 8,13 6,33 12,56 14,18 2,53 12,65

402.52 1,096.18 199.07 106.08 125.78 457.40 1,677.15 599.80 218.74 140.88 134.94 263.05

Tabela 16 - Sumrio estatstico da UEH (valores mnimos e mximos por unidade)

Estudantes Admisses Professores Pessoal administrativo e de apoio Professores/ 100 estudantes Aporte oramentrio pelo Tesouro Nacional HTG / US$ 14.400 (>105 <2610) 3.815 (>30 <500) 1.029 (>15 <171) 372 (>3 <115) 7,15/100 (>3,54/ 100 <4/10) HTG 110.634.500 / US$ 2,783,257.86 (>2.53% <18.39%)

% do oramento nacional Investimento por estudante/ano (US$)

0,77 263.05 (>106.08 <1,677.15)

17

Valores de cmbio de 28.02.2010 (US$1 = 39,75 HTG).

73

Outras instituies pblicas As instituies pblicas no se restringem s faculdades e institutos vinculados UEH. Ao longo das ltimas dcadas, como resultado de uma srie de iniciativas governamentais, com o apoio de diversas agncias internacionais de cooperao, mas tambm da prpria demanda das instncias governamentais e das organizaes internacionais atuantes no pas por pessoal especializado, foram abertos vrios centros pblicos de ensino superior, de treinamento e de aperfeioamento profissional, que procuram suprir carncias em reas no contempladas pela UEH. Contando com uma autonomia relativa diante dos rgos ministeriais responsveis por seu financiamento e gesto, esses centros pblicos tm os diplomas que emitem homologados automaticamente pela UEH. So livres, porm, para estabelecer seus prprios mecanismos de admisso, estipular limites de vagas (ou ampli-los) e definir as taxas de admisso que sero cobradas dos estudantes, que seguem sendo, mesmo para instituies pblicas de ensino superior, em meio proviso errtica de fundos pelo governo nacional, uma fonte crucial de recursos para sua manuteno. Alguns deles alcanaram considervel prestgio, como o caso da ENST, responsvel pela formao de pessoal na rea de administrao e informtica, mesmo a despeito do reduzido nmero de estudantes que eram capazes de atender. Outros tm um perfil bastante mais direcionado a programas de formao especficos e de insero profissional dirigida, como o caso da ENAF, centro diretamente vinculado ao Ministrio da Economia e das Finanas, responsvel em grande medida pela formao de altos quadros na gesto das finanas do estado e pela capacitao continuada de prprios funcionrios. A Escola Nacional das Artes merece um destaque especial, pois existe no Haiti uma extraordinria tradio no campo das artes, em particular nas artes plsticas, mas igualmente na msica e nas artes dramticas e performticas. Aquilo que internacionalmente se convencionou reconhecer como arte naf corresponde, na verdade, a um campo plenamente estruturado de produo visual e circulao internacional de artefatos artsticos que conecta aqueles que apreciam a arte haitiana mundo afora a um extenso universo formado por atelis de artistas, centros de formao, galerias de arte e, inescapavelmente, a ENARTS, mantida por subvenes do Ministrio da Cultura. A predicao naf no deve, de modo algum, ser tomada em sua literalidade. Longe das notas rapsdicas exotizantes e das noes de comunalidade e impessoalidade de uma arte espontnea, popular e no autoral, o campo das artes plsticas haitianas pontuado por artistas conhecidos e renomados, por estilos e escolas que transmitem suas propostas e concepes por meio de atelis, fazendo igualmente uso extensivo do espao no apenas fsico, mas tambm simblico, representado pela ENARTS. Esse universo tampouco se restringe pintura. No campo das artes plsticas no Haiti, destaque especial tambm devido escultura (especialmente em ferro, mas tambm com uma infinidade de outros materiais), tapearia (geralmente de inspirao religiosa) e tradio de mscaras, bonecos e fantasias de carnaval. Desde sua formao, a ENARTS vem procurando assegurar o contato e a continuidade entre os esforos de diferentes geraes de artistas haitianos, assim como uma estruturao da formao de geraes sucessivas no s de artistas plsticos, msicos, dramaturgos, atores e danarinos, mas tambm de historiadores e

74

crticos de arte. Procura oferecer tambm um espao de contato com tcnicas distintas de produo para todos os alunos e ex-alunos, na medida em que a instituio se concebe como um espao de formao e aperfeioamento contnuos. Outra das escolas nacionais estabelecidas e mantidas por subvenes ministeriais era a Escola Nacional das Enfermeiras de Port-au-Prince, que deve ser compreendida em meio ao conjunto dos esforos do Ministrio da Sade em formar quadros na rea de enfermagem espalhados por todo o pas. Alm de Port-au-Prince, capital departamental do Oeste, h escolas nacionais de enfermagem em Jrmie, Cap-Hatien e Les Cayes, respectivamente as capitais departamentais da Grand'Anse, do Norte e do Sul. Para alm dessas, h outras ligadas a entidades privadas ou religiosas envolvidas na formao de pessoal de enfermagem e obstetrcia. Em que pese todo o esforo de descentralizao no campo da formao em enfermagem, o papel desempenhado pela ENIP em Port-au-Prince continuava sendo desproporcionalmente importante, no apenas formando um nmero muito maior de enfermeiras, que tambm acabavam suprindo as carncias regionais, como tambm concentravam o maior nmero de professores e praticamente todos os mecanismos de treinamento e aperfeioamento profissional para enfermeiras e parteiras j formadas. O efeito de sua completa destruio e da morte da maioria de suas estudantes e de boa parte de seus professores afetar gravemente suas escolas correlatas nas provncias e deixar uma lacuna no setor da sade pblica no Haiti cujas dimenses ainda mal podem ser delineadas. Em meio ao universo das instituies pblicas de ensino superior distribudas pelas provncias, destacam-se sem dvida as escolas voltadas formao de enfermeiras, mas outras iniciativas so extremamente antigas e revelam tentativas regionais de formao de quadros e mesmo de competir com Port-au-Prince como foco de atrao de jovens estudantes. No caso da Universidade Pblica de Cap-Hatien, a data de 1986 apenas indicativa do momento em que foram reunidas numa mesma instituio uma srie de centros autnomos que j vinham funcionando h muito mais tempo na capital do departamento do Norte, algumas delas j mesmo desde o sculo XIX. Assim, tambm entre os desafios do ensino superior no Haiti, vinculado ao setor pblico ou a outras iniciativas, deve ser claramente destacada a urgente necessidade de descentralizao e diversificao da oferta em outras partes do pas que no apenas na capital. Essa descentralizao deve atender s demandas especficas das realidades locais, em lugar de ser apenas uma espcie de rplica em miniatura ou entrepostos de fim de semana de instituies estabelecidas Port-au-Prince. Muito menos devem depender exclusivamente de profissionais estabelecidos na capital do pas. Com a licena de parecer insistir no bvio, cabe insistir que as capitais provinciais so efetivamente cidades de mdio porte e o universo provincial est longe de se restringir a uma paisagem rural. Cap-Hatien possui mais de meio milho de habitantes e a populao de Les Cayes supera a marca dos 300.000. Entre as demandas desses distintos centros urbanos est a possibilidade de atrelar o desenvolvimento local formao de quadros que no se vejam obrigados a abandonar sua cidade ou sua regio e seguir para Port-au-Prince para obter qualquer tipo de formao acadmica ou profissional ou para obter acesso a qualquer recurso educacional.

75

Grfico 14 - Composio do pessoal das instituies pblicas de ensino superior

76

Tabela 17 - Instituies pblicas de ensino superior autnomas em relao UEH e situadas na capital
Unidade Centro Nacional de Formao Profissional (CNFP) / Centro Piloto de Formao Profissional e Tcnica (CPFPT) Fundao 1978 Cursos Contabilidade Edificaes Eletrotcnica Informtica Instalao sanitria e hidrulica Mecnica diesel Serralheria Telecomunicaes Escola Nacional de Administrao Financeira (ENAF) 1978 Alfndega Economia Impostos Tesouro Escola Nacional de Geologia Aplicada (ENGA) Escola Nacional das Enfermeiras de Portau-Prince (ENIP) Centro de Tcnicas de Planejamento e de Economia Aplicada (CTPEA) Escola Nacional das Artes (ENARTS) 1978 Cincias da Terra Tcnico ambiental Topografia 1979 Enfermagem Ministrio da Sade 100 275 3 MENFP 35 018 3 Ministrio da Economia e Finanas 50 145 2+ estgio rgo gestor Instituto Nacional de Formao Profissional (INFP) / MENFP Admisses 500 Alunos 934 Durao 3

1983

Economia Aplicada Estatstica Planejamento

Ministrio do Planejamento e da Cooperao Internacional Ministrio da Cultura

75

132

1983

Artes Plsticas Dana Histria da Arte Msica Teatro

019

200

Escola Nacional Superior de Tecnologia (ENST)

1988

Gesto Informtica

MENFP

30

95

18
19

Desativada desde 2006, pretendia reabrir o processo seletivo em 2010, com um nmero inicial de 35 vagas. No so aceitas novas matrculas desde 2005.

77

Mapa 2 - Instituies pblicas nas provncias

78

Tabela 18 Efetivos das instituies pblicas de ensino superior

Categoria Escolas e faculdades provinciais da UEH Instituio Ecole de Droit et d'conomie de Fort-Libert (EDEFL) Ecole de Droit de Hinche (EDH) Ecole de Droit de Jacmel (EDJ) Ecole de Droit de Port-dePaix (EDPP) Ecole de Droit et des Sciences conomiques des Cayes (EDSEC) Ecole de Droit et des Sciences conomiques des Gonaves (EDSEG) Facult de Droit, des Sciences conomiques et de Gestion du Cap-Hatien (FDSECH) Total de estudantes 350 500 369 400 600 Admisses anuais 125 200 150 150 225 Professores 15 22 20 20 25 Funcionrios 9 7 3 5 12

350

125

15

1250

350

55

21

Efetivo parcial Universidades pblicas departamentais Universit Publique de lArtibonite aux Gonaves (UPAG) Universit Publique du Nord au Cap-Hatien (UPNCH) Universit Publique du Sud aux Cayes (UPSAC)

3.819 700

1.175 250

172 43

66 32

662

471

49

37

700 2.062

210 930 100

52 144 37

39 108 15

Efetivo parcial Escolas nacionais de enfermagem nas provncias Ecole Nationale des Infirmires de Jrmie (ENIJ) Ecole Nationale des Infirmires des Cayes (ENIC) Ecole Nationale des Infirmires du CapHatien (ENICH)

300

300

100

39

18

300

100

38

19

Efetivo parcial Efetivo total

900 6.781

300 2.405

154 470

69 243

79

Instituies privadas No Haiti, como de resto no conjunto da Amrica Latina e do Caribe, assistiu-se nas ltimas duas dcadas a um crescimento impressionante do ensino privado, buscando atender a demandas represadas e suprir carncias dos sistemas pblicos de ensino superior. Ainda no foi realizada uma avaliao sistemtica das instituies de ensino superior neste pas, mas alguns traos mais destacados desse fenmeno podem ser indicados. Embora existissem j desde a dcada de 1960 alguns casos isolados de centros privados de ensino sendo estabelecidos no pas, fundamentalmente ligados a ordens ou misses crists, tanto catlicas como protestantes, e ao longo da dcada de 1970, fossem fundados alguns outros, inclusive em reas provinciais, foi somente a partir de meados dos anos 1980 que essas instituies privadas comearam a se espalhar e o campo privado comeou a se adensar, com um crescimento particularmente acentuado a partir da virada dos anos 1990. Quadros profissionais formados no exlio desempenharam um papel crucial na formao de grande parte dessas instituies: retornando de uma estadia no exterior pautada pela atuao profissional em prestigiadas instituies no continente americano ou europeu, tinham perfeita clareza das limitaes do ensino superior no pas e no encontravam segurana institucional e financeira numa ligao exclusiva com a UEH. Esta, por seu turno, no tinham condies de incorporar a totalidade desses quadros que progressivamente optavam pelo retorno aps a queda do cl Duvalier em 1986 e medida que se delineavam as perspectivas de democratizao do pas. Da mesma forma como havia ocorrido com o desenvolvimento do sistema pblico de ensino superior at aquele momento, tambm as instituies privadas acabaram se concentrando predominantemente na capital do pas, contribuindo elas tambm para reforar as tendncias centralizantes do desenvolvimento haitiano ocorrido aps o fim do perodo ditatorial. A despeito dessa desproporcional concentrao, o nmero de instituies particulares distribudas por capitais provinciais no , contudo, de todo inexpressivo. Algumas universidades privadas, como a Universidade Quisqueya e a Universidade Notre-Dame d'Hati, tm criado importantes sedes departamentais e aberto cursos diversificados em centros de ensino bastante bem estruturados em algumas capitais provinciais, tentando responder a uma evidente demanda no atendida pelas instituies pblicas. No entanto, parece que tampouco esses esforos de fazer frente a carncias do sistema pblico escapam aos vcios e limitaes que tambm incidem sobre os esforos pblicos de descentralizao: os professores so em geral os mesmos que trabalham nas sedes da capital e que se deslocam apenas alguns dias por semana ao centro provincial, ao mesmo tempo em que tm de lidar com a precariedade de suas estruturas, muito mais limitadas do que aquelas existentes em Port-au-Prince.

80

Grfico 15 - Evoluo do nmero de instituies privadas de ensino superior

Como se pode imaginar, o crescimento acelerado e desregulado do sistema universitrio privado gerou resultados bastante desiguais, indo desde instituies de imenso dinamismo e prestgio, com ambies de se estabelecer em posies de competitividade com instituies de todo o Caribe, at centros de ensino que sequer podem oferecer a seus estudantes as estruturas mais bsicas de ensino, como computadores ou bibliotecas. Parte dessas instituies privadas conta com grande reconhecimento local e internacional e respondem demanda de uma elite que no pode ou no deseja enviar os seus filhos para o exterior do pas ou que estaria relativamente cansada das sucessivas crises da UEH, com suas incessantes greves de professores e de alunos, intervenes, precariedade das instalaes etc. Tais universidades prestigiosas costumam ter convnios com instituies no exterior com destaque para os Estados Unidos, Canad, Frana e Repblica Dominicana e espera-se que parte delas possa contar com essas redes de apoio internacional para reagir mais rapidamente destruio causada pelo terremoto e buscar recuperar suas estruturas destrudas ou danificadas.

81

Por mais que os sistemas pblico e privado de ensino superior no Haiti se tenham desenvolvido em momentos histricos to distintos, seguindo configuraes institucionais to diversas -- com uma pluralidade vertiginosa de instituies privadas e um nmero reduzidssimo de instituies pblicas, invariavelmente gravitando em torno da UEH , seria errneo depreender disso que haja qualquer tipo de incomunicabilidade ou oposio entre eles. Muito pelo contrrio, so imensas complementaridades e muita cooperao o que se v em meio a essa profuso de centros privados de ensino procurando atender demanda frustrada pela insuficincia de vagas no sistema pblico. Em busca de complementos salariais e em vista da intermitncia da remunerao na universidade pblica, so muitos os professores que trabalham alternada, sucessiva ou simultaneamente em instituies pblicas e privadas. Como tampouco raro entre os estudantes encontrar aqueles que procuram fazer frente s constantes interrupes nas atividades letivas e s carncias materiais das instituies pblicas com a frequncia paralela de um ou mesmo mais cursos em instituies privadas. Inclusive no que diz respeito aos esforos de reforma e modernizao do sistema universitrio haitiano e de estabelecimento de estruturas e equipamentos acadmicos e culturais de maior envergadura, que poderiam beneficiar todo o conjunto de estudantes e professores, especialmente no que diz respeito criao de bibliotecas universitrias, no so poucos os momentos em que instituies pblicas e privadas congregam esforos em busca de objetivos comuns. Tambm em conjunto com as instncias administrativas da UEH e de outros centros pblicos de ensino superior, aquelas com maior destaque e reconhecimento entre as instituies privadas procuraram estabelecer e sustentar laos com as agncias de cooperao internacional no sentido de procurar assegurar fundos para o treinamento e o aperfeioamento do pessoal docente, para a aquisio de equipamentos de qualidade e mesmo para o estabelecimento de programas de ps-graduao. A maioria das instituies privadas, contudo, apresenta um perfil mais marcadamente empresarial e depende exclusivamente do pagamento de mensalidades para sustentar suas atividades de ensino, algo que, em vista das circunstncias econmicas extremamente difceis do pas, exige um imenso sacrifcio das famlias. Com efeito, essas instituies atendem demanda por qualificao profissional de uma juventude urbana de perfil socioeconmico compatvel com o que seria considerado em outros pases latino-americanos um estrato de classe mdia baixa que, concluindo o ensino mdio em escolas pblicas, acaba sendo preterida nos exames de seleo para as vagas do sistema universitrio pblico e acaba tendo de recorrer a uma das inmeras instituies privadas para obter seu diploma universitrio, na esperana de melhorar suas chances de obter um posto de trabalho formal numa economia marcada por um desemprego formal que se tem mantido ao longo da ltima dcada em torno de 80%. No Haiti, repete-se um fenmeno perverso que se verifica tambm em outros pases latinoamericanos: estudantes capazes de pagar altas mensalidades em boas escolas privadas do ensino fundamental e mdio acabam conquistando a maior parte das vagas universitrias do sistema pblico. H um agravante, contudo, uma vez que a esmagadora maioria da oferta de ensino fundamental feita por escolas privadas, praticamente no existem possibilidades de contornar a

82

necessidade de se investir no pagamento de altas mensalidades das melhores entre as escolas privadas para que se tenha uma chance de entrar na universidade pblica. Ao adentrar o sistema privado, as razes pela opo dos estudantes por uma ou outra instituio no so muito claras. No entanto, e apesar de nem o MENFP e nem qualquer outra instituio nacional ou internacional jamais terem sido capazes de realizar uma avaliao abrangente do sistema universitrio haitiano, cada estudante parece saber claramente qual a posio de cada uma das mais de 150 instituies privadas de ensino numa escala de qualidade de ensino e de prestgio do diploma e compreender que retorno esperar pelos esforos feitos por sua famlia para pagar as taxas e mensalidades. Os centros universitrios privados so extremamente desiguais. Universidades como a Quisqueya e a Notre-Dame nasceram marcadas pela presena de quadros formados na dispora que traziam consigo o desejo de criar instituies de competitividade internacional. Isso se reflete na qualidade das instalaes, em laboratrios e em centros de pesquisa. O mesmo no se pode falar de centros mais modestos, que, entretanto, desempenham um papel crucial no atendimento demanda por qualificao profissional da juventude haitiana. Tanto uns como outros, porm, fazem frente a desafios comuns, com as sucessivas crises polticas e econmicas e as diversas tragdias naturais recentes que se abateram sobre o pas, assim como no que diz respeito s dificuldades perenes na criao e manuteno de estruturas e equipamentos de ensino e pesquisa, incluindo bibliotecas, laboratrios etc., alm, claro, da fuga sistemtica de crebros para outros pases, um fenmeno que afeta e debilita de modo geral todas as instituies envolvidas no esforo de oferecer educao superior no Haiti. Nos centros universitrios privados, oferecida uma gama de cursos que chega mesmo a ultrapassar o espectro de carreiras disponveis no sistema pblico: dos indefectveis Direito e Gesto, Medicina, Informtica, Diplomacia, Engenharia, passando pela Agronomia, e por todas as disciplinas das Cincias Humanas. Em meio a esse universo institucional extremamente plural, o Ministrio da Educao Nacional e Formao Profissional (MENFP) procura, por meio de sua Direo de Ensino Superior e de Pesquisa Cientfica (DESRS), 20 avaliar, controlar e normatizar as atividades tanto do ensino superior pblico como privado no pas. No cumprimento dessa incumbncia, parte dos procedimentos de avaliao outorgada UEH (GTEF, 2009: 35). Com base nos resultados dessa avaliao, a DESRS procede homologao do registro de funcionamento da universidade, solicita reformas ou adaptaes ou rejeita a solicitao de autorizao.

20

A DESRS foi estabelecida h cerca de 10 anos e conta com um nmero muito restrito de funcionrios. Tem sob sua responsabilidade a elaborao de um plano nacional para a educao superior e a realizao de estudos setoriais peridicos relacionado avaliao do sistema de ensino superior e da pesquisa cientfica. Apesar da publicao de alguns estudos preliminares e da coleta parcial de dados, ainda sero necessrios investimentos nesse setor para que seja suficientemente capaz de desempenhar suas incumbncias normativas. A administrao da UEH tambm desempenha atribuies gestoras do sistema geral de ensino superior, na medida em que responsvel pela homologao das autorizaes de funcionamento concedidas pelo MENFP a instituies do sistema privado.

83

Grfico 16 - Situao do processo de autorizao para o funcionamento das instituies privadas Na verdade, das 149 instituies privadas em pleno funcionamento no pas, apenas 52 contam com reconhecimento oficial pleno e uma autorizao para seu funcionamento. Sem se arriscar a estimativas, a DESRS reconhece, porm, que, sem a obteno da autorizao oficial, as universidades privadas no conseguem arrebanhar um nmero considervel de estudantes. Portanto, pode-se deduzir que, apesar de numeroso, o campo das instituies no autorizadas no compreende instituies de grande porte e conta com um corpo discente desistncia. Qualquer esforo de compreenso, anlise ou avaliao do ensino superior no Haiti pressupe precisa, determinar o alcance, a os configurao relativamente reduzido e errtico, com uma altssima taxa de

potenciais e limites do ensino privado, sobre o qual todas as instncias gestoras envolvidas com o ensino superior haitiana demonstram possuir dados insuficientes e fragmentrios. Se essas insuficincias se evidenciam inclusive no que diz respeito s instituies privadas j avaliadas e autorizadas, o que no dizer do imenso campo de instituies que, espalhadas pela capital e pelas provncias, no cessam de se desdobrar em novas sedes, carreiras e projetos, sem dvida alguma atendendo a uma imensa demanda na rea de formao de quadros em todas as reas de atuao. Urge, portanto, para uma melhor compreenso do ensino superior privado no Haiti, suprir tais carncias com a realizao de um levantamento abrangente e construo de um quadro sistemtico de avaliao sobre o ensino superior privado no pas. Da mesma forma, seria necessrio realizar um abrangente censo universitrio (atento tanto configurao e distribuio dos corpos discente, docente e funcional, quanto evaso de estudantes, circulao de profissionais entre as instituies e ao compartilhamento de estruturas e equipamentos), no quadro do qual se atentasse especialmente para a disperso de centros de ensino pelas capitais provinciais e outras cidades do pas e para a sistematizao de informaes sobre a origem social dos estudantes e o destino profissional dos formandos.

84

A despeito da precariedade das informaes disponveis, alguns pontos merecem ser destacados no que diz respeito configurao geral das instituies privadas em meio ao sistema global de ensino superior haitiano. Em primeiro lugar, cabe ressaltar que o sistema de coleta e armazenamento de dados relativos instalao e o funcionamento de instituies privadas por parte das instncias governamentais e universitrias responsveis pela gesto do sistema extremamente precrio e parcial e, a despeito disso, vem sendo a custo expandido e aprofundado atravs dos esforos pessoais de funcionrios e acadmicos ligados s instncias gestoras do sistema (em especial e a despeito das disputas decorrentes da concorrncia interinstitucional, na DESRS/ MENFP e nos escales intermedirios da administrao da UEH). Alm disso, em funo do perodo de cinco anos de funcionamento ininterrupto exigidos para que uma instituio seja avaliada, h casos de instituies que se estabelecem, contratam professores, abrem inscries, matriculam alunos e, diante de dificuldades inevitveis, fecham suas portas e dispensam seus estudantes sem qualquer certificao, antes mesmo que qualquer instncia pblica de administrao do sistema tenha sequer tomado conhecimento de sua existncia. Dados preliminares de um estudo iniciado pela DESRS/ MENFP em abril de 2009 e que visa implantao de um banco de dados sobre as instituies de ensino superior no pas permitem produzir um quadro amplo da configurao desse setor e de suas especificidades. Com base em informaes desse levantamento, possvel constatar que 82,4% das instituies se fazem financiar exclusivamente com os pagamentos de taxas e mensalidades pelos alunos. 21 A combinao do financiamento pelos alunos com subsdios de rgos governamentais ou no governamentais de cooperao internacional ou de investimento direto da iniciativa privada local ou estrangeira responde por ocorre em 18% das instituies, mas sempre como um elemento marginalmente complementar ao aporte das mensalidades (14,7% das instituies contam com uma fonte externa complementar e 2,9% delas com duas). Coincidentemente, o mesmo estudo demonstrar que os mesmos 82,4% das instituies universitrias utilizam sua sede exclusivamente para fins acadmicos, enquanto os mesmos 18% do financiamento complementado por fontes externas tm suas sedes destinadas a outras finalidades durante o dia e oferecerem cursos universitrios no perodo noturno. A justaposio desses nmeros faz suspeitar que o peso relativo das mensalidades no financiamento do sistema privado de ensino superior seja ainda maior do que a j impressionante cifra de 82,4% como fonte exclusiva de financiamento, pois as instituies que mencionaram contar com fontes adicionais ou complementares so precisamente aquelas que compartilham sua sede com outras organizaes ou utilizam-nas para outras finalidades durante o perodo diurno, o que responderia por boa parte do que representa o aporte externo de recursos. Assim, no seria exagero dizer que o papel desempenhado por aportes financeiros externos no funcionamento das instituies privadas de ensino superior quando muito marginal e que os grandes (seno nicos) financiadores da expanso e da manuteno do ensino superior privado no Haiti so seus prprios alunos.
21

Cf. DESRS (Direction de lEnseignement Suprieur et de la Recherche Scientifique). Universits et institutions d'enseignement suprieur en Hati. Projet d'implantation d'une base de donnes. Ministre de l'ducation Nationale et de la Formation Professionnelle (MENFP): Port-au-Prince, 2009.

85

Grfico 17 - Volume de estabelecimentos privados de ensino superior ativos

Tabela 19 Marcos temporais decisivos na evoluo do sistema de ensino superior haitiano

Perodo 1979 1982-1987 1986 1987 1989 1991-1994 1993 2001 Evento Incio da implementao da Reforma Bernard (integrao do kreyl no sistema educacional) Moratria da Reforma Fim da ditadura Nova Constituio (educao bsica compulsria e determinao do kreyl como lngua principal de instruo) Ampla reforma curricular de todos os nveis da educao Golpe de estado e embargo internacional Lanamento do PNEF (Plano Nacional de Educao e Formao Profissional), que procura retomar a Reforma interrompida, mas que somente comear a ser implementado a partir de 1998 Criao da DESRS, para gerir o ensino superior e promover a pesquisa universitria

86

Tendo sempre em mente que se trata de dados preliminares e que se referem de todo modo a uma realidade anterior reconfigurao radical que a reconstruo aps o terremoto exigir, so dados eloquentes sobre a configurao do sistema privado de ensino, na medida em que correspondem s informaes referentes ao funcionamento de quase dois teros do conjunto de instituies autorizadas (34 de 52, i.e., 65,4%), mas que respondiam por mais de trs quartos do total de estudantes matriculados no sistema privado (26.307 de um total 34.200, i.e., 76,9%). Diante do alcance dessas amostragens, poderiam ser feitas projees plausveis sobre o sistema global de ensino privado com base no que j pde apurar. As informaes apresentadas e discutidas a seguir apoiam-se, assim, nos dados coletados entre 2007 e 2009 para compor a base desse banco de dados do MENFP e, combinando-os a outras informaes coletadas no decorrer deste levantamento, so desdobradas em alguns dados reveladores a respeito da configurao do amplo conjunto de instituies privadas de ensino superior ativas no pas. Tanto na mdia como em sua maioria, as universidades privadas se estruturam em torno de 3 faculdades, no mais das vezes organizadas em torno das 3 carreiras que congregam o maior nmero de estudantes, administrao, contabilidade e informtica. Em alguns casos, especialmente nas instituies privadas estabelecidas nas provncias, tem bastante peso relativo tambm a preferncia dos estudantes (especialmente das estudantes) pelas carreiras de educao e enfermagem. A representao feminina, porm, na populao universitria das instituies privadas no menos baixa que nas instituies pblicas. Ao final do ano letivo 2007-2008, as instituies recenseadas haviam diplomado 2.179 estudantes (dos quais 1.305 homens e apenas 874 mulheres) e licenciado outros 1.475 (963 homens e 512 mulheres). Somente em duas reas, as mulheres estiveram presentes com maior peso relativo: na medicina, que se encerra com a obteno de um ttulo de doutoramento profissional tambm nas universidades privadas (com 65 novas doutoras e 63 novos doutores) e nas carreiras que concedem certificao de ciclos curtos de formao e treinamento (com 297 mulheres e 269 homens certificados). No entanto, na nica rea realmente associada a um mbito de pesquisa mais prximo do que se conhece como tal em outros sistemas universitrios, enquanto 10 homens se tornavam novos mestres, nenhuma mulher obteve um diploma de mestrado de uma universidade privada nesse perodo. A despeito de uma presena feminina equilibrada nas carreiras mdica e de ciclos curtos (contabilidade, educao etc.), nem o nmero total de estudantes consegue mascarar a marcada sub-representao feminina no corpo discente das instituies privadas de ensino superior, com 14.666 homens e apenas 11.641 mulheres. O desequilbrio entre homens e mulheres se reduz no que se refere desistncia e evaso universitria, sendo altssimo o nmero de desistentes entre ambos os grupos, mas ainda assim, ligeiramente mais alto entre as mulheres, sendo apenas 8% das estudantes que anualmente se inscrevem num curso superior as que chegam a se diplomar, enquanto que, entre os homens, esse nmero chega a 9%.

87

As reas de estudo preferidas pelos estudantes so a contabilidade e a administrao de empresas: 39% dos estudantes e 56% das estudantes optam por uma dessas duas carreiras. A seguir na escala de procura, vm a informtica, para os homens, e a enfermagem para as mulheres. Mas em quarto lugar na ordem de preferncia, voltam a convergir homens e mulheres em torno da pedagogia. So seis as instituies privadas que oferecem programas de mestrado: INUQUA, UNDH e UNIQ, com vrios programas de mestrado, e UC, CREFI, ESIH e UNAH, com respectivamente um programa de mestrado em cada instituio. Apenas quatro universidades privadas oferecem titulao de doutorado, mas correspondem unicamente graduao na carreira mdica, concluda com a obteno de um doutorado profissional em cincias mdicas. Alm das universidades Notre-Dame dHati, Lumire e Quisqueya, existe uma terceira instituio privada que oferece a formao em Medicina, a Universidade Royale dHati, mas cuja Faculdade de Medicina teve seu registro suspenso em 2009 pelo MENFP, com a demanda de adaptaes curriculares. Praticamente dois teros das instituies privadas de ensino superior atestam acolher atividades de pesquisa e empregar nmeros que variam entre um e 20 pesquisadores por instituio. Metade delas, contudo, esto situadas no extremo inferior desse espectro de pesquisadores ativos, com pelo menos um, mas no mais que 5 pesquisadores ativos, e 36% do total no desenvolvem qualquer atividade de pesquisa e no abrigam qualquer pesquisador. Com relao ao corpo docente, de sada trs elementos se destacam, a saber, o desnvel entre professores com dedicao exclusiva e docentes empregados em regime parcial, o reduzido nmero de professores doutores, alm da baixa proporo de mulheres professoras. Por mais que seja um desnvel consideravelmente menor do que no sistema pblico, onde apenas cerca de 6% dos professores trabalham com dedicao exclusiva, a proporo no sistema privado ainda alta, com apenas 18,67% de docentes em regime integral. Apenas duas instituies empregam mais professores em regime integral do que em regime parcial: a Universidade Lumire, com 51,75% de seu corpo docente trabalhando com dedicao exclusiva, e o Centro de Estudos Diplomticos e Internacionais (CEDI), com 95,35%. No extremo oposto, esto a Universidade de Port-auPrince (UP), a Universidade Quisqueya (UNIQ) e a Universidade Episcopal do Haiti (UNEPH), com o maior desnvel entre os dois regimes de trabalho, respectivamente 15,32%, 13% e 8,2%. Em meio a um conjunto de 1648 professores detentores de uma licena, um bacharelado ou um mestrado, so apenas 210 os professores universitrios do sistema privado que detm um ttulo de doutorado. Outro trao que se destaca o reduzido nmero de professoras em meio a um universo docente dominado por homens: apenas 14% do total de professores so mulheres. Cabe frisar, porm, que o nvel de titulao entre as professoras razoavelmente maior que entre os homens, sendo 18% a proporo de professoras doutoras, contra a mdia de 11% para o conjunto dos docentes, e que se reduz para 10% se considerados apenas os homens.

88

Grfico 18 - Perfil do corpo docente das instituies privadas de ensino superior

Fonte: DESRS, 2009.

Grfico 19 - Titulao segundo o gnero no corpo docente das universidades privadas recenseadas

89

Com relao s bibliotecas e equipamentos, porm, so poucas as instituies que reconhecem carecer de acervos bibliogrficos ou laboratrios de informtica, residindo precisamente nesse aspecto um dos maiores atrativos que as instituies privadas possuem em contraste com a situao da maior parte das instituies pblicas de ensino superior. Apenas 6 das universidades privadas recenseadas atestam possuir bibliotecas com menos de mil volumes, com o restante delas divididas em trs nveis de extenso do acervo bibliogrfico: um tero das instituies com bibliotecas de mil a 5 mil volumes, outro tero com acervos entre 5 e 10 mil e o ltimo tero contando com acervos de mais de 10 mil livros. Algo similar no que diz respeito aos computadores oferecidos ao uso dos alunos, com apenas 4 instituies que no os possuam, e todas as outras contando com um ou mais laboratrios de informtica. Todas as instituies que contavam com pelo menos um laboratrio de informtica ofereciam tambm acesso internet com banda larga. Para seguir traando um perfil sobre o sistema privado de educao superior no Haiti e sobre a configurao das instituies que o compem e das diferenas que as marcam, atente-se para a listagem abaixo, que ordena a oferta de servios e equipamentos bsicos aos estudantes pela frequncia de sua ocorrncia entre as instituies recenseadas.

Tabela 20 - Oferta de servios e equipamentos bsicos nas universidade privadas autorizadas

Frequncia 97% 85% 80% 70% 60% 50% Servio ou equipamento
Possuem geradores capazes de oferecer eletricidade ininterrupta durante o perodo das aulas. Tm condies de oferecer gua potvel aos estudantes, sendo a mesma porcentagem das universidade que promovem atividades culturais. Esforam-se em oferecer aos estudantes um programa de estgios ou de prtica profissional. Contam com equipes e equipamentos esportivos. Oferecem algum tipo de servio de aconselhamento pedaggico. Mantm espaos de convvio para os estudantes, servio de enfermaria, servio de encaminhamento profissional e programas de parceria com o setor privado, assim como programas de intercmbio com outras instituies de ensino superior no pas. Possuem programas de intercmbio com instituies de ensino superior fora do pas, a mesma proporo que procura manter parcerias com o setor pblico. Participam da limpeza do espao pblico ao redor de suas sedes. Mantm programas de seleo preferencial de mulheres para postos de estudo, trabalho ou pesquisa. Esto situadas num campus universitrio, mesma proporo das instituies que contam com um jornal estudantil. Tm condies de oferecer moradia estudantil aos seus alunos, a mesma proporo das que mantm em funcionamento programas de formao distncia. Sanitrios, em mdia, por estabelecimento de ensino, o que corresponderia a um sanitrio para cada 86 estudantes matriculados.

40% 30% 25% 20% 10% 9

90

Como se pode perceber a partir desse escalonamento da incidncia de servios e equipamentos considerados bsicos para o funcionamento de uma instituio universitria, consideravelmente desigual sua distribuio entre os estabelecimentos privados de ensino considerados. Por precrias que sejam as condies de financiamento do setor pblico, a UEH e outras instituies pblicas de ensino superior compem um cenrio em que todos os servios e equipamentos indicados acima se encontram presentes. Longe de qualquer tendncia homogeneidade que se possa querer depreender dos nmeros globais apresentados, portanto, mais vale ressaltar como o setor privado de ensino superior no Haiti extremamente diversificado e desigual e somente chega a se assemelhar s instituies pblicas por conta de um efeito modal de anulao recproca dos extremos de qualidade e precariedade na oferta de servios educacionais. As instituies privadas abordadas aqui abrangem desde centros educacionais prximos ao que no mbito internacional se reconhece como uma instituio acadmica de perfil universitrio, voltadas para a formao terica e prtica nas mais diversas reas do conhecimento e da prtica profissional e tambm para a pesquisa e a ps-graduao, na medida da demanda dos estudantes e da capacidade de absoro do mercado de trabalho e do servio pblico e comunitrio, at escolas voltadas diretamente para o atendimento de uma demanda bastante especfica de preparao de quadros para atender demandas localizadas. Especialmente entre as instituies privadas de maior tradio, reconhecimento e prestgio, h uma presena significativa de organizaes mantidas por entidades religiosas ou vinculadas diretamente Igreja Catlica e a distintas denominaes protestantes. Alm de abrangente e diversificado, o setor privado supre uma demanda importante e responde pela formao de quadros absolutamente necessrios na situao presente da sociedade e da economia haitianas, o que se explicita no apenas no crescimento exponencial do nmero de instituies privadas de ensino superior nos ltimos anos (assim como do nmero de estudantes nelas matriculados, mesmo a despeito das agudas crises econmicas e polticas pelas quais vem passando o pas), mas tambm fica evidente na maior flexibilidade e dinamismo que demonstram ao responder a demandas pela expanso e aperfeioamento do sistema, tanto na oferta de modalidade variadas de ps-graduao, como no esforo de coordenar esforos com o sistema universitrio pblico no sentido de criar uma infraestrutura bsica de estudo e pesquisa, especialmente no que diz respeito aquisio e ampliao de bibliotecas universitrias e na elaborao de programas interdisciplinares de pesquisa. Por tudo isso, a simplificadora ideia da renitente dualidade da sociedade haitiana entre massas e elites (com seu reconfortante corolrio sociologizante da divergncia entre centro e periferia e seu infame corolrio racializante da oposio entre negros e mulatos) no encontra eco na distribuio do publico estudantil em meio s instituies pblicas e privadas, que atendem, estas tambm, a amplos setores tanto dos grupos sociais tradicionalmente includos entre as elites citadinos mulatos como tambm (e predominantemente) de grupos historicamente marginalizados no contexto ditatorial e que puderam assegurar alguma medida de ascenso

91

social atravs dessa formidvel combinao entre membros da famlia que, a partir da dispora, enviam remessas de fundos capazes de financiar a formao universitria dos membros mais jovens da famlia e lhes assegurar alguma perspectiva de insero profissional ou ao menos de reconhecimento social e ascenso simblica. Sem dvida, o fenmeno ubiquamente denunciado como fuga de crebros no se aplica sem maiores ponderaes realidade histrica da dispora haitiana, como de resto no funciona em lugar algum do planeta como chave explicativa global dos ciclos migratrios e de ascenso social transnacional. Assim, juntamente com toda massa de remessas financeiras enviadas ao Haiti pela mo de obra que o pas continua exportando cerca de US$ 2 bilhes, que respondem por metade do PNB, segundo estimativas recentes do Banco Mundial , o fenmeno da expanso do ensino superior privado haitiano um dos indicadores mais eloquentes de que a circulao internacional socialmente ascendente de haitianos e haitianas bem sucedidos na dispora no assegura somente o bem-estar do ncleo familiar que os acompanha, mas tambm a viabilidade de projetos educacionais e profissionais de parentes e amigos no Haiti. Portanto, em lugar da to clebre quanto infame imagem de crebros em fuga, no seria o caso de se aplicar outra a um caso assim? Talvez a imagem seno to evocativa, ao menos mais realista de corpos inteiros em movimento: crebros aos quais coube tambm ter pernas para buscar melhores condies de se fazerem produtivos, braos para trabalhar onde havia trabalho e mos para estender e multiplicar resultados, no lugar pra onde se foi tanto quanto no lugar de onde se veio.

92

Tabela 21 - Instituies privadas de ensino superior autorizadas

Instituio Instituto de Altos Estudos Comerciais e Econmicos (IHECE) Escola Superior de Qumica (CHEMTEK) Universidade GOC Fundao 1961 Cursos Administrao de Empresas, Cincias Econmicas, Contabilidade

1982 1982

Bioqumica, Qumica Administrao, Agronomia, Arquitetura, Artes Plsticas, Artes Visuais, Cincia Poltica, Contabilidade, Direito, Economia, Enfermagem, Engenharias (Civil, Eltrica, Geolgica, Informtica, Mecnica), Etnologia, Farmcia, Filosofia, Odontologia. Psicologia, Relaes Industriais, Sociologia, Teologia

Instituto Universitrio Quisqueya-Amrique (INUQUA)22

1988

Arquitetura, Cincias Contbeis, Gesto, Informtica, Economia, Engenharia Civil, Engenharia Eltrica, Engenharia Eletrnica, Teologia Mestrados: Engenharia e desenvolvimento, Gesto financeira, Informtica da gesto

Academia Nacional Diplomtica e Consular (ANDC) Centro de Pesquisa e de Formao Econmica e Social para o Desenvolvimento (CRESFED)23 Universidade Adventista do Haiti (UNAH)

1988 1989

Diplomacia, Diplomacia Poltica, Interpretao (lnguas e letras), Secretariado Diplomtico Descentralizao, Governo Local e Desenvolvimento

1989 1990

Administrao, Educao, Enfermagem, Teologia

Universidade Notre-Dame d'Hati (UNDH)24

Administrao, Contabilidade, Cincias da Educao Cincia Poltica e Estudos Internacionais, Economia, Enfermagem, Governana e Administrao Pblica, Medicina, Sociologia e Criminologia. Mestrados: Administrao Escolar, Aperfeioamento Pedaggico, Cincias da Educao, Educao, Educao Familiar e Sexologia, Gesto de Estabelecimentos de Ensino, Pedagogia, Planejamento e Administrao Escolar

22

Instituio de perfil evanglico, com nfase na formao continuada e no enquadramento profissional. Parcerias com instituies internacionais permitiram criar um sistema de ensino distncia e promover seminrios de treinamento e viagens de estudos. Inauguraria uma nova sede em 2010. Est estruturada em quatro centros integrados de ensino e pesquisa: Centro de Ensino e de Pesquisa em Cincias Sociais (CERSS), Centro de Ensino e de Pesquisa em Desenvolvimento Econmico Local (CERDEL), Centro de Ensino, Pesquisa e Aperfeioamento em Tecnologia da Informao (CERPTI) e Escola Teolgica Evanglica (ETE). Seus programas de mestrado so oferecidos em parceria com a Universidade do Qubec de Montreal (UQAM).
23

Reconhecido como instituio de ensino superior, apresenta um perfil hbrido de organizao no governamental e centro de ensino, congrega tanto a formao de quadros para a atuao junto aos rgos pblicos locais, quanto de prestao de servios e de consultoria para o universo das organizaes internacionais estabelecidas no pas. 24 Estabelecida por iniciativa da Conferncia Episcopal Haitiana com o propsito de formar quadros especialmente nas reas de sade, educao, administrao e agronomia, vem diversificando consideravelmente a oferta de cursos e expandindo sua rea de atuao, com uma sede estabelecida em Jacmel e planos para estabelecer outros centros departamentais. Sua estrutura se compe das seguintes faculdades: Faculdade de Medicina e Cincias da Sade (FMSS); Faculdade de Cincias Econmicas e Polticas Sociais (FSESP); Centro de Pesquisa e de Formao em Cincias da Educao e de Interveno Psicolgica (CREFI); Centro de Formao para a Escola Fundamental (CEFEF), que oferece treinamento pedaggico em conjunto com a UEH; e a Faculdade de Cincias Administrativas (FSA), que oferece em Jacmel o curso de Gesto, tambm conhecida como Faculdade de Gesto de Jacmel.

93

Universidade Quisqueya (UNIQ)25

1990

Administrao, Arquitetura, Cincias Jurdicas, Economia, Economia Agrcola, Enfermagem, Engenharias Civil, Eltrica e Industrial, Farmcia, Medicina, Meio Ambiente, Odontologia, Produo Agrcola, Tecnologia Mdica, Turismo e Interpretao Mestrados: Ecotoxicologia, Gesto de Recursos Hdricos, Meio Ambiente

Colgio Universitrio de Christianville (CUC) Universidade Carabe (UC) Universidade Episcopal do Haiti (UNEPH) Universidade Lumire (UL) Escola Superior de Infotrnica do Haiti (ESIH) Centro de Estudos Diplomtico e Internacional (CEDI) Universidade Autnoma de Port-au-Prince (UNAP) Universidade Fundao Aristide (UFA) Universidade de Fondwa (UNIF)26 Universidade Nobel do Haiti (UNH)

1990 1990 1992 1994 1995 1997

Assistncia Social, Educao Teolgica, Leitura Bblica Agronomia, Cincias Humanas, Contabilidade, Educao, Engenharias, Gesto, Informtica, Letras Administrao, Agronomia, Cincias Religiosas, Educao, Informtica, Enfermagem (em Logne) Arquitetura, Cincias da Educao, Direito, Enfermagem, Engenharias (Civil, Eletrnica), Gesto, Medicina, Tecnologia Mdica, Teologia Administrao de Empresas, Informtica Cincia Poltica e Governana Pblica, Contabilidade, Diplomacia e Relaes Internacionais, Marketing e Relaes Pblicas, Traduo e Interpretao Educao, Odontologia, Engenharia Civil, Administrao, Informtica, Meio Ambiente. Enfermagem, Espanhol, Informtica, Medicina Agricultura, Lnguas Modernas, Veterinria Gesto, Contabilidade, Economia, Informtica, Engenharia Civil, Marketing, Relaes Internacionais, Educao. Mestrados em Administrao Judiciria, Direito, Diplomacia. Doutorado em Direito e Administrao Pblica Enfermagem, Informtica, Tcnico (Eletrnica, Hidrulica, Mecnica), Tecnologia Mdica

1998 2000 2004 2006

Centro Tcnico Saint-Grard (CTSG) / Universidade Saint-Grard27

2010

25

Desenvolvida com o apoio de instituies e agncias internacionais, com base num projeto de criao de um referencial de excelncia para o sistema universitrio haitiano. Boa parte dos quadros possui ps-graduao e dedicao exclusiva. Est estruturada nas seguintes faculdades: Faculdade de Cincias da Agricultura e do Meio ambiente (FSAE), Faculdade de Cincias da Sade (FSSA), Faculdade de Cincias Econmicas e Administrativas (FSEA), Faculdade de Cincias da Educao (FSED), Faculdade de Cincias, Engenharia e Arquitetura (FSGA) e Faculdade de Cincias Jurdicas e Polticas (FSJP). Possua vrios laboratrios e ncleos de pesquisa e um ambicioso plano de ampliao da ps-graduao. Inauguraria em 2010 um novo campus central.
26

A Associao dos Camponeses de Fondwa (APF) criou a primeira universidade rural do pas. Alm da formao e aperfeioamento profissional, oferece tambm um currculo de formao e treinamento de alfabetizadores. 27 O Centro Tcnico Saint-Grard havia se restabelecido como Universidade Saint-Grard, antes mesmo de haver sido emitida a autorizao para seu funcionamento. O processo de homologao de seus registros encontrava entraves na situao precria de suas instalaes fsicas.

94

A ps-graduao e os ps-graduandos No existe no espectro da literatura acadmica qualquer tipo de balano sistemtico sobre a ps-graduao no Haiti. O ttulo de doutor, concedido pela UEH e por outras 5 universidades privadas se restringe carreira mdica: os estudantes de Medicina concluem seu bacharelado com a obteno de um ttulo amplamente reconhecido como um doutoramento profissional. Com exceo desse tipo de titulao, o universo da ps-graduao e da pesquisa no Haiti extremamente estreito, com alguns episdios bastante recentes de esforos na direo do estabelecimento de programas de especializao, mestrado e, em alguns casos, sem a homologao do MENFP ou da UEH contudo, mesmo de doutorado. De resto, todos os doutores que atuam nas instituies universitrias haitianas ou em instncias governamentais e agncias no governamentais obtiveram seus ttulos invariavelmente em universidades no exterior, preferencialmente nos Estados Unidos e em pases francfonos como Frana, Canad e Blgica, mas tambm em pases latino-americanos como o Mxico, Cuba e Repblica Dominicana. Em meio a uma imensa precariedade estrutural e material, no foram poucos os projetos concebidos por mestres e doutores haitianos formados no exterior e desenvolvidos junto UEH e a outras instituies pblicas e privadas em busca de consolidar algumas linhas de psgraduao no pas, inicialmente no nvel do mestrado, mas eventualmente chegando ao doutorado. Em decorrncia desse empenho, dissertaes de excelente qualidade foram produzidas, predominantemente voltadas a temas relacionados mais diretamente com a realidade contempornea do Haiti. A urbanizao acelerada, a desigualdade social, o bilinguismo, o desflorestamento, a desestruturao do mercado agrcola, as tensas relaes haitiano-dominicanas, a cooperao regional caribenha, a violncia urbana e a preservao do patrimnio artstico, histrico e cultural so dos temas que pautaram e orientaram os mais bem sucedidos dentre esses esforos. A riqueza de perspectivas intelectuais e metodolgicas adotadas na investigao desses e de outros temas demonstram ainda interesses e temticas comuns ao debate acadmico em diversos outros pases latino-americanos. Boa parte desses mestres seguiram seus estudos de doutoramento em alguma instituio estrangeira. Vrios encontraram boas condies de trabalho e pesquisa e nelas se mantiveram, dando prosseguimento a produtivas carreiras acadmicas; outros buscaram realizar seus objetivos profissionais no mercado de trabalho; outros ainda retornaram ao Haiti e atuam em posies de destaque na administrao pblica, em organizaes no governamentais ou agncias internacionais e multilaterais ou na iniciativa privada, no mais das vezes em combinaes variadas dessas carreiras simultnea ou sucessivamente. Por diversificada que seja (e precise ser) a carreira profissional dos ps-graduados e pesquisadores haitianos, todos demonstram traos comuns, a saber, a manuteno de vnculos estreitos com a comunidade acadmica haitiana, a circulao constante entre suas ptrias eletivas e seu pas de origem, e o esforo ininterrupto por assegurar a presena haitiana em espaos de debate acadmico e intelectual e de circulao internacional do conhecimento. Retornando, muitos optaram por prosseguir numa carreira de docncia no Haiti. No raro circulando entre instituies pblicas e

95

privadas, desempenham um papel de destaque entre seus pares e procuram auxiliar geraes sucessivas de estudantes a fazer frente s dificuldades de perseguir uma carreira de pesquisa no Haiti. Tanto a UEH como vrias das grandes universidades privadas tm uma tradio ainda no avaliada de produo monogrfica entre os estudantes que concluem a graduao, em especial nos cursos que conduzem ao bacharelado ou licenciamento. Muitos desses trabalhos so de excelente qualidade e, em que pesem as limitaes de consulta a acervos bibliogrficos atualizados, correspondem em muitos casos ao que poderia naturalmente conduzir a um mestrado de alto nvel e possivelmente a uma inovadora pesquisa de doutoramento. No entanto, as limitaes materiais das instituies de ensino superior haitianas no que diz respeito a estruturas fundamentais de pesquisa, como laboratrios e bibliotecas, dificultam enormemente ou mesmo inviabilizam muitos dos esforos de treinamento desses talentosos estudantes em tcnicas e procedimentos de aquisio cumulativa do conhecimento produzido mais recentemente numa rea especfica e de anlise seletiva dos processos relevantes para a compreenso dos fenmenos investigados. Some-se a isso o reduzido nmero de professores doutores, capazes de partilhar sua experincia de formao e de orientar os estudantes a buscar sadas originais para essas limitaes, alm do impacto paralisante que cada crise econmica e poltica enfrentada pelo pas tem nas instituies universitrias e tem-se um quadro de bloqueios formidveis, diante dos quais muitos estudantes no conseguem realizar a passagem decisiva do registro do ensino e da reproduo de saberes consolidados para o registro da investigao que questiona os repertrios tradicionais e que produz conhecimentos novos com base em processos mais adaptados a realidades dinmicas. Diante dessas dificuldades em assegurar continuidade, adensamento e acmulo para o mbito da pesquisa, padece um pouco em todas as reas o conhecimento que se vem produzindo sobre o pas nas ltimas dcadas. Os conhecimentos e anlises que se produzem entre os crculos acadmicos e intelectuais haitianos sob tais condies so suplementados, mas no raro suplantados, desbancados ou mesmo francamente ignorados por uma produo de anlises, avaliaes e indicadores sociais e econmicos que se mostra crescentemente terceirizada e deslocada da esfera acadmica, livres, portanto, do escrutnio dos pares e da submisso a testes de validao. Estudos e relatrios que no se submetam aos critrios de verificao do trabalho acadmico acabaro produziro resultados impossveis de serem reconstrudos ou reproduzidos, retratos episdicos daquilo que se analisa. Vrios trabalhos qualitativos e quantitativos recentes sobre a realidade camponesa ou sobre os grandes bidonvilles haitianos so um bom exemplo disso, permeados de peremptoriedades opinativas, mas completamente carentes de bases de verificao. Tampouco existe uma sistematizao ou avaliao de iniciativas de desenvolvimento local espalhadas pelos distintos departamentos do pas. Ora, a compreenso das especificidades de um pas exige que dados e anlises sejam constantemente produzidos, sempre que se pensar em intervir em qualquer dimenso da vida social. Mas essa produo precisa ser contnua e responder s demandas e prioridades tambm especficas do contexto local, e no gerado ad hoc,

96

por encomenda. Se o conhecimento sobre essas especificidades no for produzido com o envolvimento de acadmicos e intelectuais locais, ele ser invariavelmente superficial, parcial e muito provavelmente de reduzido impacto, seno mesmo algo estril. Neste sentido, urge um investimento considervel na formao de quadros especializados e treinados para garantir a consolidao de um espao de debate sobre a realidade haitiana pautado por investigaes e anlises rigorosas dessa mesma realidade, submetidos a testes e avaliaes igualmente rigorosos. Somente assim ser possvel avaliar com algum tipo de preciso sucessos e insucessos na implementao de projetos de desenvolvimento ou o alcance e os efeito de projetos especficos de interveno local. Para tanto, o campo da ps-graduao deve ser objeto de ateno especial nos prximos anos no Haiti, e a formao de investigadores em programas de mestrado e doutorado em pases que contam com um sistema de ps-graduao altamente qualificado deve necessariamente vir acompanhado de investimentos a serem dirigidos para a consolidao de programas haitianos de ps-graduao, com prioridade inicial para o nvel do mestrado. A descontinuidade de iniciativas vinculadas consolidao de programas de ps-graduao no pas, assim como o colapso de programas que chegaram a ser criados e a funcionar por algum tempo, deve-se antes situao de quase perene crise oramentria do setor pblico que se reproduz com picos de gravidade h pelo menos 30 anos no pas do que propriamente a uma limitao estrutural na configurao do sistema universitrio. certo que, em parte, a escassez de repasses oramentrios se deve insuficincia de receitas, mas em parte se deve tambm a uma acomodao de sucessivos governos recentes com o suprimento das demandas educacionais no pas inteiramente por vias de financiamento privado e negligncia quase displicente em prover os meios de manuteno de um sistema pblico de ensino superior que no s tem um papel pelo menos to decisivo quanto o setor privado no atendimento demanda de vagas e na descentralizao de sua oferta, como tambm tem um papel indispensvel na definio dos rumos do incipiente sistema de pesquisa e de ps-graduao, assim como na absoro de quadros de pesquisa. Somente a complementaridade entre os esforos de ambos os setores ser capaz de garantir a indispensvel continuidade no funcionamento de programas de ps-graduao que permitam a formao de uma massa suficiente de pesquisadores que assegurem a produo cumulativa de tcnicas e conhecimentos adaptados s necessidades especficas do pas.

97

Impacto do terremoto sobre as instituies de ensino superior no Haiti

Tabela 22 - Populao diretamente atingida pelo terremoto
Populao do pas Populao exposta na rea afetada Estimativa do nmero de vtimas fatais Nmero de feridos registrados pelos servios de sade Nmero de desabrigados Nmero de deslocados Fonte: OCHA/USGS. 9.035.536 3.190.000 222.653 310.928 1.514.885 661.521

35,3% do total da populao 2,50% do total da populao 7% da populao da rea afetada 3,5% do total da populao 9,8% da populao da rea afetada 17% do total da populao 48% da populao da rea afetada 7,3% do total da populao 20,7% da populao da rea afetada

Tabela 23 - Estudantes nas reas afetadas

Populao escolar na rea afetada (todos os nveis) Vtimas fatais na populao escolar 1.055.468 6.857 11,68% da populao do pas 33,08% da populao da rea afetada 0,07% da populao do pas 0,21% da populao da rea afetada 3,08% do total de vtimas fatais 0,47% da populao do pas 1,33% da populao da rea afetada 4,02% da populao escolar total 6,84% dos estudantes do nvel superior na rea afetada 42,38% do total de vtimas entre a populao escolar 0,03% da populao do pas 0,09% da populao da rea afetada 11,21% da populao do pas 31,75% da populao da rea afetada 0,04% da populao do pas 0,12% da populao da rea afetada

Estudantes do nvel superior na rea afetada

42.089

Vtimas fatais entre os estudantes do nvel superior

2.906

Estudantes dos nveis fundamental e mdio Vtimas fatais entre fundamental e mdio os estudantes dos nveis

1.012.993 3.951

98

Mapa 3 - Exposio populacional ao terremoto

99

Exposio populacional ao terremoto Tabela 24 - Projees de exposio demogrfica28

MMI X. Extrema IX. Violenta VIII. Severa OCHA USGS 332.000 2.000 2.246.000 2.387.000 314.000 626.000

Tabela 25 - Ncleos urbanos mais afetados

MMI Cidade X-IX X-IX X-IX VIII VIII VIII VIII VIII VIII VIII VIII VIII VII VII VI VI VI Logne Carrefour Gressier Populao MMI Cidade 134.000 442.000 26.000 V V V V V V V V V 89.000 42.000 4.000 18.000 138.000 2.000 2.000 3.000 IV 2.000 7.000 7.000 52.000 9.000 2.000 5.000 IV IV IV IV IV IV III V V IV IV IV IV IV IV Belle-Anse Port-de-Paix Petit Trou de Nippes Verrettes Saint-Marc Populao 3.000 35.000 2.000 49.000 66.000

VII. Muito forte571.000 558.000 VI. Forte V. Moderada IV. Leve II-III. Fraca 1.049.000 903.000 7.261.000 5.887.000 5.887.000 7.176.000 50.000 -

Port-au-Prince 1.235.000 Ptionville Delmas Grand-Gove Petit-Gove Croix-desBouquets Miragone Kenscoff Cabaret Fond Parisien Jacmel Ctes-de-Fer Les Cayes de Jacmel Fond-desBlancs Petite Rivire de Nippes Anse--Galets Jiman Thomazeau Mirebalais Anse--Veau Aquin 283.000 383.000 49.000 118.000 229.000

Fond Verrettes 3.000 Hinche Grande Saline Les Cayes Anse--Pitres Dessalines Gonaves Corail Marmelade Limonade Ouanaminthe Roche-Bateau Milot Fort Libert Jrmie Port--Piment Cap-Hatien Arcahaie 19.000 2.000 126.000 2.000 12.000 85.000 3.000 2.000 4.000 10.000 2.000 6.000 11.000 98.000 4.000 135.000 4.000

I. Imperceptvel-

28

Fonte: OCHA (Escritrio das Naes Unidas para a Coordenao de Assuntos Humanitrios), Population

VI VI VI VI VI VI VI

exposed

and

exposure

level

(16/02/2010). USGS (Servio Geolgico dos Estados Unidos), Event Pager n. US2010RJA6: Tera-feira, 12 de janeiro de 2010, 16h53min10s (hora local), 21h53min10s (GMT), durao 35s, coordenadas 18,4 N, 72,6 W, profundidade: 13km. Estimativa de intensidades e projeo de exposio populacional geradas 45 dias aps o terremoto, baseadas em dados demogrficos do ltimo censo realizado no Haiti, em 1970. A lista de ncleos urbanos mais afetados no exaustiva, representa apenas uma amostragem de reas de povoamento por zona de intensidade.

Santo Domingo 2.202.000 Guantnamo 273.000

100

Tabela 26 - Perdas humanas no conjunto da populao escolar da rea afetada

Estudantes Fundamental e mdio Superior Total Populao escolar 1.012.993 42.089 1.055.468 Vtimas fatais 3.951 2.906 6.857

Tabela 27 - Perdas humanas nas redes de ensino bsico e fundamental

Alunos 1.012.993 3.951 (0,39%) Professores 48.629 541 (1,11%) Funcionrios 15.419 189 (1,22%)

Total no Departamento Oeste Mortos

Tabela 28 - Perdas humanas na rede de ensino superior da regio afetada

Instituies Total UEH Outras instituies pblicas Total nas instituies pblicas 10.950 1.754 12.704 Alunos Mortos 353 (3,22%) 121 (7%) 474 (3,73%) 2.432 (8,28%) 2.906 (6,9%) Professores Total Mortos 877 308 1.185 26 (2,96%) 13 (4,22%) 39 (3,29%) 108 (4,48%) 147 (3,71%) Funcionrios Total Mortos 439 189 628 7 (1,59%) 0 7 (1,11%) 17 (1,32%) 24 (1,25%)

Total nas instituies privadas

29.385

2.413

1.287

Total nas instituies de ensino superior da regio afetada

42.089

3.598

1.915

101

Mapa 4 Deslocamentos populacionais em decorrncia do terremoto

102

Grfico 20 - Distribuio dos estudantes mortos na rea afetada por nvel de ensino

Grfico 21 - Vtimas fatais entre os estudantes da rea afetada

103

Grfico 22 - Extenso dos danos aos edifcios escolares por distrito no Departamento Oeste

Grfico 23 - Extenso dos danos aos edifcios escolares nos distritos mais atingidos

Fonte: Superintendncia de Superviso Escolar do Departamento Oeste, MENFP, 2010.

104

Grfico 24 - Extenso dos danos materiais na rede de ensino superior

Grfico 25 Reversibilidade dos danos sofridos pelos estabelecimentos de ensino superior

105

Impacto do terremoto sobre as instituies pblicas de ensino superior

Tabela 29 - Impacto do terremoto nas instituies pblicas de ensino superior na rea afetada Unidade ENS FAMV FDSE FE FLA FMP FO FDS FASCH IERAH/ ISERSS INAGHEI PMISSH Total UEH (na capital) EDJ Total UEH (na rea afetada) CNFP + ENGA CTPEA ENAF ENARTS ENIP ENST Total unidades autnomas (na rea afetada) Total instituies pblicas (na rea afetada) Estudantes (mortos) 500 (10) 467 (-) 1.428 (14) 1328 (8) 600 (278) 656 (7) 105 (1) 583 (5) 1.804 (15) 500 (2) 2.610 (12) 10.581 (352) 369 (1) 10.950 (353) Professores (mortos) 33 (2) 50 (4) 85 (2) 47 (1) 33 (4) 171 (3) 42 (1) 89 (3) 131 (1) 29 (1) 147 (2) 857 (25) 20 (1) 877 (26) Funcionrios (mortos) 7 (3) 115 (1) 35 (-) 33 (1) 14 (-) 30 (2) 17 (-) 30 (-) 51 (-) 21 (-) 86 (-) 439 (7) 3 (-) 442 (7) Pesquisadores (mortos) 2 (-) 68 (-) 220 (26) 4 (-) 15 (3) 17 (1) 30 (1) 356 (31) 356 (31) Admisses cessantes 175 100 500 400 120 165 30 200 300 200 450 30 2.670 150 2.820

968 (4) 132 (1) 145 (4) 139 (3) 275 (107) 95 (2) 1.754 (121)

147 (1) 12 (1) 75 (4) 23 (2) 40 (4) 11 (1) 308 (13)

22 (-) 34 (-) 39 (-) 75 (-) 17 (-) 2 (-) 189 (-)

25 (-) 51 (-) 9 (3) 85 (3)

600 50 54 200 100 30 1.034

12704 (474)

1185 (39)

631 (7)

441 (34)

3854

106

Grfico 26 - Admisses cessantes nas instituies pblicas de ensino superior

107

Grfico 27 - Distribuio das vtimas fatais nas instituies pblicas de ensino superior

108

Grfico 28 - Vtimas fatais nas duas instituies pblicas mais atingidas

Grfico 29 - Vtimas fatais nas instituies pblicas de ensino superior (exceto FLA e ENIP)

109

Grfico 30 - Proporo de mortos no corpo discente das instituies pblicas de ensino superior

110

Grfico 31 - Proporo de mortos no conjunto do pessoal ativo das instituies pblicas de ensino superior

111

Impacto do terremoto sobre as instituies privadas de ensino superior Diante dos efeitos devastadores do desabamento de uma universidade, a diferena entre seu regime de gesto, se pblico ou privado, dilui-se ao ponto de se dissipar. O que tornou, porm, to mais agudo o impacto em termos de mortos nas universidades privadas foi o fato de que, ao contrrio de vrias faculdades e centros pblicos de ensino superior, que se encontravam paralisados ou no haviam ainda reiniciado o semestre letivo, praticamente todas as instituies privadas j haviam dado incio s atividades letivas e estavam em pleno funcionamento e repletas de alunos no momento do terremoto.29 Em pelo menos um dos casos mais destacados dentre as universidades privadas, pereceram no colapso de um s edifcio tantos estudantes quantos no cmputo global das unidades da UEH. Em vrias outras, o nmero das vtimas fatais ultrapassou as centenas. Em muitas delas, a remoo dos corpos se prolongou por semanas. Devido ao crescimento vertiginoso de vrias das instituies privadas, que no hesitavam em expandir suas sedes com prdios anexos e andares adicionais s sedes j construdas, chegando frequentemente a ter edifcios com cinco, sete ou, no raro, com 10 ou mais andares, no foram poucos os desabamentos que acabaram por provocar um grande nmero de vtimas na vizinhana. No foram indicados aqui, porm, os nmeros referentes a vtimas que no pertencessem ao corpo discente, docente ou funcional das respectivas instituies. Tambm no que se refere ocupao dos espaos fsicos de suas, pouco diferem do que se pde verificar em vrias sedes de instituies pblicas as tentativas de alguns grupos de alunos, ex-alunos e funcionrios de procurar abrigar-se nos ptios, estacionamentos ou quadras esportivas, considerados reas seguras para instalar suas tendas e alojar tambm a familiares e amigos. Anlogos tambm os esforos para repelir investidas de desabrigados alheios ao mbito universitrio que buscavam se instalar nas sedes inativas e fazer uso das instalaes de abastecimento de gua, eletricidade e de saneamento que pudessem ter sido preservadas da destruio. Dentre as 52 instituies privadas de ensino superior autorizadas, 47 estavam localizadas na rea afetada pelo terremoto. Dessas, 20 foram totalmente destrudas, com o desabamento de suas sedes, a destruio de seus equipamentos e, na maioria dos casos, com a perda de seus acervos bibliogrficos e dos arquivos que no haviam sido digitalizados, mas em alguns casos com a perda inclusive das cpias digitalizadas dos registros acadmicos. Das 27 restantes, nove foram severamente danificadas e devero ter seus edifcios demolidos, 13 sofreram danos que exigiro extensos reparos e apenas cinco apresentam fissuras que no chegam a comprometer a estrutura fsica dos edifcios e aparentemente no apresentam riscos para a segurana de alunos, professores, funcionrios e vizinhos. Do conjunto de 47 instituies diretamente atingidas, 26 registraram vtimas fatais. O quadro a seguir procura apresentar a repartio por instituio do nmero de vtimas registradas e da extenso dos danos materiais aos edifcios e equipamentos.
29

Com a possvel nica exceo sendo a Universidade Quisqueya, que havia estendido o perodo de provas por conta da transferncia das atividades de seus trs campi para o recm-inaugurado campus central, o que fez com que poucos estudantes se encontrassem no campus novo no momento do terremoto.

112

Tabela 30 - Extenso do impacto sobre as instituies privadas

Instituies Universidade Lumire (UL) Universidade GOC Centro Tcnico Saint-Grard (CTSG) Escola Nacional de Artes e Ofcios (ENAM) + Escola Normal de Professores dos Salesianos (ENIS) Universidade Autnoma de Port-au-Prince (UNAP) Universidade Carabe (UC) Instituto Paramdico Louis Pasteur (IPLP) Universidade de Port-au-Prince (UP) Universidade Episcopal do Haiti (UNEPH) Instituto de Altos Estudos Comerciais e Econmicos (IHECE) Escola Normal e Profissional Sainte-Trinit (ENPST) Escola Superior de Qumica (CHEMTEK) Universidade Ruben Leconte (URL) Centro Caribenho de Altos Estudos (CCHEC) Universidade Quisqueya (UNIQ) Escola Superior de Infotrnica do Haiti (ESIH) Centro de Estudos Diplomticos e Internacionais (CEDI) Universidade Notre-Dame do Haiti (UNDH) Instituto Francfono de Administrao no Caribe (IFGCar) Grande Seminrio Notre-Dame (GSND) Universidade de Fondwa (UNIF) Instituto Universitrio Quisqueya-Amrique (INUQUA) Instituto Haitiano de Cincias Administrativas (IHSG) Centro Universitrio Maurice Laroche (CUML) Academia Nacional Diplomtica e Comercial (ANDC) Total por categoria Total de vtimas Nmero de vtimas fatais Alunos Professores Funcionrios 376 14 293 7 252 5 248 Destruio das instalaes30 Total Total Total Total

225 189 183 159 148 109 75 57 22 18 16 13 12 10 9 8 2 2 3 2 1

20 6 4 7 12 8 3 1 1 1 1 2 -

7 5 1 3 1

Total Total Total Total Total Parcial Total Total Total Total Total Total Total Parcial Total Parcial Total Parcial Parcial Total Parcial

2.432

108 2.557

17

T = 19 P=6

30

A destruio fsica das instalaes considerada parcial nos casos em que nem todos os edifcios de uma instituio tenham colapsado inteiramente, mas grande parte dos edifcios que se mantiveram em p tero de ser demolidos. Inmeras outras instituies privadas foram destrudas, no todo ou em parte, ou danificadas. Contudo, so listadas aqui somente aquelas que registraram mortes ocorridas no prprio local dos desabamentos. Felizmente, as atividades letivas de grande parte das instituies privadas ainda no haviam tido incio at o dia do terremoto.

113

Instituies de ensino superior recenseadas no curso da pesquisa

Instituies pblicas de ensino superior
O sistema de ensino superior pblico haitiano compreende 15 instituies e um programa interdisciplinar homologado pela UEH: a) alm da Universidade de Estado do Haiti (compreendendo 11 faculdades, escolas ou institutos na capital, um programa de mestrado, tambm na capital, alm de uma faculdade e seis escolas superiores departamentais), b) trs universidades departamentais, c) quatro escolas nacionais de enfermagem e d) sete centros e escolas nacionais, situados na capital, e cujos estudantes tm seus diplomas homologados pela UEH. a) Universit d'tat dHati (UEH) Ecole Normale Suprieure (ENS) Facult d'Agronomie et de Mdecine Vtrinaire (FAMV) Facult d'Ethnologie (FE) Facult de Droit et des Sciences conomiques (FDSE) Facult de Linguistique Applique (FLA) Facult de Mdecine et de Pharmacie (FMP) cole de Tchnologie Mdicale (ETM) Hpital de l'Universit d'tat dHati (HUEH) Facult d'Odontologie (FO) Facult des Sciences (FDS) Facult des Sciences Humaines (FASCH) Institut d'tudes et de Recherches Africaines / Institut de Enseignement et Recherche en Sciences Sociales (IERAH/ ISERSS) Institut National dAdministration, de Gestion et des Hautes tudes Internationales (INAGHEI) Programme de Matrise Interdisciplinaire em Sciences Sociales et Humaines (PMISSH) Ecole de Droit de Hinche (EDH) Ecole de Droit de Jacmel (EDJ) Ecole de Droit et d'conomie de Port-de-Paix (EDEPP) Ecole de Droit et des Sciences conomiques de FortLibert (EDSEFL) Ecole de Droit et des Sciences conomiques des Cayes (EDSEC) Ecole de Droit et des Sciences conomiques des Gonaves (EDSEG) Facult de Droit, des Sciences conomiques et de Gestion du Cap-Hatien (FDSECH) Universit Publique du Sud des Cayes (UPSAC) Facult des Sciences Juridiques, Facult de Science de l'ducation Facult des Sciences Administratives c) escolas nacionais de enfermagem: Ecole Nationale des Infirmires de Jrmie (ENIJ) Ecole Nationale des Infirmires de Port-au-Prince (ENIP) Ecole Nationale des Infirmires des Cayes (ENIC) Ecole Nationale des Infirmires du Cap-Hatien (ENICH) d) centros, escolas nacionais e programa interdisciplinar homologados pela UEH: Centre National de Formation Professionnelle (CNFP)/ Centre Pilote de Formation Professionnelle et Tchnique (CPFPT) Centre de Tchniques de Planification et dconomie Applique (CTPEA) Ecole Nationale d'Administration Financire (ENAF) Ecole Nationale de Gologie Applique (ENGA) Ecole Nationale des Arts (ENARTS) Ecole Nationale Suprieure de Technologie (ENST) b) universidades departamentais autnomas: Universit Publique de lArtibonite des Gonaves (UPAG) Universit Publique du Nord au Cap-Hatien (UPNCH) Facult de Sciences Administratives et de Gouvernance Locale Facult des Sciences de l'ducation

114

Estrutura temtica e departamental do sistema pblico de ensino superior haitiano

Cincias mdicas Faculdade Medicina e Farmcia (FMP) / Escola de Tecnologia Mdica (ETM)

Cincias Jurdicas, Econmicas, Administrativas e Econmicas Aplicadas Faculdade de Direito e Cincias Econmicas (FDSE)

#89, Rue Oswald Durand

Anatomia Biologia Cincias Farmacuticas Cincias Mdicas Cirurgia Clnica e internamento Fisiologia Informaes Farmacuticas Medicina Comunitria Microbiologia Patologia Pediatria Qumica Tecnologia Mdica Faculdade de Odontologia (FO)

# 41, Rue Oswald Durand/ Rue Saint-Honor

Cincias Econmicas Direito Escola de Direito de Fort-Libert (EDFL) Escola de Direito de Hinche (EDH) Escola de Direito de Jacmel (EDJ) Escola de Direito e Cincias Econmicas das Gonaves (EDSEG) Escola de Direito e Cincias Econmicas de Port-de-Paix (FDSEPP) Escola de Direito e Cincias Econmicas dos Cayes (EDSEC) Faculdade de Direito e Cincias Econmicas do CapHatien (FDSECH) Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais (INAGHEI)

#87, Rue Oswald Durand

Cincias de Base Diagnstico e Radiologia Odontologia Restauradora Ortodontia Pedodontia Prottica

#47, #135, Avenue Christophe/ Rue La Fleur du Chne

Administrao de empresas Administrao pblica Cincias Contbeis Relaes Internacionais

Escola Nacional de Enfermeiras de Jrmie (ENIJ) Centro Tcnico e Prtico em Economia Aplicada Escola Nacional de Enfermeiras do Cap-Hatien (ENICH) (CTPEA) Escola Nacional de Enfermeiras dos Cayes (ENIC) #19, Boulevard Harry Truman Escola Nacional de Enfermeiras de Port-au-Prince (ENIP)/ Escola Nacional de Parteiras (ENISF) Escola Nacional de Administrao Financeira (ENAF)

#131, #226, Rue Monseigneur Guilloux

Rue Dominique Debros/ Route du Canap Vert

Escola Nacional Superior de Tecnologia (ENST)

#22, Rue Villemenay

115

Cincias Sociais, Humanidades, Pedagogia e Artes Instituto de Estudos e Pesquisas Africanos (IERAH)/ Instituto de Estudo e Pesquisa em Cincias Sociais (ISERSS)

Cincias Puras e Aplicadas e Educao Tcnica Faculdade de Cincias (FDS)

#268, #279, Rue Monseigneur Guilloux

Topografia Eletrnica Eletromecnica Engenharia Civil Arquitetura Faculdade de Agronomia e Medicina Veterinria (FAMV)

#92, Rue La Fleur du Chne/ Avenue Christophe

Faculdade de Lingustica Aplicada (FLA)

#38, Rue Dufort, Bois-Verna

Faculdade de Cincias Humanas (FASCH)

#135, Avenue Christophe/ Impasse le Hasard (fundo da quadra)

Psicologia Servio Social Comunicao Sociologia Faculdade de Etnologia (FE)

Route Nationale 1/ Croix des Missions, Damien

Cincias de Base e Tecnologia Fitotecnia Produo Animal Engenharia Rural Recursos Naturais Economia e Desenvolvimento Rural Centro Nacional de Formao Profissional (CNFP)/ Centro Piloto de Formao Profissional e Tcnica (CPFP)

#10, Rue Magloire Ambroise

Psicologia Antropossociologia Cincias do Desenvolvimento Escola Normal Superior (ENS)

Route Nationale 1/ Varreux #69, Rue de la Runion/ Rue Monseigneur Guilloux

Qumica e Cincias Naturais Matemtica Lnguas Modernas (Ingls, Espanhol e Alemo) Letras Filosofia Cincias Sociais (Histria e Geografia) Fsica Escola Nacional de Artes (ENARTS) Escola Nacional de Geologia Aplicada (ENGA)

Route Nationale 1/ Varreux (fundo do terreno)

#266, Rue Monseigneur Guilloux; Rue Piquant, Champs de Mars

Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas (PMISSH)

#5, Impasse Desdunes, Rue Marcadieu, Bourdon

116

Instituies privadas de ensino superior autorizadas

A seguir so listadas as 52 instituies privadas de ensino superior que tiveram seu funcionamento autorizado pela Direo do Ensino Superior e da Pesquisa Cientfica (DESRS) do Ministrio da Educao e da Formao Profissional (MENFP) ou que se encontravam em processo de homologao antes de 12.01.2010: Instituio Acadmie des Sciences Pures et Appliques Acadmie Nationale Diplomatique et Consulaire Centre Caraben des Hautes tudes Commerciales Centre de Formation et de Dveloppement conomique Centre de Recherche en ducation et d'Intervention Psychologique Centre de Recherche en Finance, Informatique et Management Centre de Recherche et de Formation conomique et Social pour le Dveloppement Centre d'tudes Diplomatiques et Internationales Centre Universitaire de Gestion et d'Administration Maurice Laroche Centre Universitaire de Management et de Productivit Centre Universitaire International et Tchnique de Saint Grard/ Universit Saint-Grard32 Collge Universitaire de Christianville Ecole Nationale des Arts et Mtiers/ cole Normale d'Instituteurs Salsiens Ecole Suprieure Catholique de Droit de Jrmie Ecole Suprieure de Chimie Ecole Suprieure de Technologie dHati Ecole Suprieure d'Infotronique dHati Facult des tudes Suprieures dHati* Facult des Sciences Appliques Facult des Sciences de l'Education Regina Assumpta Grand Sminaire Notre-Dame Institut de Tchnologie lectronique dHati Institut des Hautes tudes Commerciales et Economiques Institut Francophone pour la Gestion dans la Carabe/ Institut Aim Csaire Institut Hatien des Sciences Administratives Institut Suprieur de Rcherche et de Dveloppement Tchnologique Institut Suprieur des Sciences Economiques, Politiques et Juridiques Institut Suprieur Tchnique dHati Institut Universitaire des Sciences et de Tchnologie Institut Universitaire des Sciences Juridiques et de Dveloppement Rgional Institut Universitaire Quisqueya-Amrique Universit Adventiste d'Hati Universit Amricaine des Cayes Universit Amricaine des Sciences Modernes dHati Universit Autonome de Port-au-Prince Universit Carabe Universit Chrtienne du Nord dHati Universit de la Fondation Aristide Acrnimo ASPA ANDC CCHEC CFDE CREFI CREFIMA CRESFED CEDI CUML CMP CTSG/ USG CUC ENAM/ ENIS ESCDROJ CHEMTEK ESTH ESIH FESH FSA FERA GSND ITEH IHECE IFGCar IHSA ISRDT ISSEPJ ISTH INUST INUJED INUQUA UNAH UNAC UNASMOH UNAP UC UCNH UFA Fundao Localizao 1993 Oeste 1988 Oeste 2000 Oeste 2003 Oeste 1993 Oeste 2004 Oeste 198831 Oeste 1997 1995 1997 2006 1990 1936 1995 1982 1991 1995 1984 1983 1995 1953 1977 1961 1987 1994 1989 1978 1962 2005 1997 1988 1989 1987 1998 1998 1990 1987 2000 Oeste Oeste Oeste Oeste Oeste Oeste Grand'Anse Oeste Oeste Oeste Oeste Oeste Norte Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Norte Oeste Oeste Sul Oeste Oeste Oeste Norte Oeste

31 32

Apesar de fundado em 1986, foi somente em 1988 que comearam a ser oferecidos estgios e cursos de formao. Em processo de avaliao para a concesso da autorizao de funcionamento pela DESRS.

117

Universit de Port-au-Prince Universit Episcopale dHati Universit Groupe Olivier et Collaborateurs Universit Indpendante de l'Artibonite Universit Jean Price-Mars Universit Lumire Universit Mtropole dHati Universit Mtropolitaine Anacaona Universit Notre-Dame dHati Universit Paramdicale/ Universit Bellevue Universit Polyvalente dHati Universit Quisqueya Universit Roi Henry Christophe Universit Ruben Leconte

UP/IGC UNEPH UGOC UIA UJPM UL UMH UMA UND'H UNIBEL UPH UNIQ URHC URL

1983 1992 1982 2006 1991 1994 1987 2004 1996 1985 2003 1990 1980 2002

Oeste Oeste Oeste Artibonite Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Norte Oeste

118

Instituies privadas de ensino superior no avaliadas ou no autorizadas

Abaixo so listadas as demais 97 instituies privadas de ensino superior, cujo funcionamento ainda no foi avaliado ou autorizado pela Direo do Ensino Superior e da Pesquisa Cientfica (DESRS) do Ministrio da Educao e da Formao Profissional (MENFP): Instituio Centre de Formation Paramdicale Centre des Hautes tudes Commerciales de Port-au-Prince Centre d'tude Paramdicale de Port-au-Prince Centre d'tude Tchnique Mdicale Centre d'tudes Suprieures et de Formation Continue Centre Hatien de Formation des Journalistes Centre International de Recherche et de Developpement Centre Pratique de Comptabilit, de Gestion, d'Informatique et de Secrtariat Centre Spcialis de Leadership pour um Management Cratif Centre Universitaire de Commerce dHati Centre Universitaire de Formation de Tchnicien en Travaux Publiques Centre Universitaire des Arts et Mtiers Centre Universitaire Polytchnique dHati Conservation des Sciences Tchniques Ecole de Droit de Nippes Ecole de Droit de Ouanaminthe Ecole de Droit de Saint-Marc Ecole des Cadres en ducation Spcialise Ecole Normale et Professionnelle de la Sainte-Trinit Ecole Suprieure de Journalisme et de Communication Ecole Suprieure d'Isaac Newton Ecole Suprieure Polytchnique dHati Espace Enseignement Distance Facult Craan dHati Facult des Sciences Administratives et Informatiques Facult des Sciences Infirmires Fondation Jean XXIII Institut Caraben de Gographie Applique Institut de Formation Distance Assiste Institut de Formation Administrative et Commerciale Institut de Formation et de Recherche pour le Progrs de l'Enseignement Classique et Tchnique Institut de Formation Universitaire et Professionnel Institut de Gestion et d'conomie du Centre Institut de Langue Espagnole Institut de Nursing Institut de Tchnologie, de Communication et Paramdicales Institut d'Enseignement Polytchnique Institut des Hautes tudes Paramdicales Institut des Hautes tudes Polyvalentes dHati Institut des Rlations Internationales des Sciences Sociales Institut d'tude et de Recherche en Science de l'Education Institut d'tudes Polytechniques Acrnimo CFP CHECP CEPP CETM CESFCO CHFJ CIRD CPCIGES CSLMC CUCH CFTTP CUAM CUPH CST EDN EDU EDSM ECES ENPST ESJC ESIN ESPH EED FCH FSAI FSI ICGA IFDA IFAC IFRPT ETERJES IGEC ILE UNIROP ITECOPAM IEP IHEPM INEPH IRISS IERSC IEP Fundao Localizao Oeste Oeste Oeste 1991 Artibonite 1982 Oeste 1986 Oeste 1999 Oeste Oeste 2005 Oeste Oeste Oeste Oeste Oeste Oeste Nippes Noroeste Artibonite Oeste Oeste Oeste Oeste Oeste Artibonite Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Centro Oeste Oeste Oeste Oeste Oeste Oeste Oeste Artibonite Oeste

1992 1999 1995 1994 2006 1992 2005 1996 1987 2005 2005 1994 2002 2001 1995 2003 1998

2003 2004

119

Institut Paramdicale Louis Pasteur Institut Magnifica/ cole Suprieure de Liturgie d'Enseignement de la Famille Myriam Institut National Hatien des Hautes tudes Commerciales Institut Priv de Gestion et d'Entreprenariat Institut Suprieur d'Administration et de Gestion Institut Suprieur de Bibliothconomie, de Gestion et d'Informatique Institut Suprieur de Commerce et d'Informatique Institut Suprieur de Formation Politique et Sociale Institut Suprieur de Traduction et d'Interpretariat Institut Suprieur des Cadres Politiques et Administratifs Institut Suprieur des Hautes tudes Commerciales Institut Suprieur des Hautes tudes Mdicales de la Carabes Institut Suprieur des Sciences de l'ducation, de Gestion et du Dveloppement Institut Suprieur d'tude Ocanique Institut Suprieur d'tude Paramdicale Institut Suprieur d'tude pour les Carrires Paramdicales Institut Suprieur d'Informatique et d'Administration Institut Suprieur d'Informatique et de Gestion Institut Suprieur National d'Administration et de Communication Institut Universitaire de Formation des Cadres Institut Universitaire d'tudes Spcialises Institut Universitaire et Tchnique dHati International Management University International Open University Intitut Superieur d'Administration, de Commerce, de Gestion et d'Informatique Le Centre Universitaire Millenium International University of the America Sminaire de Thologie Evanglique The Yorker International University Universit Anacobel dHati Universit Antnor Firmin Universit Chrtienne de la Foi Universit Chrtienne d'Hati des Gonaves Universit Coeurs-Unis Universit de Fondwa Universit de la Grace Universit de l'Acadmie Hatienne Universit d't du CEREC Universit Gregor Mendel Universit Internationale d'Hati Logne Universit Joseph Lafortune Universit Libre d'Hati Universit Martin Luther King Universit Nationale piscopale de Finances d'Hati Universit Nobel d'Hati Universit Nouvelle Grand'Anse Universit Oxford d'Hati

IPLP IM INHHEC IPGE ISAG ISBGI ISCINFO ISPOS ISTI ISCPAD ISHEC ISHEPAC ISSEGD ISEO ISEP ISCPM ISCAD ISIG ISNAC IUFC IUES INUTECH IMU IOU ISACGI CU MIUA STE YIU UNAH UAF UCF UCHG UCU UNIF UdG UAH UCEREC UGM UNIH JLFU ULH UMLK/ EFCTEC UNEFH UNH UNOGA UOH

2003 1992

Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Norte Norte Artibonite Oeste Sudeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Oeste Grand'Anse Oeste

1998 2000 1986

2004

1989 1990

2004 1991 2003 2002 1918 2004

1987 2004 1991

2010 2002

2006 1997 2001

120

Universit Polytechnique d'Hati Universit Queensland Universit Royale dHati Universit Saint-Thoma d'Aquin Universit Tchnologique de la Grand'Anse Universit Valparaiso Universit Victoria/ Mission Foi Apostolique Maranatha Windsor-Banyan Collge

UPOH UQ URH USTA UTGA UV UV WBC

2001 1996 1990 2002 2006 2003

Oeste Oeste Oeste Oeste Grand'Anse Noroeste Artibonite Oeste

121

Questionrio utilizado na pesquisa

Universidade:
Unidade/ Faculdade/ Escola/ Centro / Instituto: Dados referentes ao perodo anterior ao terremoto Nmero de estudantes Graduao (1. ciclo): Mestrado (2. ciclo): Doutorado (3. ciclo): Especializao: Nmero de professores Licenciados: Mestres: Doutores: Nmero de pesquisadores Licenciados: Mestres: Doutores: Nmero de funcionrios (pessoal no acadmico) Instalaes fsicas salas de aula: salas de professores: reas comuns: Laboratrios, atelis e salas de treinamento Equipamentos: Hospital, enfermaria ou clnica Arquivos e registros Bibliotecas Dados referentes ao perodo posterior ao terremoto - perdas humanas (mortos, feridos, desabrigados) - perdas materiais (edifcios e equipamentos) - perdas documentais (arquivos e bibliotecas) Nmero de estudantes Graduao (1. ciclo): Mestrado (2. ciclo): Doutorado (3. ciclo): Especializao: Nmero de professores Licenciados: Mestres: Doutores: Nmero de pesquisadores Licenciados: Mestres: Doutores: Nmero de funcionrios (pessoal no acadmico) Instalaes fsicas salas de aula: salas de professores: reas comuns: Laboratrios, atelis e salas de treinamento Equipamentos: Hospital, enfermaria ou clnica Arquivos e registros Bibliotecas

Detalhamento sobre a situao atual dos sobreviventes Distribuio e localizao dos sobreviventes: Natureza do abrigo: Recursos disponveis: Possibilidades de contato: Atividades atuais: Detalhamento sobre o acervo documental Situao detalhada dos arquivos, registros e bibliotecas antes do terremoto: Situao detalhada dos arquivos, registros e bibliotecas aps o terremoto (nmero de obras e documentos perdidos ou danificados): Metodologia utilizada Observaes sobre a pesquisa

Questes ao pesquisador: Qual era a situao da universidade antes do terremoto? Como voc avalia os problemas e desafios da educao superior no Haiti? Qual o impacto do terremoto sobre o pas e sua capital? Como voc avalia a extenso da destruio causada? Qual o impacto do terremoto sobre a universidade? Que impacto teve entre os estudantes? E entre os professores? E entre os funcionrios? Qual o impacto material sobre a universidade? Como voc avalia as perspectivas de recuperao da universidade? Quais as suas expectativas para a reconstruo da universidade e do pas?

122

From Crisis to Ruins: Impact of the Earthquake on Haiti's Higher Education System

Sebastio Nascimento Omar Ribeiro Thomaz

May 2010

Brazilian Ministry of Education of Education Coordination for the Improvement of Higher Education Personnel Pro-Haiti Program

From Crisis to Ruins: Impact of the Earthquake on Haiti's Higher Education System

Research Coordination: Sebastio Nascimento Consultants of the Pro-Haiti Program: Sebastio Nascimento Omar Ribeiro Thomaz Research Assistant: Berhman Garon Collaborators: Samuel Adma, Berthony Alexandre, Malherbe Alexis, Josu Blanchard, Torrilus Chenet, Celestin David, Eurica Denis, Elange Donatien, Blaise Dorlan, Jean-Baptiste Edgard, Beausejour Fenel, Johny Fontaine, Marc-Grard Jacquet, Daphney Jean, Evens Jean-Pierre, Kensley Jeanty, Erntz Jeudy, Marc-Donald Joseph, Pierre Sandiny Photography: Berhman Garon Sebastio Nascimento Maps, graphs and layout: Fbio Lus Mariquito do Nascimento Sebastio Nascimento

Acknowledgments

For the completion of this report, we have relied on the support of countless colleagues and friends, above all in Haiti, but also in the Dominican Republic, in the United States and in Brazil. To all of them our deepest gratitude. In Haiti: Nicholas Andr, Katia Anglade, Patrick Atti, Guy Brnard, Bilton Boss, Paul-Jude Don Carmelo, Junior Cenanfils, Samuel Charles, Rotchille Cribe, Guy Dallemand, Armide David, Rachelle Desrouleaux, Paulo Dubois, Marc Exantus, Stphanie Floral, Luc Franois, Etzaire Fvrin, famlia Garon (Berthony, Claire, Dieula, Marjorie, Mika, Anderson, Lovely e Wilna), Richard Garfield, Harold Gaspard, Alain Gilles, Nadine Henry, Hrard Jadotte, Maxme Jeunne, Yannick Lahens, Matre Lo, Auguste Loubert, Boss Loulou, Francesca Lubin, Emnl e Evans Mass, Jean-Marie Bjoly Monrose, Vncent Bradley Nel, Michle Oriol, Florence Pierre-Louis, Jean-Marie Pompe, Gladys Prosper, Jean Claude Rolles, Michel Soukar, Olaf Sure, Henri Roland Thodore, Thodate Thurgot, Patrick e Pierre Remy Zamor. In the Dominican Republic: rica Suelen de Sousa. In the United States: Jean-Phillipe Belleau. In Brazil: Liliane Benetti, Diego Nespolon Bertazzoli, Cris Bierrenbach, Antnio Barros de Brito Jnior, Rodrigo Charafeddine Bulamah, Snia Beatriz Miranda Cardoso, Alex Rodrigo Celestino, Fabiana Helena Fabiane, Maria Christina Ferreira Faccioni, Ndia Farage, Ema Maria Franzoni, Gerfried Gaulhofer, Marlia Halla, Otvio Calegari Jorge, Luclia Mattos, Eliane Moura, Sandro Fernandes do Nascimento, Gisele Ricobom, Maria Jos da Silveira Rizola, Alcebades Rodrigues Jnior, Maria Rita Gndara Santos. Special thanks to Normelia Parise, Director of the Haiti-Brazil Cultural Center, in Port-auPrince, for the invaluable support throughout the research for this report, as well as during its preparation; also to the Director and staff of the Institute of Philosophy and Human Sciences of the State University of Campinas (UNICAMP), as well as to Martin Lienhard, Professor at the University of Zurich, and to the members of the Swiss Society of American Studies, who provided us the opportunity to discuss preliminary results of this research with colleagues from Haiti and other Latin American and European countries at the International Symposium Les Amriques Noires Aujourdhui /Afroamrica hoy, held at the Ethnological Museum of the University of Zurich.

127

List of Acronyms33
APF Asosyasyon Peyizan Fondwa / Fondwa Peasants Association AUF Agence Universitaire de la Francophonie / Francophone University Agency BNH Bibliothque Nationale d'Hati / National Library of Haiti CCHB Centre Culturel Brsil-Hati / Haitian-Brazilian Cultural Center CFPA China Foundation for Poverty Alleviation CFEF Centre de Formation pour l'cole Fondamentale / Training Center for Elementary Education Teachers CLAC Centre de Lecture et d'Animation Culturelle / Center for Reading and Cultural Animation CNFP Centre National de Formation Professionelle / National Center for Professional Training CNIGS Centre National de l'Information Go-Spatiale / National Center for Geo-spatial Information CORPUCA Confrence rgionale des Recteurs, Prsidents et Directeurs d'Institutions dans la Carabe / Regional Conference of Rectors and University Presidents and Directors in the Caribbean CPFPT Centre Pilote de Formation Professionnelle et Technique / Pilot Center of Professional and Technical Education CRP Comit de Rgional de Pilotage / Regional Steering Committee CTPEA Centre de Techniques de Planification et d'Economie Applique / Center for Planning Techniques and Applied Economics DESRS Direction de l'Enseignement Superieur et de la Recherche Scientifique / Direction of Higher Education and Scientific Research DFP Direction de Formation et Perfectionnement / Direction of Training and Development EDH cole de Droit de Hinche / Hinche Law School EDJ cole de Droit de Jacmel / Jacmel Law School EDSEC cole de Droit et des Sciences conomiques des Cayes / Les Cayes School of Law and Economic Sciences EDSEFL cole de Droit et des Sciences conomiques de Fort-Libert / Fort-Libert School of Law and Economic Sciences EDSEG cole de Droit et des Sciences conomiques des Gonaves / Gonaves School of Law and Economic Sciences EDSEPP cole de Droit et des Sciences conomiques de Port-de-Paix / Port-de-Paix School of Law and Economic Sciences

33

This list is limited to public, community, governmental or international bodies, offices and institutions. For acronyms and abbreviations related to private institutions of higher education, see lists of surveyed institutions of higher education, presented in Annex I.

128

EFACAP cole Fondamentale d'Application et Centre d'Appui Pdagogique / Elementary Application School and Center of Educational Support ENAF cole Nationale d'Administration Financire / National School of Financial Management ENARTS cole Nationale des Arts / National School of Arts ENGA cole Nationale de Geologie Applique / National School of Applied Geology ENI cole Nationale des Instructeurs / National School of Instructors ENIC cole Nationale des Infirmires des Cayes / Les Cayes National School of Nursing ENICH cole Nationale des Infirmires du Cap-Hatien / Cap-Hatien National School of Nursing ENIJ cole Nationale des Infirmires de Jacmel / Jacmel National School of Nursing ENIP cole Nationale des Infirmires et Sages Femmes de Port-au-Prince / Port-au-Prince National School of Nursing and Midwifery ENS cole Normale Suprieure / Normal Superior School ENST cole Nationale Suprieure de Tchnologie / National Superior School of Technology ETM cole de Tchnologie Mdicale / School of Medical Technology FAMV Facult d'Agronomie et de Mdecine Vtrinaire / Faculty of Agronomy and Veterinary Medicine FASCH Facult des Sciences Humaines / Faculty of Human Sciences FDS Facult des Sciences / Faculty of Sciences FDSE Facult de Droit et des Sciences conomiques / Faculty of Law and Economics FDSEGCH Facult de Droit, des Sciences conomiques et de Gestion du Cap-Hatien / Cap-Haitien Faculty of Law, Economics and Management FE Facult d'thnologie / Faculty of Ethnology FLA Facult de Linguistique Applique / Faculty of Applied Linguistics FMP Facult de Mdecine et Pharmacie / Faculty of Medicine and Pharmacy FO Facult d'Odontologie / Faculty of Dentistry GSE Groupe Sectoriel en ducation de la Prsidence de la Rpublique / Presidential Local Education Group GTEF Groupe de Travail sur l'ducation et la Formation / Presidential Commission on Education and Training HUEH Hpital de l'Universit d'tat d'Hati / University Hospital of the State University of Haiti IERAH Institut d'tudes et de Recherche Africaine d'Haiti / Haitian Institute of African Studies and Research IHSI Institut Hatien de Statistique et d'Informatique / Haitian Institute of Statistics and Data Processing INAGHEI Institut National d'Administration, de Gestion et des Hautes Etudes Internationales / National Institute of Administration, Management and International Studies

129

INFP Institut National de Formation Professionnelle / National Institute of Professional Training ISERRS Institut Suprieur d'Etudes et de Recherches en Sciences Sociales / Superior Institute of Studies and Research in Social Sciences ISPAN Institut de sauvegarde du patrimoine national / Institute for the Protection of National Heritage MCC Ministre de la Culture e des Communications / Ministry of Culture and Communications MENFP Ministre de l'ducation et de la Formation Professionnelle / Ministry of National Education and Professional Training MINUSTAH Mission des Nations Unies pour la Stabilisation en Hati / United Nations Stabilisation Mission in Haiti OAS Organization of the American States OIF Organisation Internationale de la Francophonie / International Organization of La Francophonie PARQE Programme d'Appui au Renforcement de la Qualit de l'ducation en Hati / Support Program to Reinforce the Quality of Basic Education in Haiti PMISSH Programme de Matrise Interdisciplinaire en Sciences Sociales et Humaines / Interdisciplinary Master's Program in Social and Human Sciences SENAC Servio Nacional do Comrcio / National Service for Commercial Apprenticeship SENAI Servio Nacional da Indstria / National Service for Industrial Apprenticeship SESC Servio Social do Comrcio / Social Service of Commerce SESI Servio Social da Indstria / Social Service of Industry UE Union Europenne / European Union UEH Universit d'tat d'Hati / State University of Haiti UNESCO United Nations Educational, Scientific and Cultural Organization UPAG Universit Publique de l'Artibonite aux Gonaves / Public University of Artibonite in Gonaves UPNCH Universit Publique du Nord au Cap-Hatien / Public University of the North in Cap-Hatien UPSC Universit Publique du Sud aux Cayes / Public University of the South in Les Cayes

130

Onomastic Note

Regardless of language register or level, Haitian Anthroponimy does not abide by any uniform rule of composition, allowing personal names to be registered in three main variants: Individual name Family name (In Fn) Family name Individual name (Fn In) FAMILY NAME Individual name (FN In) Despite the predominant use of the FN In variant in the written language used across the country, it was impossible to verify, in view of the volume of spoken records gathered during the survey, which was the model adopted by each informant. For the final presentation of this report, the conventional, more internationally widespread usage In Fn has been chosen. However, given the fact that the source for many names have been oral records, it is possible that, in some cases, the name order has not been correctly identified and deviations from the conventional model may have ensued. Accordingly, and considering that the report is also presented in Kryol, names of localities and addresses have been indicated throughout the text on the basis of the toponomical usage with more international currency for Haiti of French ascendancy instead of the Kryol variant, much preferred by Haitians. Thus, for example, where Ptoprens, Kafou Fey or Chanmas were meant, Port-au-Prince, Carrefour Feuilles and Champ de Mars have been used in this version instead.

131

Executive Summary
At 4:53 PM, on January 12th, 2010, an earthquake reaching 7.3 points of magnitude and lasting 35 seconds shook with extreme intensity the most densely populated area of Haiti, destroying many cities and localities in a wide area of incidence, but with particularly devastating effects in the country capital and its surrounding areas, to the point that it virtually razed to the ground the city of Logne, of inestimable cultural significance for Haitian national history. Several aftershocks occurred, at least 42 of them reaching magnitudes from 2 to 6.1 points, with epicenters spread across a large strip along the Southeastern coastal region of the country. But the epicenter of the first and strongest shock was located no further than 15km away from the very core of the capital Port-au-Prince. In the following days and weeks, countless aftershocks of lesser intensity have been felt, adding to the destructive action of the first shock the disruptive effects of an enormous and unprecedented displacement of the population in the affected area. By official estimates, in Port-au-Prince and its surrounding area and in wide swathes of the country's Southern region, 222,574 people were killed, more than 300,000 injured, 1.3 million were displaced and, in view of the complete destruction of 97,294 houses and of the irreversible damage caused to other 188,383 of them, another 1.5 million people were dislodged.34 If, on one hand, in addition to the inestimable number of those wounded, maimed and dislodged, Port-au-Prince saw perish about 10% of its population and almost half the survivors leave the city towards refugee camps in the metropolitan surrounding areas and in the countryside, but other urban center also witnessed, on the other hand, a devastation that left indelible marks. Ptionville, Jacmel, Logne, Petit-Gove, Grand-Gove, Gressier, Carrefour are the names of some of the towns that were severely affected, some of which most likely will

34

The estimated number presented here include the four people who were killed by a tsunami in the Petit-Paradis region, near Logne. Tsunamis have also been registered in Jacmel, Les Cayes, Petit-Gove, Logne, Luly, and Anse--Galets, destroying a number of coastal dwellings, without however having caused any additional casualties. It should be emphasized, however, that there is no record of any detailed study on the total number of deaths resulting from the earthquake. All data regarding the number of victims are projections made by the President's office and released quickly after the earthquake, without any matching effort to identify the bodies buried in mass graves. Later, in spite of all difficulties related to the shortcomings and obsolescence of demographic data in a country whose last census was carried out in 1970, no comparable effort to survey the extent of material damage was done nor any geolocation of the number of victims. For an account of the extent of damage caused by the earthquakes, see the maps produced as part of the Building Damage Assessment project, conducted by the National Center for Geospatial Information (CNIGS) and the United Nations Program for Operational Applications of Satellite (UNOSAT). By comparing satellite images with samples obtained by the CNIGS on the ground in affected areas, the project seeks to improve the level of accuracy of data related to the extent of damage caused to buildings, without distinguishing them, however, according to their destination (public buildings, schools, shops, homes etc.). As they are produced, the surveys are posted on the website UNOSAT (http://unosat.web.cern.ch/unosat/asp/prod_free.asp?id=52). It should be noted that the building housing the CNIGS was also destroyed and that these studies have been carreid out by a group of researchers who take turns occupying three containers installed in the parking lot of the CNIGS headquarters.

132

never again attain their former structure and dimensions, not to mention the many villages for which not even minimally reliable data about the extent of the damage are available. Despite the geographical extent of the disaster, it was in Port-au-Prince that the very symbolic and institutional core of a highly centralized country was considerably hit: among countless buildings that collapsed or were severely damaged, to the point where only a demolition could avoid further risks to the population, are not only the National Palace, seat of the President and a number of agencies of the Executive branch, as well as almost all the Ministries, the Senate, the City Hall, the Justice Court, the State Prison, the Cathedral and all the most important churches, the Central Hospital and practically every little clinic providing health care that were still in operation, museums, theaters and cinemas, libraries and bookstores, radio and television stations, the electric company, the phone company and what was left of the water supply network, the incipient industrial zone and the commercial district downtown, including the historic Iron Market and its surroundings. The list could, indeed, be extended indefinitely before one could grasp with any precision all that was lost when Haiti lost its capital, more than just metaphorically. In the universities, technical institutes and vocational schools in the affected area, the impact of the earthquake was particularly devastating, often in a proportion much higher than in other sectors. Due to a number of circumstances, however, most of them related to a structural crisis and a much delayed reform of the higher education system, but also due merely to the fact that the semester had not yet gotten under way in a good number of institutions, many university buildings that collapsed had their gates closed and their classrooms empty. Among public institutions, such was the case of the Faculty of Medicine and Pharmacy, for example, that had been facing a student strike in the months before the earthquake and was therefore empty, or the Faculty of Law and Economics, whose students had left the main building to take part in the celebrations the 150th anniversary of its foundation. Nevertheless, for each of these happy coincidences, there was at least one tragic counterpoint, such as in the Faculty of Applied Linguistics and in the National School of Nurses, which were razed to the ground, claiming the lives of nearly half of their total number of students, of many teachers and also of their directors. Other stories combine the randomness of an at least partially happy coincidence with the confluence of two types of brutality, as in the case of hundreds of students who took to the streets to protest when they learned that Anil Louis Juste, a professor at the Faculty of Humanities and at the Faculty of Ethnology and a well known activist of the peasant labor movement, had been murdered that same morning, at the gates of the college, by masked gunmen. It was the brutality of a cold-blooded murder that eventually saved hundreds of other lives. The crisis and shortage experienced with particular intensity in the public university system, but no less pressing also in the private system, reinforced a broader perception of lack of perspective for a whole generation of young people, college students or not. Even the timid

133

economic growth that had been recorded in the statistics of the country had produced no sensible changes in the standard of living of the population, nor had it promoted an effective incorporation of young professionals in the job market. For many, if not most, the best way out of the distressing constrictions in the country still seemed to materialize, not so much around a college degree, but rather around a passport and a visa, whichever it was, in order to join friends, family or acquaintances in the diaspora or else to break open a new path and secure, with periodic remittances of money, the chances of survival with dignity and grant some sort of access to any education at all for younger relatives. Thus, in the calculations made by any Haitian family, college education continued to present itself as a viable investment only if it could be matched by a concrete funding possibility associated with emigration or with circuits that invariably depend on the diaspora as one its supporting pillars. The prospects presented to young Haitians in the economic and professional realms in recent years are, at their very best, erratic. Government investments in initiatives that are independent to any extent from the tutelage of international agencies are virtually nonexistent. The private sector is shy and fearful of large investments in a country marked by a profound instability, and highly concentrated in the capital. The strengthening of the tourism sector, once an important source of income in the country and for decades a key factor for all the economies of the region, is currently in Haiti an abstract promise for the future, repeated extensively and repeatedly postponed. Virtually the entire rural economy of this markedly agricultural country is stagnant, waiting for large investments able to alleviate the ecological crisis which undermines any effort to increase productivity in the agriculture and restore the livestock production to levels from before it was completely dismantled over successive periods of recent crisis. Therefore, also the young population of the country sees no other way out but to migrate, either toward regional urban centers and the national capital or toward the border with the Dominican Republic. A typical Haitian paradox, however, is that this very space rural, impoverished, stagnant, with very high rates of infant mortality and illiteracy, and calamitous shortcomings in terms of access to basic health services and education is also largely responsible for providing nearly all internal to the national state and the material provision of large urban centers. When speaking of the Haitian provinces, it is not an entirely rural universe dotted with isolated villages one is dealing with, but rather with a landscape of the departments within the country dominated by mid-range agglomerations, cities that have received in recent decades a massive population influx as a consequence of the rapid increase in erosion in agricultural areas, the crisis of labor in food production and the almost complete dismantling of all livestock production. Due to the absolute lack of investment in their infrastructure and economic potential, they are largely stagnant and left to fend for themselves, despite the crucial role they play in structuring their departments and also at the national level, something that was even more evident in the period immediately after the earthquake, when they were responsible not only for sheltering

134

the homeless who left a destroyed capital behind, but also for ensuring the food supply for much of what remained in Port-au-Prince. The successive international missions for promoting democracy and political stability have achieved very little in terms of effective economic development, not nearly enough to change a situation in which the very agencies and international organizations - linked to the United Nations, and other multilateral fora such as the Organization of American States (OAS) and the European Union (EU), or to large cooperation agencies of donor countries or still to the myriad of non-governmental organizations, inexistent in any other part of the world in the same number as in Haiti - persist providing the main (if not the only) job opportunities for young qualified professionals. In this scenario, each student sees a generation of colleagues formed around the prospect of turning into interpreters of their country for a modality of foreign consumption performed internally, or into facilitators of the work of foreigners in a country that had no other work to offer them, or still into mediators for missions that multiply themselves around short term plans and projects, but without any palpable goals that might take them into account. The presence of international troops and agencies is not a recent phenomenon in the country, and at least since the early 1990s, Haiti was host of international military missions of the United Nations and the United States and the massive presence of observers and caretakers, consultants and referees, programmers and contractors, proponents and promoters of many coordination efforts among the most distinguished international organizations. It's not like a spontaneous or sudden reaction, thus, that the Haitian university students echo a long tradition in the Haitian nationalist political discourse, which relies on the vivid memory of both the American occupation (1915-1934) and the resistance and harsh repression that followed it while portraying the international presence in the country as an intervention as illegitimate as it is ineffective in promoting any improvement of life conditions for the population. For them, the progress heralded by major multilateral organizations, cooperation agencies and humanitarian aid organs from major international donors, and high profile non-governmental organizations, is no more than a mere figure of speech in an all too familiar discourse of selfpromotion for these very agencies. The overwhelming majority of the population remains outside the reach of all kinds of formal economic activity and utterly dependent on their own networks of funding and circulation of goods and services, built and maintained at the margins of a state that increasingly becomes a mere instance for issuing seals of approval for aid programs aimed at aid workers themselves. Add to all this the ostensibly lavish lifestyle of foreign employees working for these foreign cooperation organizations invariably exhibit consumption patterns and quality of life that few Haitians can even dare to dream of, and we will have as result a general framework marked by deep frustration. The educational system that sought to accommodate this universe of dwindling expectations, limited opportunities and persistent (if not increasing) polarization of the Haitian youth was

135

itself very much unequal and polarized before the earthquake. On one hand, there was a number of prestigious and sanctioned institutions, around which gravitated a relatively stable group composed by the most qualified teachers and researchers in the Haitian academic scene and, congregating the State University of Haiti and some major private universitites, cross sector lines that divide public from private institutions, combining good material structure and curriculum diversification with overcrowded classrooms, strong unevenness in the qualification of its teaching personnel, poor work conditions, obsolete infrastructure and a highly politicized student movement. On the other hand, we have a far less structured and also less well known field, nevertheless composed by an array of institutions that also cross divisions between the public and private, congregating around a common set of problems (curriculum convergence around a limited number of careers, insufficient teaching positions and lacking in all kinds of improvement opportunities, very high dropout rates) the most precarious, but at the same time the most dynamic institutions in the system, located at the brink of their geographic expansion across the country and meeting the bridled demand for access to university education. The first of those two poles may be guided precisely by its centralization in the capital, comprising the metropolitan units of the UEH, the schools and ministerial education and training centers and the major private universities established in Port-au-Prince with the support prided by international cooperation projects implemented in the 1990s. The second pole is not confined to metropolitan limits, congregating around a similar set of problems both private institutions recently established in the capital and centers of higher education, technical or professional training established longer ago in the provinces, both public projects stalled for lack of funds - such as the Centers for Elementary School Teachers' Training, which never left the drawing board, or the National Nursing Schools and the National Law Schools, which never evolved from a quite precarious state - and ambitious private projects expanding the offer of access to university education to meet the demands for decentralization, such as the International University of Haiti, in Logne, or daring community projects promoting university education in rural communities, such as the University of Fondwa. One is a set of universities and educational centers that are highly valued by national economic elites and intellectuals and extremely expensive, whether on account of tuition and fees, in the case of the private ones, whether on account of the high cost involved in primary and secondary education that grants access to a place in one of the public ones. The other is a set of relatively more accessible institutions, whose goal is to meet the demand for qualification arising from a mass of young students in constant growth and increasingly urbanized. The first, with more sophisticated structures and counting not only with the financial input of enrollment and tuition fees, but also with the support of major international cooperation projects. The second, depending on proportionally lower fees and facing more immediate demands, awaiting, however, for budgetary allocations planned long ago and never properly executed, when public,

136

or for operating permits issued by the Ministry of Education (MENFP) and the UEH, when private. The first pole corresponds precisely to the handful of institutions who congregate in different university governance forums to discuss the direction of the entire higher education system. And it is right and necessary of them to do so, because they are the only ones with sufficient visibility and recognition to promote any form of joint initiative concerning the world of academic research and the establishment of basic equipments such as university libraries. However, even the most generous estimates do not assign to this set of institutions more than half of the student body in the country overall. It is therefore essential to also take into account the setting, problems, limitations and demands of the spectrum of institutions responsible for the other half of the Haitian university students, a half with fewer resources, to be sure, but precisely the half that most needs the qualified professional training necessary in order to act more directly in the poorest areas of the country. According to data collected from ministerial and Haitian university authorities that seek to ensure some measure of regulation and supervision within a sector as uneven and unregulated as higher education in Haiti, it is estimated that nearly 90% (86.55%) of higher education institutions active in the country were concentrated in the region most directly affected by the earthquake. Even though it has affected faculties, centers and institutes unequally, it left everywhere a trail of death and desolation, which destroyed or compromised structures of virtually all higher education institutions. For the actual reconstruction process to be consolidated with the engagement of Haitian efforts and also for joint efforts to have the scope and the efficiency that very few international cooperation initiatives have achieved so far, major investments will be required in the continuous capacity building in Haiti. On one side, the possibility for at least part of the students to avoid the complete disruption of their studies in the short term must be assured. On the other side, the reconstruction of infrastructure and the resumption and normalization, as soon as possible, of university activities in that country should be provided for. Based on data collected for this report, from a total of 53,316 college students enrolled in public and private institutions, the death toll has surpassed 2,906 confirmed deaths, with a yet undetermined number of those who, among the wounded, were inflicted irreversible sequelae and mutilation. Although this number apparently represents a fraction of the total number of victims in the country the most accurate estimates surpass 220,000, having victimized something around 2.43% of the Haitian population overall -, it is not unreasonable to point out that the proportion of students killed by the earthquake in the overall university student population reaches a scale almost three times higher than the proportion of victims for the whole population, having caused the death of nearly 7% (6.9%) of all Haitian college students. Also among university teachers, the lethality of the earthquake was atrocious: from a total number of 3,598 active teachers, the proportion of deaths reached 3.71%, with 147 confirmed

137

fatalities. Amid the university workforce, the number of victims was proportionally lower, with around 24 employees dead. Despite all efforts for consistency and verification, all numbers presented here concerning human losses must be considered preliminary, since many cases were not included in the lists of victims developed as part of this survey, mainly due to an impossibility to confirm or verify all sources; only confirmed deaths (and, to the extent possible, identified deaths) have been computed, based on the intersection of information collected throughout the stages of preparation of this survey from the administrative bodies of higher education institutions, from students and from staff survivors and neighbors who witnessed and accompanied the rescue of survivors and the removal of bodies. Add to that the fact that practically the entire physical structure of universities was destroyed or severely damaged (notwithstanding 72% of the buildings completely destroyed or severely compromised, no more than 28% of buildings are left that have suffered damage serious enough to render impossible their use, pending an eventual demolition or complete restoration), and what results is a picture of utter impracticability for even a minimal level of functionality in the higher education institutions of the country. The present situation knows no precedent in the history of this country so battered as tenacious. Notwithstanding decades of troubled political history, with moments of intense violence and deep crises in the economy and in the supply chains of material goods, never reached a situation like the present one, in which for the first time the university life is completely paralyzed in the country, with no prospects of resumption or of any palpable measure of normalization of the activities any time soon. Regardless of how one fathoms the dimension of the loss represented by the deaths here enrolled, the overwhelming majority of university students and staff was left homeless, living in tents or in makeshift shacks. Many students and many who are no longer or are not yet students chose the surroundings of their own higher education institutions to pitch their tents and shelter their families, after all, some of the university buildings, even though destroyed or damaged, have ample lots surrounding them with easy access to water and minimal structures of sanitation. Thus, many university facilities offered excellent conditions for the establishment of refugee camps. And that was what many of them have been turned into immediately after the earthquake.35

35

After an initial moment of stunning and inaction, faced with the prospect of seeing their universities and colleges invaded and taken by homeless crowds and converted, beyond the point of initial emergency, into support bases for the movement and operations of civilian and military aid workers who gradually installed their operational centers around the most central spots, in order to provide primary care to the homeless or simply to follow the events or into deposits of provisions, which would require in addition also an occupation by security forces (to prevent looting), many students as well as administrative staff and faculty organized an effort to repel new advances of sheltering fields of the central areas of the city encroaching on the campuses. So many were the groups engaged in this effort as perhaps were the reasons that moved them: this could be a defense of university facilities

138

On the other hand, in the weeks after the first and largest of the many aftershocks that followed, an estimated 511,405 people left Port-au-Prince and headed out into the countryside. Half of them (253,506) sought shelter with relatives, friends or colleagues in the Dpartements located closer to the capital: Artibonite and Centre. But the other half tried to reach as quickly as possible the regions located the furthest away of Port-au-Prince, heading for Grand-Anse, for the Northern Dpartements and quite a large contingent attempted to cross the border into the Dominican Republic or at least to look for shelter alongside the border. Most students, as it was possible to prove during this survey, were part of these groups of displaced. However, with the destruction of the capital city and the dispersal of much of its population, the infrastructure of the whole country was eventually overwhelmed and, as much in the Dpartements of the countryside as it was already the case in the capital, colleges, schools and higher education centers were paralyzed because they had to be converted into sheltering fields for refugees or service centers for homeless and displaced arriving from the affected area. Those bodies who did not remain under the rubble were eventually burnt or buried (not all of them in a dignified manner), the wounded were treated (despite the large number of summary amputations and cases of blatant negligence that gave cause to further complications and often, more deaths), those displaced by the earthquake will soon be displaced further away by the rains and landslides and shall be still in search of shelter for months to come. However, in the specific case of the group of victims included in this survey, in addition to students, faculty and staff who died, were injured or made homeless by the earthquake and the total number of students directly affected by the destruction of their universities, one should aldo take into account the number of students who had already been admitted, but which had not yet begun their studies, as well as those who had already finished high school and were about to be admitted to universities, colleges, centers and institutes of higher education in the subsequent semester. A projection based on the annual number of admissions may give a sense of the size of this group of students indirectly affected, which were considered throughout this study as part of the group of indirect victims of the earthquake, under the category of void

admissions.
For weeks after the earthquake, the idea of an early resumption of academic activities came true only in the form of incessant meetings of authorities managing the university system to discuss estimates of losses, common demands, shared needs, above all, however, to postpone plans of recovery that had been outlined in the previous meetings. In what regards the public
because of fears of possible looting or in expectation of a more or less quick return of normal activities, which could possibly be further delayed due to the eventual presence of refugees, or still merely the immediate defense of a particularized space, avoiding to share a situation of relative privilege coveted by a populace completely exposed to weathering. In other cases, however, the students themselves, along with faculty and staff of universities and colleges, either relying on the support of their respective Rectorates or independently, were the ones who organized relief efforts to tend to the homeless people settled in their area, offering psychological counseling, vaccination, surveying the profile and priority needs of residents of the camps, as well as voluntary initiatives to distribute food, medicine, clothing and tents.

139

institutions, expectations of recovery could only rely on the hope that, given the scale of the tragedy and the undeniable role that graduate professionals would have to play in the rebuilding process, the tome had finally arrived to turn into a reality all the wide and wild reform projects ever entertained, including the construction of a central campus with modern facilities. Among the representatives of the private institutions there seemed to gain space the hope that new investments would take place and that new partners could be engaged in the reconstruction of this sector which was responsible for supplying most of the demand for higher education in Haiti. However, those with a more realistic approach had already predicted early on that, while it was certain that nothing would be the same as before, the upcoming changes would not necessarily lead toward the promising direction cherished by university managers. Once a gradual return to activities would start to take place not to speak of any degree of normalization, which would still certainly be a long time away there was nothing that could ensure the engagement of all students in academic activities, as a result of serious disruptions in their biographical timelines engendered by the disaster: families destroyed, reconfigured, new dependencies, new priorities, temporary migration becoming permanent, either in the guise of a return to provincial life or to rural livelihoods or to emigration. For many, however, the greatest impediment to even the most rudimentary or merely symbolic resumption of academic activities resides in the physical proximity to the sites of tragedies undergone with such an immediacy, in a kind of post-traumatic syndrome still waiting for a name, but akin to what could be roughly described as an endemic form of phobia to cement, to concrete, to masonry buildings that withstood the quakes a fear of being constantly at the mercy of capricious movements of all that concrete, hitherto supposed to be immobile. Given the resistance of many to resume academic activities while making use of the remaining buildings, those higher education institutions that could rely on some reserve funds managed to adopt emergency measures in order to at least partially reach some degree of normalization. In this effort, they sought to prioritize the students enrolled in the last academic period, in order to ensure completion of the syllabus for those only months away from graduation. Whenever possible, activities are held in tents or prefabricated modules, and when impossible to resort to this kind of material, then outdoors. The recovery will be slow and will require a measure of support not merely confined to the momentary commotion that usually succeeds major disasters. If, on one hand, it is true that help (still insufficient and uncertain) is announced from many sides the U.S., Canada, the European Union, the Dominican Republic, Brazil etc., it is also true, on the other hand, that reconstruction will be a task for the medium and long term that shall require resources far exceeding what has already been predicted in terms of immediate needs and may extend for a much longer period than what is covered by even the most ambitious cooperation commitments. Implied in this is a recognition that any consistent and realistic reconstruction

140

effort presupposes effectively taking into account the capacity building of Haitians themselves who are already involved and allow for an expansion of their networks of expertise. In this sense, as it turns out, the situation is all the more delicate and urgent, because Haitian higher education institutions, responsible for the qualification of professionals and technicians trained in the country, have been severely affected, many of them, it is feared, in a practically irreversible way. Given this scenario, what this study aims to present is a diagnostic that allows not only to highlight internal differences amid the global impact of the earthquake, more specifically within the higher education system, but also to evaluate its effect on human resources (numbers of dead, wounded and displaced among the student body, faculty and staff), on physical resources of Haitian institutions of higher education (facilities, equipment, libraries and collections totally or partially destroyed, damaged or compromised) and on documentary resources (files and school records damaged or lost). We hope that this diagnosis, once published, released and distributed by various means, main become and remain accessible to the general public and offer to agencies committed to the reconstruction of the areas affected by the earthquake in Haiti information and tools to support effective reconstruction efforts, cooperation, exchange and resumption of activities of higher education institutions in the country. Here we initially intend to summarize the findings arising from this effort at data gathering, after which general recommendations are presented, regarding the current situation of university education in the country and the prospects for the resumption of its activities, as well as more specific recommendations, regarding programs being developed or already being implemented within the framework of the reconstruction effort aimed at the Haitian higher education institutions, in particular with regard to the involvement of Brazilian public institutions. A first set of recommendations refer to the more immediate and more pressing action on behalf of the Haitian institutions of higher education. Like all others, these recommendations were drawn not only from the diagnosis that makes up the core of this report, but also with reference to consistent demands that could be recorded and verified from intensive contact over the past few years with different sectors of Haitian society and with those more directly involved in producing assessments, analyses and proposals dedicated to the problems and challenges in the fields of higher education, research and projects of cooperation and exchange, as well as in the broader academic world in the country. This study integrates, develops and deepens many of the points exposed in a preliminary study titled "The impact of the earthquake of 12 January 2010 on the Haitian institutions of higher education," discussed with fellow Haitians and Brazilians researchers and academics and presented on February 21, 2010, to the institutions directly engaged in the preparation and implementation of the Pro Haiti Program. This preliminary study was also used to foster the preparation of the technical and academic cooperation agreement signed between the Brazilian

141

and Haitian governments, within the framework of President Luis Inacio Lula da Silva's visit to Haiti on February 25, 2010. Detailed data on the extent of human losses and material damage presented in the study were also discussed in the preliminary workshop for research validation conducted in February 26, 2010 at the Haitian-Brazilian Cultural Center in Ptionville, and in a meeting with officials and researchers of the DESRS / MENFP held on the same day. In order to promote a more precise understanding of such a scenario of almost total destruction, of generalized paralysis and of radical deepening of an institutional crisis that had already been taking hold and spreading throughout Haiti's university system, the detailed diagnosis of the impact of the earthquake upon academic institutions is preceded by a section that seeks to provide a brief historical introduction to higher education in Haiti and its latest developments, offering a picture of its situation at the time immediately preceding that ominous day, January 12, 2010. Following a brief presentation of the methodological choices that guided the data collection and the discussion of preliminary results, comes a quantitative assessment regarding the effects of the earthquake specified by area and institution. Whenever possible, tables, graphs and photographs are presented throughout the report to allow for a keener understanding of the effects of the earthquake. Also in this second section, related to specific aspects of the impact, a more qualitative assessment of them is outlined in an attempt to assimilate the expectations and demands of students and teachers directly affected at this extremely difficult time of their academic paths and professional careers within the higher education system in Haiti. Among the Annexes are displayed listings of all Haitian public and private institutions of higher education surveyed in the course of this survey (including information on their departmental structure, acronymy, year of foundation, location and formal situation in respect to its homologation by the Ministry of Education), as well as the questionnaires that were used as well while collecting quantitative data as in the qualitative assessment of expectations and demands of students, faculty and staff affected by the earthquake.

142

Summary of findings
For the first time in Haitian history, institutions of higher education in general and, in particular, the State University of Haiti (UEH) are on the brink of closing their doors for a period long enough to compromise the formation of a whole generation of professionals. The dissociative effects that this breach of continuity in the transmission chain of teaching, learning and training may have on the stability and operation of economic circuits and networks of solidarity in Haitian society can barely start to be grasped. If it is true that this is a university system with many shortcomings and limitations, that was already facing a paralyzing crisis during the period immediately prior to the earthquake, it is no less true that, for decades, it has been able to educate and train essential cadres to staff the country's institutions who acted prominently not only in their own country but also way beyond its borders, and there were not a few among the professionals trained in Haitian institutions who have found excellent work opportunities in countries like the United States, Canada, France, Belgium, and several African and Latin American countries. The UEH was the first and remains the only public university in Port-au-Prince, having been founded in 1960, bringing together colleges who had worked independently for several decades, the oldest of them, the Law School, since January 12, 1860. Traditionally, this university played an institutional role of enormous importance in the social and political history of Haiti, representing an insurmountable source of legitimacy or illegitimacy for government initiatives and an indisputable benchmark in the formulation and implementation of public policies and training of qualified staff. Until the late 1980s, it has ensured the training of professionals cadres and of generations of intellectuals, as well as establishing connections between different generations of professionals and academically trained staff. Even with the severe problems that stain the Haitian education system, there has always been very fierce competition for the exiguous admissions to the UEH. The State University was never able to meet all the demand for access to higher education in the country and, starting at the end of the 1980s, a large number of private institutions joined it in the Haitian academic landscape. With the democratization that followed the end of the Duvaliers dictatorship, the Haitian university system was expanded and diversified, with the opening of private institutions of higher education. With this and with the huge impoundment of educational demand accumulated in this period, there was an explosion in the number of universities, colleges, superior schools and educational centers, without any possibility of control or supervision by the Ministry of National Education and Vocational Training or any other institution or authority. Throughout the survey, thus, it has been established that academic environment in Haiti comprises an immense diversity of institutional profiles and levels of quality in teaching and research through the myriad of active higher education institutions, stretching from research

143

and professional training centers that could match any regional counterpart, to experimental institutions seeking to cope with specific challenges of the social landscape of Haiti, to schools facing insurmountable daily difficulties while trying to offer their students even the most basic educational services. In this plural and unregulated scenario, even the State University, recognizably the largest, oldest and most prestigious among all Haitian universities, was facing severe problems quite similar to those afflicting the private institutions of higher education.

Problems shared by public and private systems of higher education in Haiti

As indeed all private universities, also the UEH lacks a central campus and its colleges were scattered throughout the city and its surroundings, forcing students into commute schemes considerably costly both in terms of time and resources, crisscrossing a scattered urban area whose traffic jams (even before the earthquake had destroyed or blocked most of the main streets, avenues and roads) were not dwarfed by those typical of any other chaotic Latin American metropolis. There was an ongoing internal crisis in various institutions, particularly acute in the UEH, due to the mobilization of students in favor of a broad platform of demands for university reform and related to the labor policy of the national government, which not only generated a long lasting stalemate, but also caused the disruption of classes at various colleges and more than a few direct confrontations between students, staff, faculty and administrators, and even in some cases involving the police and peacekeepers of the UN Mission for the Stabilization of Haiti (MINUSTAH). Enduring under-representation and high levels of involuntary specialization have marked the position of female students in the midst of the general student body in nearly all areas, with the only exception of nursing. The participation of female students in academic careers, whether in other areas in the field of healthcare, whether in technical courses or in the humanities, has remained extremely low over the years, despite their generally above average school performance. A problem like this betrays the persistence of economic factors and safety issues involved in a young woman's decision to drop out of the school system prematurely or to choose within a very narrow spectrum of possible careers. No central university library was ever created and the bibliographic material used by students from all areas was extremely poor and obsolete, forcing them to expend considerable resources in the acquisition of imported books. The National Library has never been able to represent a viable alternative, since, despite the goodwill of its employees, its facilities and equipment were extremely precarious, with a fragmented and disordered collection cluttered with volumes that, even much before the earthquake, were stored in poor conditions, constantly facing the risk of being irreversibly damaged. Academic research and teacher training was a task relegated to the sidelines by institutions almost entirely focused on teaching, reproducing generation upon generation a chronic shortage of qualified teachers and researchers in sufficient numbers to support vital research activities, especially in strategic areas for the country's reconstruction and for the development of its economy, such as the management of environmental resources, food production, infrastructure management etc. A severe deficiency in staff training focused on research in the area of Humanities is reflected in the weakness or complete lack of reliable social and economic indicators, mustering up enormous difficulties for the formulation of public policies.

144

Acute problems resulting from the earthquake Several colleges and even entire universities collapsed entirely, utterly destroying, injuring, maiming and displacing large numbers of students, faculty and staff. There were virtually no university building that has not been affected by the earthquake. Many of those who do not have collapsed completely will have to be demolished or undergo costly and lengthy restoration. And until they are either demolished or restored, due to the risks they pose, such partly destroyed or damaged buildings render unfeasible any use of the space of many of the campuses. Beyond that, several additional problems have been caused by the earthquake.

Many teachers have left the city or even the country and at least half of the students who survived the earthquake left the capital towards the interior of the country, seeking shelter and support with family members in other cities and small rural towns. The resources of family support structures that ensured the minimum conditions for students to be able to stay in the capital while attending universities have been practically exhausted. There are not sufficient alternative spaces that can be used to carry out academic activities on an interim basis, since virtually all public spaces were converted into refugee camps or centers for health care or food distribution. Inasmuch as most institutions had not yet scanned their files and records (including even the Ministry of National Education and Vocational Training), the earthquake also caused the destruction of most of the school files and records, and those that were not completely destroyed are in a chaotic situation and should receive special treatment in order to promote some measure of reorganization. The earthquake did not affect only the higher education institutions located in the capital and

nearby towns, such as Fondwa, Logne and Jacmel: most of the departmental schools linked to the UEH or to private universities based in the capital had their faculty consisting of professionals that, established and active in Port-au-Prince while only intermittently tending to their duties in the province, were directly affected by the earthquake and found themselves severly hampered or limited in their possibilities of commuting for the resumption of their work in departmental schools. Likewise, students from these schools, although enrolled in institutions based in their hometowns, used to travel to the capital to undertake part of their training, something that also was abruptly interrupted. It can be assumed that the activities of higher education institutions located in departmental capitals such as Les Cayes, Hinche and Gonaves, have also been disrupted. There seems to exist some willingness and some effort to resume some of the activities inside tents and prefabricated modules; however, the difficulties involved in this type of initiative will be enormous, from the lack of water and electricity in these temporary premises to the massive presence of refugees in much of the urban plots previously occupied by higher education institutions.

145

Particularly serious damage caused to institutions of higher education Beyond all the urgent need to combine with the reconstruction effort a comprehensive reform of Haiti's university system, we can highlight some very specific problems generated by the damage caused by the earthquake.

Death under the rubble came upon whole classes of students in areas of specialization for which there was only one public institution offering education and training, as in the case of the Faculty of Applied Linguistics of the UEH or the National School of Nurses of Port-au-Prince. The impracticability of activities in institutions that are highly strategic for the reconstruction efforts, such as the National School of Applied Geology and the Pilot Center for Professional Training, where professionals were formed in areas as diverse as masonry, mechanics, blacksmithing, carpentry etc.

The destruction of virtually all the infrastructure of medical and surgical care, with the collapse of the Faculty of Medicine and Pharmacy and the imminent and necessary demolition of almost all buildings of the Central Hospital, which were severely damaged, as well as other units of the UEH such as the Faculty of Sciences, which schooled the country's engineers, and the Ecole Normale Superieure, which formed school teachers for middle and upper levels. The destruction of all materials for odontological care in the only public dental clinic in the capital, which was already struggling and is now trying to remain active at the UEH's Faculty of Dentistry.

These are just a few cases to highlight how the earthquake affected even the basic structure that could train professionals to meet the challenges of reconstruction. Just like these, there are many others. Thus, at this particular time (and for the foreseeable future), what we are witnessing is the complete abandonment of a whole sector and a whole social layer. Furthermore, with the demobilization of students and teachers due to the impracticality of resuming curricular activities, a new scenario may be anticipated: the exodus of students from the capital, the demobilization of the support networks that had previously provided for these students and the ensuing demobilization of the support provided in turn by these very student to a broad range of community activities and services into which they are normally embedded. With the continuation of these circumstances, that eclipse even the most paralyzing moments political or economic crisis in the country (quite frequent in recent decades), we may be facing a process of retraction and atrophy of the whole student class. And all these youngsters, both qualified and capable, but with no prospect of completing their studies, will inevitably have to invent new ways to ensure their social integration, and not a few among them will be recruited for the informal and illegal sectors, which are the only ones to thrive when everything else wanes. Despite all the difficulties and problems faced by those involved in keeping Haitian universities active, we must recognize that, just as in any other modern society, access to higher education is one of the best opportunities to secure a qualified job and to play a relevant role in circuit for the dissemination of knowledge, information and technology. Aware of the extent of their role, Haitian students and their families go to great lengths to enter and then successfully

146

conclude their university courses of choice, many of them opting, in view of the seminal role played by research in the academic landscape, to extend their efforts to two or more simultaneous or successive paths of academic training. Even in the case of the students enroled in public institutions and in view of the enormous difficulties in getting a job in the country, families and friends are the ones who must bear the burden of their livelihood for all those students heading to the capital to study: housing, food, clothing, transportation, school material and fees, books and everything else. Thus, not only the destruction of the physical structures of higher education institutions, but also the economic downturn and the channeling of international aid funds exclusively for emergency actions, which invariably relegate education in general to the background and higher education in particular , are added to the perennial difficulties of the Haitian university structure in creating a picture of little hope of any minimally effective resumption of curricular activities. All this, added to the institutional difficulties of coordinating actions among different sectors involved in the higher education system, produces a gloomy outlook for the recovery of academic activities in the country if sufficient resources and foreign partners are not mobilized. The damage was considerable and resources are scarce. Such an assessment would be completely oblivious to the present Haitian reality and entirely detached from a history of successive disasters and crises in the country, demonstrating how the already meager resources deemed available for the reconstruction end up being consumed in reduntantly maintaining the structures of international cooperation themselves or end up getting lost in complex and obscure networks of informality, waste and corruption entrenched within the debilitated Haitian institutions. For the first time in Haitian history, institutions of higher education in general and the UEH, in particular, threaten to close their doors for a period long enough to compromise the formation of a whole generation of professionals. The dissociative effects that such a breach of continuity in the chain of transmission of knowledge and capacities may have on the stability and performance of economic circuits and solidarity networks in Haitian society can barely start to be grasped. However, absolutely nothing that can be seen amid recent efforts at mobilizing and channeling resources to Haiti indicates anything different from what was being done in the period prior to the disaster.

147

Chronic problems in the relationship between Haitian and international institutions

Excessively and unnecessarily militarized character of the international presence in the country, with an unjustified prioritization of resources towards security issues, in brazen detriment of the demands and needs of education and infrastructure. Technical incompetence, no commitment to results and blatant ignorance of local realities by international agencies, and patronage and passivity entrenched in local Haitian institutions. Unbridgeable distance in terms of communication, priorities and occupational structure between the institutional universe of international cooperation and local Haitian institutions. Political and professional unaccountability of all national and international actors involved in the implementation of actions and intervention programs, which largely favors the waste of resources, corruption and incompetence.

For all that, what can be expected and feared is that, after the first half of 2010, when certainly nothing shall take place in Haitian colleges and universities, there will begin a routinization phase of the new circumstances of abject poverty to which students, faculty and staff were condemned. Initially, there was a broad mobilization of volunteer students from the capital to become involved in the removal of debris, in the rescue of casualties and assistance to victims of the earthquake, in the organization and management of refugee camps, monitoring incipient actions of implementation of new institutional guidelines. However, in such an environment marked by an extreme shortage of resources, even such initiatives rely on external support to be sought for and found outside the academic universe. Only with the involvement of partners committed to the reconstruction of those institutions is that one can cope with the extreme current difficulties, without thereby reinforcing the chronic problems of the system. There are numerous areas in which the Brazilian academic and scientific community would have much to offer, both in terms of involvement in the training of Haitian students who could benefit from scholarships to complete their training in Brazilian institutions or further pursue their training in graduate programs, and in terms of more direct cooperation, such as sending groups of researchers, teachers, technicians and experts to engage directly with reconstruction efforts and to guide fledgling local training programs, which are gradually being designed and implemented, tailored to the urgency of new needs generated by the earthquake. Some areas stand out as the ones most lacking in support at this time.

148

Areas in most acute need

Training of health personnel (especially in the areas of surgery, nursing and dentistry, but also with special attention to preventive public health programs similar to the training initiatives of Brazilian health workers). Conservation, management and recovery of soil and water resources. Food engineering, environmental science, agronomy, animal husbandry. Civil engineering. Technical training and vocational education, especially in areas vital to the construction industry. Linguistics.

Equally important is the need to consolidate a reference institution for cultural exchange between Brazil and Haiti, with the recruitment and training of qualified personnel to ensure the continuity and efficiency of cooperation initiatives, without the paternalism, unilateralism and amateurism that so insistently have tainted such initiatives, whether good intentions come from Brazil or from any other country.

149

Recommendations for immediate action in institutions of higher education

General recommendations

Instances of university management in Haiti and circulation of information A not inconsiderable number of reviews and initiatives has been discussed by different international cooperation agencies and partners of different nationalities with Haitian institutions of higher learning. In general, these tend to assume the form of uncoordinated debates that seem to be exhausted in the debate itself, with no monitoring mechanism of the changes underway and not even overcoming the initial stages of drafting agendas and intentions expressed in endless meetings and seminars. As it could be expected, the result is paralysis, overlapping proposals and initiatives that rarely turn into anything other that ink on paper, misuse of resources, and disregard of effective and urgent needs of the faculty and students of higher education institutions, favoring conflict between management levels of the educational system of Haiti and weakening the local managerial instances of the field of higher education in the country. Those bodies responsible for managing higher education, often with not only advisory responsibilities, but overlapping legislative and administrative ones the Direction of Higher Education and Scientific Research of the Ministry of National Education and Vocational Training (DESRS / MENFP), the Dean of the UEH, the Conference of Rectors and University Presidents of the Caribbean (CORPUCA), the Education Sector Group of the Presidency (GSE) etc. never came to be viewed as operative instances and were already very weakened even before the earthquake of January 12, 2010. After the earthquake, the situation deteriorated further, with the death of qualified personnel, the collapse of the MENFP's own facilities, of the Dean of the UEH, of CORPUCA and local executive bodies located next to the Presidential Palace, as well as the loss of almost all files related to the operations of higher education institutions. Any intervention within the higher education system in Haiti must therefore be carried out taking into account all its internal diversity, overlaps and even oppositions amidst this field of management bodies. The international donor agencies should be alert to this internal diversity and the possible conflicts that ensue. But above all they must go beyond the mere rhetoric or the signing of protocols, opting rather for constant joint assessments of ongoing initiatives, correcting mistakes, overcoming unnecessary disputes, strengthening local bodies with clearly defined responsibilities and promoting a dynamic relationship between the distinct poles of what must constitute an instance of bilateral or multilateral cooperation.

150

In order to avoid overlapping initiatives and emphasize the real needs of the Haitian academic institutions, it is appropriate to reach an agreement with other international organizations that are promoting these partnerships and with the Haitian authorities so as to create a minimally centralized instance, which could harness legitimacy and acceptance not only among public educational institutions, but also private institutions and international agencies of cooperation, and that could also serve as a reference for the evaluation and analysis of ongoing initiatives in the field of higher education in Haiti. Such an instance, some sort of Higher Education Watch, would have to be predominantly advisory. Counting, however, with the participation of key members of all other management levels, it could also act to draft evaluations and propose regulatory changes in the management environment of the university system. Its goal would therefore comprise not only management, but also collection, organization and provision of data relating to the field of higher education in Haiti. Its work would favor diagnoses whose purpose would be to support operations in the long term, in the training of specialized staff and int the recovery and creation of structures for support and monitoring, it would offer support to Haitian authorities in conducting further studies dealing with the current situation and with the future challenges of higher education in the country, in addition to promote the creation of an evaluation system of the higher education system in Haiti.

151

Extreme priority areas Among the areas highlighted for priority action, there is no order of priority and, as will become clear throughout this report, all areas, units and institutions were, in one way or another, severely affected by the catastrophe.36 The areas that should be prioritized for the initial selection of students to benefit from the scholarship program and for receiving teachers, graduate students and skilled personnel to contribute for the resumption of academic activities have been defined on the basis of evaluations of the impact of the earthquake as well as of the results of discussions with experts, teachers, students, Haitian government officials and officials of international organizations and agencies most directly involved in making situational diagnoses and sector-specific plans for reconstruction.37

36

Special attention is due to the area of nursing because the National School of Nurses in Port-au-Prince was completely destroyed, with considerable loss of life among students and faculty, which portends not only a complete halt in the activities in this field of training, as well as a breach in the chain of intergenerational transmission of knowledge and professional practices, all the more if we take into account that the private colleges of nursing were also seriously affected. With regard to the training of medical professionals, it is noteworthy that no faculty had been most affected by the university crisis, by the student strike and by the disputes between students and teachers of the Faculty of Medicine and Pharmacy of the UEH, which meant that since even before the earthquake, their activities had been paralyzed for months. The earthquake severely affected its physical structure and destroyed the largest hospital in the country, also associated with the university, which continues to work precariously in tents installed by international organizations in the parking lot. Also the Faculty of Dentistry although it was practically the only college of the UEH to have its building spared by the earthquake lost all the materials for teaching and dental practice it had. Even despite the extraordinary tradition of training outstanding professionals in this area in Haiti, these interruptions in the cycle of training of medical professionals, pharmacy, nursing, dentistry and preventive health, adds to a chronic shortage of health professionals, both in the capital and in the interior of the country, to consolidate and strengthen to the extreme a scenario that was already hopeless even before the earthquake. With respect to the specific field of obstetrics, it should be noted that infant mortality is extremely high in Haiti, with a very high incidence of lethality resulting from childbirth, which is also reflected in maternal mortality due to childbirth, the highest in the Americas. 37 The cole Normale Suprieure, the core of teacher training in the country, has been devastated. There was in that institution a long and established tradition of hosting foreign teachers and researchers, including Brazilians, who would thus engage in the training of undergraduate students. This mechanism can be revived in a systematic manner with the implementation of the exchange between Brazilian and Haitian institutions. The Faculty of Applied Linguistics (FLA) of the UEH has been completely destroyed, with a dramatic number of deaths among the student body and faculty, as well as the University Carabe, a private institution that also hosted an important center of linguistics. In Brazil, there are centers of excellence in the field of linguistics, which reveal a remarkable interest in the study of creole languages. Exchanges in this area may be particularly fruitful, with an exchange of teachers, students and researchers who can generate a wide array of direct benefits to the institutions involved. The importance of the FLA in the Haitian institutional universe cannot be overemphasized, because it was within it that all projects for the universalization of the teaching of Kreyl have been elaborated and it was within it that many of the professionals engaged in implement such projects were trained, not to mention the production of teaching material for adult and children literacy programs, for teacher training etc. After a widely accepted diagnosis that the failure of successive literacy projects and persistent low levels of formal education in Haiti were largely due to how French is forcibly incorporated into the education system, without being either accessible or effective. At the moment, it is already underway at the State University of Campinas, in Brazil, the institutionalization of the first course of Kreyl in a Brazilian university and within the same project, soon will start the preparation of the first dictionary Kreyl-Portuguese.

152

Based on the consolidation of findings and demands of those involved and affected, two criteria were applied to define the scaling of priorities: a) those areas that may opportunities to contribute more directly, immediately and sustainably with the reconstruction of the country, such as the management of territorial and natural resources, construction, and communications and information technology, and b) those areas that were most directly affected by the earthquakes and will not be able to recover without a decisive and committed involvement of programs and mechanisms for cooperation and exchange, such as health, linguistics and pedagogy.

Extreme priority areas

Health: Preventive health and training of healthcare workers Nursing Agronomy, veterinary and animal husbandry Surgery Food engineering Prostethics Obstetrics Conservation, management and recovery of soil and water resources Management of territorial and natural resources: Urban planning and sanitation Environmental resources and forest engineering

Linguistic and pedagogic resources: Training of linguists and translators Teacher training

Construction: Civil Engineering and Architecture Technical courses in construction, building techniques and materials

Communications and information technology: Integration of systems and networks Programming and management of free software Librarianship and management of collections and archives

153

Methodology, stages and circumstances of the data collection

In order to perform this evaluation, different approaches were combined to tackle the precarious conditions for conducting any research in the city of Port-au-Prince and its surroundings and the difficulties faced by researchers, collaborators and informants to attain the objectives defined for this study. In addition to information collected from Haitian university teachers and students from the moment immediately after the earthquake, we conducted a careful survey of the extent of the impact suffered by each of the institutions in the area. Despite the enormous concentration of universities in the capital and its immediate environs, some institutions directly affected by the earthquake are distributed with relative dispersion in a wider area of the region affected by the earthquake. In order to visit their campi (or what was left of them) and contact and interview their representatives, displacements were made over an area that extended, in addition to Port-au-Prince and its metropolitan area, to the cities of Logne, Jacmel and Fondwa. The gathering of data, images and documents directly from affected institutions extended from February 7th through 28th 2010, including several locations in the area affected by the earthquake and involved:

analysis of previously published studies on the evolution of higher education in the country; participation in meetings held by instances of inter-university governance and by management bodies of the university system to discuss measures for evaluating the impact of the earthquake and steps to be taken in order to obtain resources for the resumption of academic activities and for the reconstruction; interviews with students, faculty, staff and administrators of the surveyed institutions and of the governing and advisory bodies of Haiti's university system; successive visits to the headquarters of the institutions affected by the earthquake at least two, one in the first and another in the second week of the study, and at least one of them in the company of faculty members and students; exhaustive photographic and partial videographic record of the damage caused to the surveyed institutions and of the action undertaken to remove the debris, to remove and identify the remaining bodies of victims buried under the rubble and to salvage or recover equipment and documents; meetings for in-depth discussion with student representatives of public institutions surveyed and the most important among the private institutions, which were asked to answer qualitative questionnaires on the situation of the universities before the earthquake, the scale of its impact and expectations regarding reconstruction initiatives; contrastive check with a parallel survey of quantitative data, carried out by qualified students selected among respondents and participants of the in-depth discussion meetings at least one representative per institution, but often pairs of representatives about the extent of personal injury, material damage and loss of documents in each institution; preliminary validation of the results in an evaluation seminar held at the Haitian-Brazilian Cultural Center, on February 26, 2010, involving representatives of the surveyed institutions.

154

The standard procedure adopted in conducting the surveys involved three steps. Firstly, a preliminary contact with active members of the administration of the specific unit to seek official data concerning the situation previous to the earthquake both in terms of personnel and in relation to facilities, equipment, collections and archives. Not always there was immediate disposition of the administrators to collaborate, other times there were no administrative personnel present or active during the research period, sometimes even no data were organized, consolidated, or available in the unit, and in still other cases, those responsible who could could provide the information had perished or the documents and equipment that contained that information had been destroyed. Secondly, regardless of the results obtained while trying to get access to basic preliminary data, the representatives of the surveyed institution sought to mobilize their networks of contacts with peers and teachers, by phone, internet or in person, seeking to build their own lists of students, faculty and staff who had perished, been wounded and displaced and also to enlist their respective places of refuge where they could possibly be contacted later. The parallel surveys conducted by the representatives of the student body of each institution were crucial to determine inconsistencies and fill gaps in the numbers produced or collected by official bodies. In an effort to realize their surveys, researchers and collaborators involved in this effort had to face very poor working conditions, most often having to prepare lists, write drafts and transcribe reports by hand, without being able to rely on the use computers or even electric light. But the commitment of all involved made possible that, for not a few among the units surveyed, an almost exhaustive list of the whereabouts of the university staff after the earthquake could be assembled. Several of the studies on Haitian higher education that have been consulted during the completion of this survey display crucial shortcomings and deficiencies that are common to most of the reports and advisory opinions that seem to have stormed and occupied a large portion of the field of social science literature in Haiti. In the weeks after the earthquake, Haitian government bodies and others linked to multilateral or international cooperation agencies sought to provide a picture of the effects of the earthquake upon the higher, medium and fundamental education systems, both private and public. Without presenting any systematicity and utterly lacking a considerable volume of information that was otherwise available to any minimum effort of sampling and verification of the speculative statements made, however, they have not even sought to push the boundaries arbitrarily set for the specific mandate of their agencies and thus provide a minimally broader picture of the higher education system. Not infrequently, and precisely as it was the case during other periods of crisis in the country, endless documents are produced as vehicles for consolidating institutions that try and broker the transfer and application of resources, as well as predefined and considerably particularistic programs for very limited intervention, that are presented, however, in the guise of general recommendations that, neither bear any relation to the presented data or findings made, nor find echo in local demands of those agents more clearly legitimized to express them.

155

Given the neglect of systematic data and information relating to the casualties that marred the governmental and non-governmental interventions, starting with the hasty and widely criticized decision of the Haitian government, seconded by the MINUSTAH military command, to incinerate or bury in mass graves the bodies of unidentified victims, without any effort to identify them, it was clear to the survivors they would have to fend for themselves and cope with immense difficulties in the effort to assess the real scale of the disaster. Thus, as it seems to be always the case, there is a remarkable abundance of divergences sometimes marginal, sometimes substantial between, on the one hand, data contained in widely circulated materials that, given the occasion and necessity, are presented with varying degrees of officiality and, on the other hand, data resulting of a careful survey that aggregates information collected directly from the affected institutions. Not only the numbers of dead and displaced vary widely between the assessments, but also the numbers of enrolled students and active teachers before the earthquake, revealing not so much a diversity of sources, but especially, however, the rush to support preconceived prescriptions of reform and reconstruction with results obtained without a minimum of methodological rigor or the necessary verification, and an utter lack of interest in understanding the actual dimensions of the difficulties faced by the university system before the earthquake and the precise configuration of the demands and needs that determine how they shall rebuild from the ruins.38 Thus, in many different senses, the whole produced by the sum of its parts is considerably different from the whole that assumes to be a totality before it even can account for what happened to its parts. The official administrative, supervisory and evaluative instances of the higher education system in Haiti in its whole scope: preparatory, college, technical and vocational training were also included among the sources for the data and information that supported the analyses pursued in the course of this survey. Data and information have been requested from the following institutions:
Ministry of National Education and Vocational Training (MENFP): o o o Directorate of Higher Education and Scientific Research (DESRS); National Institute of Professional Training (INFP); and Ministerial Directorates and Departmental Superintendencies of School Supervision;

Working Group on Education and Training in Haiti (GTEF), linked to the Presidency of the Republic; Sectorial Group for Education (GSE), linked to the Haitian section of UNESCO; Regional Steering Committee (CRP) of the Conference of Rectors and University Presidents of the Caribbean (CORPUCA); Executive Committee of the Haitian section of the Francophone University Agency (AUF);

rectorates of public and private universities.

38

Note that in wider official studies on the extent and impact of the earthquake on the country's infrastructure, the education sector was not included and did not even rank as one of the sectors deserving in-depth analysis.

156

Whether preserved, destroyed or transferred, all their respective offices were visited in the course of the survey, and provided they were present in the country, their superintendents, directors or coordinators were interviewed in depth. Even under normal circumstances, access to the official data and information is not exactly easy in Haiti. More so when considering the impact the earthquake had on governmental and administrative agencies, many of which have been completely destroyed, with great loss of life and destruction of whole archives. 39 Despite all the circumstances, it was possible to count on their goodwill, generosity and willingness to provide access to the documentation they were able to salvage from the destruction. It was, however, the work done in constant and immediate contact with the students that allowed us to grasp the tension underlying the relationship both between student groups and other sectors in their respective schools, colleges or universities, and between them and other institutional and non-governmental national and international institutions. Although proclaiming platforms that tend to echo typical projects issued from the spectrum of populist Haitian politics, the Haitian student movement is multifaceted and dynamic, able to work in different directions and pursue very diverse goals. Not only those who gravitate around collegiate instances recognized as the traditional student movement in Haiti are organized in search of solutions and resources to meet their current desperate situation. Countless new student associations, discussion and action groups and collegiate decision-making bodies were constituted by university students since the earthquake. In contact with several of these initiatives, it was possible to monitor the accuracy with which not only the limitations of the Haitian education system, but also the pitfalls created by the international or multilateral initiatives devised to promote an improvement of the system or to intervene in moments of crisis. Highlighting the risks of not achieving any of the desired results and not producing any tangible effects in terms of getting the beneficiaries of a scholarship program involved in the process of reconstruction and in the development and implementation of autonomous and sustainable projects to strengthen the university structures for teaching and research, the discussions with the students also stressed the need to avoid reproducing mistakes of previous intervention, reform and cooperation initiatives within the higher education sector, which ultimately only strengthen existing mechanisms to favor those who are already advantaged and promote those already located in a prominent position, passing over those more acutely facing immense difficulties to pursue their educational goals. These are the elements that provided us the basis for the recommendations offered in this report for the implementation of the Pro-Haiti Program and other similar initiatives, seeking not only to point to mechanisms that may help to overcome obstacles typical of the webs of

39

In the management of the education sector, not just the MENFP had its main building destroyed (with the death of 12 employees) and its outbuildings so damaged that they will have to be demolished before its headquarters can be reoccupied, but also several university rectorates were ruined, including the UEH rectorate, besides the headquarters that the Francophone University Agency maintained annex to the the building of the Faculty of Applied Linguistics, which was also destroyed.

157

relationships between Haitian institutions and international organizations, but also to account for and somehow meet at least part of the expectations of the Haitian students regarding their professional and academic training.

158

Structure of the Haitian education system

The organizational structure of the Haitian education system is the result of a long tradition of alignment to the structure of the French school system and of reforms that ensured that this alignment would continue along decades of adaptation. The reforms initiated in 1979, still under the dictatorship of Jean-Claude Duvalier, and which culminated in the famous Bernard Reform, initiated in 1979, finally acknowledged the diglossia of Haitian society and led not only to the recognition of Kreyl as the official teaching language, but also to the definition of the paths for its absorption into the school system. From that point on, the school universe began to reflect the linguistic reality of the country: Kreyl quickly became the main language of instruction during the first years of elementary school and French would oscillate, according to the school, between an additional language of instruction and the second language of literacy. On the one hand, this reform ensured the end of the stigmatization attached to the use of Haitian Kreyl in the educational system, the recognition of a crucial component of the social and cultural setting of the country and the beginning of a gradual process of social advancement for traditionally marginalized groups, codes and repertoires, a process that continues to this day, still facing countless challenges on the path towards their full incorporation into the symbolic and cultural heritage recognized by Haitian institutions. On the other hand, however, given the scarcity of educational and bibliographic materials in Kreyl or adapted to teaching in that language, the mismatch between the school model and the teacher training system, and the resulting lack of preparation of a whole generation of teachers to deal with change, added to the insufficiency of financial means to implement all aspects of the reform, the goals of the educational reform remain yet to be achieved. In spite of all the problems, it represented a farreaching initiative that has opened a wide range of new perspectives to the Haitian educational system and continues to bear fruits until the present. In addition to the recognition of the language universally spoken in the country, the very structure of education was reformed in terms that still remain valid. Basic or fundamental education comprises nine years, divided into three cycles of respectively four, two and three years. Next, the middle or secondary level spans over four years, leading to a high school diploma, called Second Degree or Bac II. It is essential for gaining access to the university, which also involves admission exams. Despite the educational reform, this setting has not become universal and some schools still operate on the basis of the classical structure of the traditional French model, also comprising 13 years, but divided into six basic years, four years of junior high school and three years of senior high school. The broad educational reform process that had begun in 1979 was discontinued in 1982 to be successively resumed and stopped other times, due to the political instability and the lack of resources that halted or reversed not only this specific one but also many other institutional advances in Haiti over the past two decades. At various times during its implementation, a

159

provision was revived to promote the creation of centers for the training of elementary school teachers, school supervisors and managers of the basic education system. The Centers for Training of Elementary School Teachers (CEFEF's), along with a Center for Teacher Training (CFCE), would be the core of a large network, highly decentralized and well equipped, of Fundamental Application Schools and Pedagogical Support Centers (EFACAP) that operate as local training centers for the body of elementary school teachers. However, it never came to be implemented as planned and, despite the prediction of embedding such training centers in the structure of public higher education and even in the institutional structure of the UEH itself, the only one of all those planned to come into operation first in 1999, then a long interruption, only to be resumed between 2005 and 2006 has remained under the control of the systems of elementary and middle education withing the MENFP, having its activities managed by the Direction of Training and Development (CRD) and the Direction of Elementary Education (DEF). For these reasons, the configuration of the developments of this system have not been addressed in greater detail throughout this survey. In its latest version more ambitious than other times, in the context of a set of programs supported by the World Bank, IDB, UNESCO, the EU and the Canadian cooperation agency, converging around the Basic Education Project (PEB) and the Program for Strengthening the Quality Basic Education (PARQE) - the project included the conversion of six National Schools for Teacher Training (ENI) in CEFEFs, as well as the initial establishment of 27 public EFACAPs and the integration of 3 additional private EFACAPs to the system, and the subsequent inauguration of another 20 EFACAPs annually over at least four years. Despite not having been fully implemented, this ambitious system for decentralization, improvement, continued training and professionalization of elementary education made possible the construction of several EFACAPs and most of them were used after the earthquake as a basis for the establishment of model refugee camps and centers for primary health care and emergency services. The headquarters of the Law School of Jacmel, which is shared by two other institutions of primary and secondary education, also training primary school teachers, is an example of an EFACAP that followed this trajectory. Finally, higher education in Haiti encompasses technical careers, professional specialization and graduation programs of variable duration. In general, technical training lasts two to three years, a bachelor degree takes three to five years. Obtaining a bachelor's degree requires the presentation and public defense of a thesis. In addition, there are options for specialization, master's and doctoral degrees. A specialization may require one to two additional years of training, while the master will require two to three years. The PhD is offered by very few Haitian institutions of higher education and generally under the rubric of a professional doctorate in medical sciences, corresponding to traditional medical training, combined with the specialization, requiring six to seven years.

160

Table 31 Distribution of students by sector and level

System/ Level Public Superior (3 to 7 years) 19,116 (35.85%) Private 1,716,000 (81.48%) 248,900 (74.01%) 181,800 (76.64%) 34,200 (64.15%) Total 2,106,000 336,300 237,200 53,316 Source: MENFP (2007), adjusted by numbers from the West Department School Supervision and the DESRS. 1st and 2nd elementary cycles (4 + 2 years) 390,000 (18.52%) 3rd elementary cycle (3 years ) 87,400 (25.99%) Middle (3 to 4 years) 55,400 (23.36%)

Chart 32 Student distribution by level and sector

Chart 33 - Proportion of enrolled students by sector

161

Table 32 - Distribution of teachers, employees and students between public and private sectors
Institutions of Higher Education State University of Haiti (11 units in the capital) State University of Haiti (6 schools and one faculty in the countryside) Departmental public universities (North, South, Artibonite) National Schools and other public institutions of higher education (ENIP, ENIJ, ENICH, ENIC, ENAF, ENST, ENGA, CTPEA, ENARTS) Total for public institutions Total for authorized private institutions of higher education Total Students 10,581 3,819 2,062 2,654 19,116 34,200 53,316 Teachers 857 172 144 422 1,595 2,413 4,008 Employees 439 66 108 258 871 1,287 2,158

Chart 34 - Spatial student distribution in the public sector

Table 33 - Spatial distribution of study places offered by the public sector

West Departament 10,581 1,754 12,335 Rest of country 3,819 2,962 6,781 the Total 14,400 4,716 19,116

UEH Other public institutions Total

162

Chart 35 - Spatial concentration of study places in higher education institutions

Table 34 - Spatial distribution of students in higher education by sector

Public Private Total West Departament 12,335 29,754 42,089 Rest of the country 6,781 4,446 11,227 Total 19,116 34,200 53,316

Chart 36 - Spatial distribution of higher education students

163

Chart 37 - Sectoral distribution of students by level of education

Table 35 - Sectoral distribution of students by level of education

Basic to middle Public Private Total 532,800 2,146,700 2,679,500 Superior 19,116 34,200 53,316

Chart 38 - Spatial distribution of students by level of education

Table 36 - Sectoral distribution of students by level of education

Basic to middle 1,012,993 1,666,507 2,679,500 Superior 42,089 11,227 53,316

West Rest of the country Total

164

Table 37 - Spatial distribution of higher education institutions

Departament Artibonite Center Grand'Anse Nippes Northeast Northwest North Southeast South West Total Public Institutions40 UEH Other public 1 1 1 0 0 1 0 0 1 0 1 0 1 2 1 0 1 2 11 8 18 14 Total public 2 1 1 0 1 1 3 1 3 19 32 Private Institutions Authorized Non authorized 1 6 0 1 1 2 0 1 0 0 0 2 4 2 0 1 1 0 45 80 52 97 Total Total private 7 1 3 1 0 2 6 1 1 127 149 9 2 4 1 1 3 9 2 4 146 181

Chart 39 - Dispersion of the total number of higher education institutions

40

The UEH column encompasses its faculties, schools and institutes, according to the Department in which they are located. The column for other public institutions comprises, also according to their location, the National Schools of Nursing and the Public Universities. In this instance, they were not decomposed into their faculties, not only because they are all situated on the same campus, but also due to the small number of their students for each of their faculties, which would not justify their treatment as a public institution in its own right. The column for private institutions encompasses, according to their location and status of their authorization request to the MENFP, each university, college, institute, school or center of higher education, regardless of their administrative composition in faculties, departments or sections. Each private institution was assigned to the Department in which its headquarters is located, regardless of having advanced campuses or seasonal offices in one or more towns elsewhere, which in any case only applies to three among the private institutions, respectively with five provincial campuses, something that does not quite affect the overall balance of geographical distribution of the universities, even more so if we consider that most of the academic activities offered in a decentralized manner by institutions located in the capital consist of courses offered by local institutions of higher education (already computed in the list, in their turn) only with a seal of approval by the metropolitan headquarters figuring on the diplomas issued by the provincial units.

165

Chart 40 - Spatial distribution of higher education institutions by sector (except West Department) Chart 41 - Spatial distribution of higher education institutions

Chart 42 - Dispersion of public institutions of higher education

166

Chart 43 - Dispersion of authorized private institutions of higher education

Chart 44 - Dispersion of unauthorized private institutions of higher education

167

Map 5 Dispersion of higher education institutions

168

Historical summary of higher education in Haiti

What is sought in this section is to present a framework for the formation and evolution of higher education institutions in Haiti. For that end, a historical introduction is necessary to highlight the process of creation and consolidation of the main and largest university in Haiti, the State University of Haiti (UEH). Subsequently are presented the national schools and public centers of higher education that are not part of the institutional framework of the UEH. Finally, we will cover how the most important institutions of the private sector have been established.

Universit d'Etat d'Hati: origins, development and current situation The University of Haiti was officially founded in 1945, congregating in the same institution an array of fully functioning pre-existing colleges and schools, predominantly in Port-auPrince. In 1960, under the government of Franois Duvalier, it was transformed into a State University, a name it retains to this day.41 Since then, it came under direct interventions of the dictatorial government and would only regain its independence with the 1987 constitution. Its origins, however, are in the formative period of the Haitian national state, in the sometimes frustrated and recalcitrant attempts by the Haitian elites to train in the country a qualified professional class. The first attempt to set up higher education institutions in Haiti occurred in the northern territories of the country, known as the State of Haiti, as opposed to the Republic of Haiti, in the South. It was during the period in which the State of Haiti became the kingdom of Henri Christophe (1811-1820), that the Royal Academy was created, in 1815, which included a School of Medicine, Surgery and Pharmacy, the School of Arts and Crafts and a School of Agriculture. The establishment of the Academy was accompanied by the establishment of National Schools, run by English masters in the main urban centers of the kingdom. At the same time, hoping to establish good relations with the Vatican which would still take long decades of negotiation Christophe proclaimed Catholicism the official religion (Vandercook, 1943: 133, 162). Just as the Northern kingdom, the existence of the Academy and the grand schools was ephemeral, but revealed the restlessness of the Haitian elites, established in the context of the war of independence, with the formation of an illustrated class able to manage the affairs of the country. Already under Jean-Pierre Boyer (1818-1843), with a unified country the Northern kingdom having been integrated into the Southern Republic in 1820 and the Eastern part of the island, what is the Dominican Republic today, occupied and set under Haitian control between 1822 and 184342 and with the capital established in Port-au-Prince, there were some
41

The decree is reproduced in Duvalier, Franois: Dcret crant l'Universit d'tat d'Hati le 16 dcembre 1960 in Mmoires d'un leader du tiers monde. Hachette, Paris, 1969: 73-8. 42 When the Eastern portion of the island was occupied, Boyer made a serious strategic mistake of historical proportions, closing the oldest university in the Americas, founded in Santo Domingo in 1537 (cf. Price-Mars, Jean,

169

initiatives to create a National Academy, also with ephemeral results. The difficulties were many: Haiti was under a de facto international embargo and had great difficulty to rely on foreign missions or even on any support from the Holy See in its traditional spheres of primary education43. Eventually, a clearly elitist and exclusionary vision prevailed: following basic studies at the Lyceum in the capital, which would eventually be named Lyce Ption, the brightest sons of the Haitian elite should head to the former colonial power for their higher education. It would be necessary to wait until the 1860s for the foundation of the first public institution of higher learning in the country, the Law School, inaugurated on January 12, 1860 (exactly 150 years before the big earthquake).44 Its first teachers were lawyers trained in France, responsible for the definitive rooting of French legal culture in Haiti. Having formed generations of those who would become the major analysts and interpreters of Haitian society and having Antenor Firmin as its patron, it would eventually lead to the current Faculty of Law and Economics (FDSE) of the State University of Haiti. Another traditional educational establishment in the history of higher education in Haiti is the Faculty of Sciences, founded in 1902, initially as a private school called the School of Applied Sciences, but soon recognized as of public interest, in 1905, and submitted to public control through the allocation of public subsidies from 1906 on. Eventually, already as Faculty of Sciences, it would be fully incorporated into the State University in 1961. Other schools and teaching centers have evolved over the last decades of the nineteenth century and early twentieth century, a process that would culminate in the eventual integration of a number of them, in the form of Schools, to the nascent University of Haiti, which began to effectively take shape in the 1920s, during the American occupation (1915-1934). During this period, several higher education institutions were set up in the country, always linked to the reorganization of finances promoted by the occupation forces and relying on pragmatic bases focused on technical training. It should be noted that the American occupation had a profound effect on the Haitian nationalist thinking, generating a strong reaction on the part of many different social sectors, in addition to an actual armed resistance movement (Beaver, 1971).
tome I, 2000 [1953]; Pons, 2008; 2009). 43 Throughout much of the nineteenth century, and at least until the 1860s, Haiti lived under a virtual international embargo that left deep marks on his intellectual and political history. Until the Civil War, the United States refused to recognize a country formed in the midst of a slave rebellion. France, in turn, would only recognize Haiti in the 1830s, after the signature of an agreement for payment of spoils for all land, financial and economic losses suffered by the colonial farmers, which generated a debt for Haiti that, according to many analysts, eventually caused extremely harmful consequences for the country's development. Most Latin American countries still maintained slavery for decades after the Haitian Revolution, which also prevented the recognition of Haiti as an independent nation. Finally, the Holy See refused to establish diplomatic relations with the country until the 1860s, when a Concordat with the Vatican was signed (Price-Mars, 2000 [1953]). 44 At the time of the earthquake, many of the students and professors of the Faculty of Law and Economic Sciences of the UEH, were on their way toward a pavilion in Canap Vert, where a ceremony would be held to celebrate the Law School's 150th anniversary. This coincidence has saved from a great tragedy one of the colleges with the largest number of students and teachers in the capital.

170

However, its impact in relation to the establishment of basic structures roads, telegraphs, urban structure etc. - and, above all, in the academic sphere, was extremely significant (Renda, 2002), in addition to all the political tensions that were created and nurtured (Blancpain, 1999). The old School of Medicine, which had been founded in 1861 at the Hospital Saint-Franois de la Salle, was restructured in 1926, under the baton of the American administration, becoming the current Faculty of Medicine and Pharmacy (FMP). During the period of occupation, medical studies in Haiti saw a phase of remarkable development in the midst of a broader process of intervention in the fields of medicine and public health by the U.S. in Latin America (Figueiredo, 2009). Between 1926 and 1938, the Rockefeller Foundation's support was instrumental in the acquisition of equipment and supplies and to provide scholarships to Haitian doctors for formation and training in the United States (McBride, 2002). Founded in 1898, the old Section of Dental Arts was turned into the School of Dental Arts in 1938, associated to the Faculty of Medicine and Pharmacy. In 1950, it was separated from the FMP, constituting the Faculty of Dental Arts, which eventually became the current Faculty of Dentistry (FO) in 1968. Founded in 1924, still under U.S. occupation, the Central School of Agriculture has undergone profound transformations, culminating in a reform that turned it into the National School of Agriculture in 1943. In 1963, it was elevated to the status of Faculty of Agriculture, and in 1968, transformed into the Faculty of Agronomy and Veterinary Medicine (FAMV). Since 1977, the Canadian cooperation has come to play a central role in its financing. Later, in 1994, it was definitely integrated into the State University of Haiti, no more under direct tutelage from the Ministry of Agriculture. These were the faculties (Law, Medicine, Science and Agriculture) that comprised the basis for the establishment of the UEH. On Table I below, it is possible to have an overview of the current configuration of this institution, specifying its teaching and research centers operating in the country's capital. Throughout its history, particularly during the Duvalier family dictatorship (1957-1986), the State University suffered continuous interventions at the hands of state power. More than once, colleges and institutes have suffered direct intervention, teachers and students were arrested, tortured and killed, and many others had to seek refuge in exile. The UEH was one of the preferential targets of the Duvalierist authoritarianism and the anticommunist obsession his regime spread across the country: more than 30,000 individuals disappeared between 1950 and 1970, and more than a million were turned into economic and political refugees (Hurbon 1979).45 The Haitian historian and anthropologist Michel-Rolph
45

Any assessment regarding numbers or statistics requires special attention when addressing the Haitian historiographical or sociological literature. In many ways, there is a tradition of rhetorical argument based on numbers whose sources or sampling procedures are not necessarily made explicit. In particular with regard to violence, either during the Duvalier period or for each of the subsequent political crises during the democratization process, it is common to find numbers of dead, injured, maimed, raped etc. without reference to sources of any order. Sometimes the numbers are blatantly contradictory, while at other times they tend to converge, but even in

171

Trouillot sees in the Duvalierist persecution campaigns and in the repressive apparatus mounted by the regime sufficient evidence to characterize the Haiti under the Duvaliers as one of the totalitarian regimes of the twentieth century (Trouillot, 1990). However, along with another historian and anthropologist, Grard Barthelemy, he also detected in the historicall consolidation of the Haitian state traces of repression, authoritarianism and brutality that have both preceded and survived the Duvalierist period (Barthelemy, 1992). However, even amidst the breadth and reach of the regime's widespread repression, as usual also in other contexts in Latin America and the Caribbean, the virulence of the persecution unleashed upon college students and teachers stands out, something that was already foreshadowed and evidenced in the very language of Presidential Decree responsible for creating the UEH on December 16th, 1960 (Duvalier, 1969; Deshommes, 2009), ultimately expressing a systematic policy of submission of university life to the strict control of the government and its paramilitary forces: the student movement is banned and its leaders are persecuted on the grounds of their association with the risk of communist proliferation, students and teachers are subjected to arbitrary controls and investigations, kidnapped or imprisoned for no apparent reason and, on many occasions, the whole university community was associated with the figure of the internal enemy of the nation itself, which, in turn, in consonance with the personality cult heralded by the regime's official ideology, was embodied in the figure, in the projects and ideals of the dictator himself (Diederich, 2005; Florival, 2008; George-Pierre, 2004; Gilot, 2006). This systematic intervention of repressive state politics in the UEH for about three decades, rather than disbanding or muting students and teachers, was ultimately responsible for a high degree of politicization of the college community. Alongside social movements like the Popular Organizations, the Base Ecclesial Communities or the trade unionist movement, the UEH became one of the centers of organized resistance to the Duvalierist dictatorship and, in the years that followed its demise, has always been a center of debate and resistance to governments not necessarily committed to the developmental, reformist or revolutionary expectations of the more organized sectors within the university community, to advancing and deepening the process of democratization or to a broader demand for improving the quality of life of the Haitian people (Cf. tienne, 1999; Hurbon, 2001; Jadotte, 2005). The democratization that began after the fall of Baby Doc was neither a continuous nor a cumulative process, having been marked by several jumps, gaps and setbacks. The first government of President Jean-Bertrand Aristide (which was short, lasting from February to September 1991) was interrupted by a military coup, which began a phase known as coup d'tat (extending from the day of the coup, September 30th, 1991, until the arrival of American troops that reinstalled Aristide as president on October 15th, 1994). Acting from behind the interim presidency of Joseph Nrette, General Raoul Cdras led a particularly violent military regime, during which the State University suffered not only under the fooreign trade embargo that was
such case it is rarely considered necessary to refer a source or a methodological specification that allows the reconstruction of how such data was obtained.

172

imposed on the country, but was also the victim of intense persecution by the interim government and the army, which affected especially the student movement. It is estimated that, in 1992, the campaign of state repression was responsible for about 2,000 deaths, a number that, in 1994, would reach 5,000. In the first two days that followed the coup, the Inter-American Commission on Human Rights estimates that around 1,500 people were killed (Etienne, 1999: 171-177). At the time, the UEH became a bastion in the defense of a return to constitutional order and, in November 1991, about 100 students who had gathered in the Faculty of Sciences were arrested and tortured, many of them are still missing until today (Etienne, 1999: 180). Throughout the period of the military dictatorship established with the 1991 coup, the university suffered again with the exodus of its staff, in addition to the effects of the international embargo on the institution.46 The return of Jean-Bertrand Aristide to power in 1994 as a result of a U.S. military intervention that did not fail to surprise the Haitian population, especially if one takes into account the accumulation of evidence of covert U.S. support to the very coup that had deposed him in the first place was not enough to restore a normal university life dedicated to training and research. From that momento on, the State University plunged, as indeed the whole country, in a ceaseless cycle of crises that resulted in frequent strikes of the teaching staff, tired of erratic payments of their salaries, and sometimes in a standstill and political radicalization of the student movement. Once largely enthusiasts for Aristide, between 2003 and 2004 the students of UEH became, along with other sectors of Haitian civil society, a major focus of opposition to an increasingly paramilitarized government, leading to violent clashes with youth organizations and groups from the outskirts of Port-au-Prince that, armed by the government, provided the critical mass in the streets for the (increasingly violent) support of Aristide in power (Deshommes, 2009; Fleurimond, 2009). The political crisis culminated in the overthrow of the President in February 2004 and, since then, a new international presence was felt in the country, that, however, did not contribute to promote any normalization of academic life within the UEH. Like much of the trade union movement, the student movement began to galvanize whether in response to variants of nationalist discourse or as a result of links to revolutionary projects in Latin America and the Caribbean around a rejectionist platform against international intervention by the United Nations, both in the form of overt resistance to the presence of MINUSTAH troops in the country and in protest against their inadequacy and ineffectiveness. Exactly 150 years after the beginning of the implementation of the first higher education institutions and amid all the recent crises, the State University remains the institution that has contributed the most to the training of professionals in the country. At present, it has 14,400
46

One can barely imagine the particularly perverse effects provoked by an international embargo on academic activities of universities that need to import almost all the material they need. As a result of the embargo imposed during the military regime of General Cdras, it became impossible to acquire teaching materials, perform proper maintenance of laboratories and equipment, purchase books and periodicals for libraries etc.

173

students, 1,029 teachers and 372 employees. In its 11 units in the capital and seven other units distributed across the country, it welcomes 3,815 new students each year, selected among a universe of applicants approved in the entrance examinations to higher education, numbering 16,822 in 2009, in addition to other 7,291 applicants who had already qualified in previous years but were not able to enroll into a career befitting their expectations or financial means. The number of applicants is increasing annually and the total number of 24,113 candidates for positions made available by the UEH in 2010 only indicate a particular moment of the ongoing expansion in the base of students who annually undergo the entrance examinations administered by its various institutes, schools and colleges, for each passing year grows the number of newcomers attending the exams and joining those who, having tried once or several times, keep trying in the hope of obtaining a place in a public university. And it is not only with its own internal crises that the university is faced or with crises related to a political environment prone to all kinds of polarizations, but also with what the complexification of the universe of private higher education institutions represents in terms of challenges for institutional and sectoral management, as well as both perennial and pressing demands for greater decentralization and expansion throughout the national territory and for appropriate responses to the growing internationalization of the university systems in the Caribbean region and beyond. The UEH is public and, in principle, free. However, all its units charge the students an array of fees (registration, maintenance, re-enrollment etc.) that have a significant weight in its budget. Although we are facing a public university that follows the model of the great institutions of this kind in other countries, the pressures in Haiti produce a deep autonomy among its various units. Thus, an uncertain university budget, issued from a public budget entirely dependent on international cooperation, eventually exerts pressure on each of the UEH units to seek and obtain its own resources, usually associated with various alliances established also within the realm of international cooperation agencies and with a complementary oscillation in the amount of fees exacted from the students.

174

Table 38 History and institutional profile of the units of the State University of Haiti in Portau-Prince
Unit ENS - Normal Superior School Foundation 1947 History and institutional profile Initially dedicated to the training of teachers for secondary and higher education in the areas of Humanities and Sciences, it concentrates, starting in 1973, on teacher training for secondary education. Since its inception, considered a college of the utmost importance and remains one of the most prestigious, as a consequence of the rural tradition of Haiti. In conjunction with the FMP, the school that gave rise to the current FDSE was one of the centers of university life in the country. In addition to training lawyers and economists, it was responsible for training generations of politicians and intellectuals. Played a strategic role in the institutional history of the country due to the importance aquired by the ethnological disciplines in interpreting the specificities of national history. It shares with the FASCH the responsibility for training cadres focused on the development area, trained to work in public and government agencies as well as in NGOs and international bodies and agencies. Associated with the project for recognition of the Haitian bilingualism and dedicated to training specialists in Kreyl, it participates in the production of pedagogic material and dictionaries, in the implementation of literacy projects and interventions in formal and informal education and in the academic debate with other creole-speaking spaces. Just as in other Latin American countries, the Faculty of Medicine was historically recognized as one of the most prestigious academic institutions and responsible for training some of the most important national cadres. It was one of the strategic institutions during the American occupation (1915-1934). Initially linked to the Faculty of Medicine, the FO became autonomous in 1968. Originally a private institution, it has been traditionally focused on the training of engineers. In addition to the training of researchers from different areas of the Humanities, the FASCH has played an important role in training professionals for work in public institutions and governmental organizations dedicated to development projects, also training a good share of local cadres linked to NGOs and international agencies. Founded with the purpose of training students and researchers aware of the historical, social and cultural factors that approach Haitian society to African countries and to the historical experience of the African diaspora. Training of administrative staff for the public and private sectors, also offers specialization courses.

FAMV - Faculty of Agronomy and Veterinary Medicine FDSE - Faculty of Law and Economics

1924

1860

FE - Faculty of Ethnology

1958

FLA - Faculty of Applied Linguistics

1978

FMP - Faculty of Medicine and Pharmacy

1861

FO - Faculty of Dentistry FDS - Faculty of Sciences FASCH - Faculty of Human Sciences

1938 1902 1974

IERAH - Haitian Institute of African Studies and Research

1981 (IERAH) 2007 (ISERSS) 1979

INAGHEI - National Institute of Administration, Management and International Studies

175

Table 39 Academic profile of the UEH (careers, study places, and Master's programs)
Unit Undergraduate degree Language and Literature Modern Languages Philosophy Natural Sciences and Chemistry Mathematics Physics Social Sciences Faculty of Agronomy and Veterinary Medicine (FAMV) Rural Economy and Development Agronomy Animal Husbandry Phytotechnology Natural Resources and Environment Food Technology Faculty of Law and Economics (FDSE) Law Economics 4 4 250 250 740 688 MA in Criminology, in tandem with IERAH/ISERSS teachers at the PMISSH 4 100 467 Duration (years) 3 Admissions47 Number of students 500 Graduate studies

Normal Superior School (ENS)

175

MA in French as a Foreign Language MA in Mathematics MA in Language and Literature MA in Philosophy

= 500 Faculty of Ethnology (FE) Antroposociology Sociology Psichology 4 4 5 400

= 1,428 1,328 MA in Development Sciences

Faculty of Applied Linguistics (FLA)

Applied Linguistics Language Sciences French (as a foreign language)

120

600

47

The numbers refer only to undergraduate students and relate to the 2009-2010 school year. Both the number of annual admissions and the total number of enrolled students for the period have been decomposed by career option only in those cases where the choice was already made from the first year. In those cases where various career options are offered and the numbers were presented only as a total, this indicates the total offer for the first year, whether as a preparatory course or a common cycle for all careers.

176

Faculty of Medicine and Pharmacy (FMP) / School of Medical Technology (ETM)

Medicine Pharmacy Medical Technology

5 4 2

100 40 25

495 116 45

MA in Hospital Management

= 165 Faculty of Dentistry (FO) Faculty of Sciences (FDS) Dentistry Civil Engineering Architecture Electromechanics Electronic Engineering Licensure in Chemistry Topography 5 3 2 Faculty of Human Sciences (FASCH) Social Communication Psichology Social Service Sociology Haitian Institute of African Studies and Research (IERAH)/ Superior Institute of Studies and Research in Social Sciences (ISERSS) Philosophy and Political Science Geography History Art History and Archeology Tourism and Heritage National Institute of Administration, Management and International Studies (INAGHEI) Public Administration Accounting Political Science and International Relations Management Accounting (short cycle) Training Programs (short cycles) 4 4 4 4 450 4 200 4 300 5 5 5 5 30 200

= 656 105 583 MA in Databases (18 months)

1,804

MA in Population and Development

500

MA in Criminology, in tandem with FDSE teachers at the PMISSH MA in History, Memory and Heritage

2,610

MA in Political Science

2 6 or 12month programs

177

The table above explains that, with all the limitations, amid immense insecurity and dealing with complicated situations throughout its history, the UEH managed to build a quite vast range of academic options. The great public university in Haiti covers a broad spectrum of careers, embracing those that traditionally accompanied the consolidation of the institution itself (Law, Medicine, Engineering and Agronomy), those that proved strategic throughout the process of national consolidation (Humanities, Linguistics and Philosophy), those necessary for the proper development of the country (training teachers and health professionals, agricultural and environmental techniques, training of economists etc.). All its centers were, beyond any doubt, responsible for the training of cadres both fundamental and decisive for the state bureaucracy and, in recent decades, for the preparation of Haitian professionals linked to the ubiquitous third sector, both on the national and international levels. Immediately before the earthquake, gigantic were the challenges faced by the UEH, but many of its cadres were willing and prepared to face them. If the total number of students was small for the requirements of a country that, according to many estimates, surpasses 10 million inhabitants, the UEH classrooms used to be often crowded with students, which highlighted the need for an increase in the number of teachers. One of the main problems afflicting the teaching staff, in addition to low wages and the uncertainty over the payment, was the lack of a career plan. As a result, the best teachers and researchers usually divided their time between teaching at the UEH, teaching in private centers and working in the private sector or in international organizations. As it can be seen from the comparison between the tables referring to the UEH, the overwhelming majority of its learning centers is concentrated in the West Department, that is, either in the capital or in its immediate surroundings, following thus a general trend in the country, prevalent at least since the American occupation, towards the geographic macrocephaly, not only in economic and administrative terms, but also in cultural and even demographic terms. It is noteworthy that Haiti has an extraordinary regional tradition, which, during the first century of the country's existence, allowed the proliferation of autonomous initiatives in all sectors of social life in cities such as Les Cayes, Cap-Hatien, Jrmie, Gonaves and Jacmel. In many moments of Haitian history, the effects of development were felt in these cities even before they could reach the capital, as was the case with the telephony, for example, which was initially installed in Jacmel, a remarkable pioneering effort. It was during the years of the American occupation that a centralizing dynamic was consolidated, which concentrated in Port-au-Prince all available opportunities for professional training and upward social mobility. There were many initiatives in other urban centers aimed at founding institutions of higher education that could match the local needs or even counteract the perverse effects of the excessive centralism of Port-au-Prince. However, the centralist and intrusive logic of the modern state in Haiti was already set. Something that the following table can show is that it

178

was not until the 1980s that the UEH was effectively able to promote a sort of expansion in certain departmental capitals. However, the initiative was restricted exclusively to courses in the fields of Law, Economics and Management, whose purpose was evidently to train local cadres for positions within the local bureaucratic apparatus and regional development initiatives.

Table 40 - Departmental units of the State University of Haiti

Unit EDSEC - Les Cayes School of Law and Economic Sciences Foundation 1894 History and profile Founded as the Free School of Law in 1894 and merged into the University of Haiti in 1948. The Economics section was created in 1997. The school is part of the long tradition of provincial elites in the South to form their own intellectual cadres. Incorporated into the State University in 1983, it also aligns itself with the strong tendency among northern elites to seek autonomy in the training of their cadres in relation to the control of state institutions centered around Port-au-Prince. It was the first departmental school to be established within the framework of the latest effort by the UEH in search of decentralization and training of local cadres. Along with other departmental schools, it is part of the effort to decentralize the training of cadres for the public administration and business management. It also corresponds to the effort to decentralize the training of local cadres. Due to the precarious structural situation of Gonaves, after the destruction caused by cyclones and floods in recent years, its students must undertake part of their studies in the premises of the UEH in Port-au-Prince. It aims to carry forward the project of decentralization in the higher education sector, with the establishment of an additional UEH departmental unit in one of the regions with the smaller number of opportunities for access to higher education in the whole country. It constitutes the latest departmental unit to be founded by the UEH as part of its decentralizing effort in the training of professional cadres and qualified staff for the local public administration. Career Tracks Law Economics

FDSEGCH - CapHaitien Faculty of Law, Economics and Management EDJ - Jacmel Law School EDSEFL - FortLibert School of Law and Economic Sciences EDSEG - Gonaves School of Law and Economic Sciences

1892

Law Economics Business Management Law

1981

1986

Law Business Management Law Business Management

1988

EDH - Hinche Law School

1989

Law

EDEPP - Port-dePaix School of Law and Economic Sciences

1992

Law Economics

179

It can be seen, therefore, that even the incipient decentralization initiatives are guided by a standardized training profile, which contributes to the marginalization of many areas. Faced with this challenge, both the UEH as local public universities must engage in an expansion that will strengthen university training in crucial areas such as health, information and communication technologies, rural studies and teacher training. On the other hand, we must confront this peculiar phenomenon of centralization even amid the incipient decentralization efforts, considering that it is the very teaching staff and the resources provided by the UEH central units that are mobilized to supplement the teaching staff of nearly all departmental units. Overwhelmingly, the departmental centers linked to the UEH end up seeing their dependence on the university's central organs reproduced and reinforced, to the extent that teachers and tutors from the capital are the ones commuting to the province to teach following tight schedules with all classes concentrated on a single weekday or, more often, on the weekend. Deficiencies related to the teaching structure laboratories, libraries, computers, study rooms etc. are huge, usually turning these departmental units into a mere cluster of classrooms, and even these with a deplorable structure. In most cases, these departmental colleges must carry out their activities inside primary or secondary schools, usually alternating schedules with the class schedules for children and teenagers, but often without any alternation, and college students are thus obliged to share their space and learn side by side with children and teenagers.

180

Table 41 - State University of Haiti: Titration, Careers and Available Options

Undergraduate Level Title Career Techician Topography Accounting Medical Technology Nurse Nursing BA/ Licensed Language and Literature Mathematics Physics Chemistry and Natural Sciences Social Sciences Modern Languages Philosophy Antroposociology African and African-Caribbean Studies Psichology Social Communication Sociology Social Service Law Economics Administration Political Science Accounting Applied Linguistics Dentistry Agronomy

Options

Duration 2 2 2 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5

History, Geography English, Spanish, German

Social Sciences Anthropology

Establishments FDS INAGHEI ETM/ FMP ENIP, ENIC, ENICH, ENIJ ENS ENS ENS ENS ENS ENS ENS FE IERAH FASCH, FE FASCH FASCH FASCH FDSE FDSE INAGHEI INAGHEI INAGHEI FLA FO FAMV

Management Public Administration International Relations

Engineer

Phytotechnology Rural Engineering Natural Recources Rural Economy and Development Animal Husbandry

Architecture Civil Engineering Electromechanics Electronic Engineering

5 5 5 5

FDS FDS FDS FDS

181

Graduate Level Title MA

Career Hospital Management Databases Development Sciences Political Sciences Criminology Philosophy French as a Foreign Language History, Memory and Heritage Language and Literature Mathematics Population and Development Medicine48

Duration 2 2 2 2 2 2 2 2 2 2 2 6

Establishments FMP FDS FE INAGHEI PMISSH ENS ENS PMISSH ENS ENS FASCH FMP

Professional Doctorate

48

This is the undergraduate career in Medical Sciences. In general, all Haitian institutions of higher learning that offer medical training certify their graduating students with titles of professional doctorate.

182

UEH Statistical Summary Table 42 UEH units in the capital

Unit ENS FAMV FDSE FE FLA FMP Students (% of total) 500 (3.47) 467 (3.24) 1,428 = 740 D + 688 E (9.92) 1,328 (9.22) 600 (4.17) 656 = 495M + 116F + 45TM (4.55) 105 (0.73) 583 (4.05) 1,804 (12.53) 500 (3.47) 2,610 (18.12) 10,581 (73.48) Admissions (% of total) 175 (4.59) 100 (2.62) 500 (13.11) 400 (5.49) 120 (3.15) 165 = 100M + 40F + 25TM (4.32) 30 (0.79) 200 (5.24) 300 (7.86) 200 (5.24) 450 (11.8) 2,640 (69.2) Teachers (% of total) 33 (3;21) 50 (4;86) 85 (8;26) 47 (4.57) 33 (3.21) 171 = 106M + 47F + 18TM (16.62) 42 (4.08) 89 (8.65) 131 (12.73) 29 (2.82) 147 (14.29) 857 (83.28) Teachers/ 100 students 6.6 10.7 5.95 3.54 5.5 26.07 = (21.41 M + 40.52 F + 40 TM) /3 40 15.27 7.26 5.8 5.63 8.1 Full-time teachers 35 (70%) Employees 7 (1.88) 115 (30.91) 35 (9.41) 33 (8.87) 14 (3.76) 30 (8.06)

FO FDS FASCH IERAH INAGHEI Total PaP

10 (11.24%) 18 (13.74%) 63 (7.35%)

17 (4.57) 30 (8.06) 51 (13.71) 21 (5.65) 86 (23.12) 306 (82.26)

Table 43 UEH units in the departments

Unit EDEFL EDH EDJ EDPP EDSEC EDSEG FDSECH Total Provinces Students (% of total) 350 (2.43) 500 (3.47) 369 (2.56) 400 (2.78) 600 (4.17) 350 (2.43) 1.250 (8.68) 3,819 (26.52) Admissions (% of total) 125 (3.28) 200 (5.24) 150 (3.93) 150 (3.93) 225 (5.9) 125 (3.28) 350 (9.17) 1,175 (30.8) Teachers (% of total) 15 (1.46) 22 (2.14) 20 (1.94) 20 (1.94) 25 (2.43) 15 (1.46) 55 (5.34) 172 (16.72) Teachers/ 100 students 4.29 4.4 5.42 5 4.17 4.29 4.4 4.52 Full-time teachers 0 Employees 9 (2.42) 7 (1.88) 3 (0.8) 5 (1.34) 12 (3.23) 9 (2.42) 21 (5.65) 66 (17.74)

Table 44 Totals regarding the whole UEH

Unit Students (% of total) 10,581 (73.48) 3,819 (26.52) 14,400 Admissions (% of total) 2,640 (69.2) 1,175 (30.8) 3,815 Teachers (% of total) 857 (83.28) 172 (16.72) 1,029 Teachers/ 100 students 8.1 4.52 7.15 Full-time teachers 63 (7.35%) 0 63 (6.12%) Employees

Total Port-auPrince Total Provinces Total UEH

306 (82.26) 66 (17.74) 372

183

Table 45 Expenditures and budget transfers in the UEH units in the capital
Unit Budget in HTG (US$)49 % of total budget Annual Espenditure (US$) / student

ENS FAMV FDSE FE FLA FMP FO FDS FASCH IERAH INAGHEI Total Port-au-Prince

8.000.000 (201,257.86) 20.348.600 (511,914.46) 11.300.000 (284,276.73) 5.600.000 (140,880.50) 3.000.000 (75,471.70) 9.000.000 (226,415.09) 7.000.000 (176,100.63) 13.900.000 (349,685.53) 15.685.900 (394,613.84) 2.800.000 (70,440.25) 14.000.000 (352,201.25) 110.634.500 (2,783,257.86)

7.23 18.39 10.21 5.06 2.71 8.13 6.33 12.56 14.18 2.53 12.65

402.52 1,096.18 199.07 106.08 125.78 457.40 1,677.15 599.80 218.74 140.88 134.94 263.05

Table 46 - Statistical summary of the UEH (minimum and maximum values per unit)
Students Admissions Teachers Administrative and Support Staff Teachers/ 100 students Budget contribution from the National Treasury HTG / US$ 14,400 (>105 <2,610) 3,815 (>30 <500) 1,029 (>15 <171) 372 (>3 <115) 7.15/100 (>3.54/ 100 <4/10) HTG 110.634.500 / US$ 2,783,257.86 (>2.53% <18.39%)

% of the national budget Investment per student/year (US$)

0,77 263.05 (>106.08 <1,677.15)

49

Exchange rates of February 28th, 2010 (US$1 = 39.75 HTG).

184

Other public institutions The spectrum of public institutions of higher education is not restricted to colleges and institutes linked to UEH. Over the last decades, as a result of a number of government initiatives, with the support of several international cooperation agencies, but also arising from the very demand of governmental and international organizations working in the country for specialized personnel, several centers were opened aimed at offering opportunities for public higher education, training and professional development, seeking to meet needs in areas not covered by the UEH. With relative autonomy in the face of ministerial bodies responsible for their funding and managing, these public learning centers have the diplomas they issue automatically homologated by the UEH. They are free, however, to establish their own admission mechanisms, establish limits to university places (or expand them) and set admission fees that will be charged from the students, and these continue to be, even for public institutions of higher education, due to the erratic provision of funds by the national government, a crucial source of funds for their maintenance. Some of them have achieved considerable prestige, such as the ENST, responsible for training personnel in the field of management and computer science, even in spite of the small number of students who were able to attend. Others have a profile much more directed to specific or directed professional training programs, such as in the case of ENAF, a learning center directly under the Ministry of Economy and Finance, responsible largely for the training of senior staff in the management of state finances and the continuous training of the ministry's staff. The National School of Arts deserves special mention, because Haiti has an extraordinary tradition in the field of fine arts, particularly in what regards painting and sculpture, but also in music and the dramatic and performing arts. What has come to be internationally recognized as nave art corresponds, in fact, to a fully structured field of visual production and international circulation of artistic artifacts that connects those who appreciate Haitian art worldwide to a wide universe composed by artists' studios, training centers, art galleries and, inescapably, the ENARTS, maintained by grants provided by the Ministry of Culture. The characterization as naf should in no way be taken in its literal sense. Far from exoticizing rhapsodic notes and notions of commonality and impersonality of a spontaneous, popular and non-authorial form of expression, the field of Haitian fine arts is punctuated by widely known and renowned artists, by styles and schools that transmit their proposals and ideas through independent workshops, but also making extensive use of the space not only physical but also symbolic represented by ENARTS. This universe is not confined to painting. In the field of fine arts in Haiti, special attention is also due to sculpture (especially in iron, but also mobilizing a multitude of other materials), tapestry (often religiously inspired) and a complex tradition of masks, puppets and carnival costumes. Since its inception, ENARTS is seeking to ensure contact and continuity between the efforts made by many different generations of Haitian artists, as well as structuring the formation of successive generations not only of artists, musicians, playwrights, actors and dancers, but also art historians and art critics. It also seeks to provide to all students and alumni a space for contact with different techniques of

185

production, to the extent that the institution is conceived as a space for continuous training and improvement. Another of the National Schools established and maintained by ministerial grants is the National Nursing School of Port-au-Prince, which must be understood within the context of all the efforts of the Ministry of Health to train specialized staff in the field of nursing that could provide health care services throughout the country. In addition to Port-au-Prince, the departmental capital of the West, there are National Nursing Schools in Jrmie, Cap-Hatien and Les Cayes, respectively the departmental capitals of Grand'Anse, North and South. Beyond these, there are still others linked to private or religious institutions engaged in the training of nursing and midwifery personnel. Despite all the decentralization efforts in the field of nursing education, the role played by ENIP in Port-auPrince remained disproportionately important, not only forming a much larger number of nurses, who also ended up supplying regional deficiencies, but also concentrating the highest number of teachers and almost all mechanisms of training and professional development for nurses and midwives who had already undergone college training. The effect of its complete destruction and the death of most of its students and many of its teachers will seriously affect its counterpart schools in the provinces and leave a gap in the Haitian public health sector whose dimensions have barely begun to be delineated. Within the universe of public institutions of higher education distributed across the provinces, the schools aimed at training nurses undoubtedly stand out, but other initiatives have a longstanding tradition and embody regional efforts at training staff locally and even compete with Port-au-Prince as a magnet for talented young students. In the case of the Public University of CapHatien, the official founding date of 1986 is only indicative of the moment when a series of autonomous centers of learning were gathered under the umbrella of the same institution, but these centers had been active for a much longer period in the capital of the North Department, some of them since the nineteenth century. Thus, also among the challenges for higher education in Haiti, whether linked to the public sector or to other initiatives, we must clearly stress the urgent need for decentralization and diversification of supply in other parts of the country beyond the capital and surroundings. This decentralization must meet the specific demands of local realities, rather than just be a sort of miniature replica or weekend workstations of institutions established in Port-au-Prince. Much less should they rely solely nor even predominantly on professionals established in the capital. Even though we may incur the risk of insisting upon the obvious, we must emphasize that the departmental capitals are actually medium-sized cities and the provincial environment is far from being restricted to a rural landscape. Cap-Hatien counts over half a million inhabitants and the population of Les Cayes reached the milestone of 300,000. Among the various demands of these urban centers is also the opportunity to couple the development of the local training of professional cadres who will not be obliged to leave their city or region for Port-au-Prince in order to get access to any kind of academic or professional training or to any educational resource at all.

186

Chart 45 - Composition of the staff of public institutions of higher education

187

Table 47 - Public institutions of higher education, autonomous with regard to the UEH, located in the capital
Unit CNFP - National Center for Professional Training / CPFPT - Pilot Center of Professional and Technical Education ENAF - National School of Financial Management ENGA - National School of Applied Geology 1978 Foundation 1978 Careers Accounting Building Technology Electrotechnics Data Processing Sanitation and Hydraulics Diesel Mechanics Blacksmithing Telecommunications Customs Economics Taxes Treasury 1978 Land Sciences Environment Technician Topography ENIP - Port-auPrince National School of Nursing and Midwifery CTPEA - Center for Planning Techniques and Applied Economics ENARTS National School of Arts 1979 Nursing Ministry of Health 100 275 3 MENFP 35 050 3 Ministry of Economy and Finances 50 145 2+ internship Managing body National Institute of Professional Training (INFP) / MENFP Admissions 500 Students 934 Duration 3

1983

Applied Economics Statistics Planning

Ministry of Planning and International Cooperation Ministry of Culture

75

132

1983

Fine Arts Dance Art History Music Drama

051

200

ENST - National Superior School of Technology

1988

Management Data Processing

MENFP

30

95

50

Inactive since 2006, its admission process for new students should restart in 2010, with an initial number of 35 new admissions. 51 No new enrollments are accepted since 2005.

188

Map 6 Public institutions in the Departments

189

Table 48 Personnel of public institutions of higher education

Category UEH schools and faculties in the provinces Institution Ecole de Droit et d'conomie de Fort-Libert (EDEFL) Ecole de Droit de Hinche (EDH) Ecole de Droit de Jacmel (EDJ) Ecole de Droit de Port-de-Paix (EDPP) Ecole de Droit et des Sciences conomiques des Cayes (EDSEC) Ecole de Droit et des Sciences conomiques des Gonaves (EDSEG) Facult de Droit, des Sciences conomiques et de Gestion du CapHatien (FDSECH) Students 350 500 369 400 600 350 1,250 Annual admissions 125 200 150 150 225 125 350 Teachers 15 22 20 20 25 15 55 Employees 9 7 3 5 12 9 21

Partial personnel Departmental public universities Universit Publique de lArtibonite aux Gonaves (UPAG) Universit Publique du Nord au Cap-Hatien (UPNCH) Universit Publique du Sud aux Cayes (UPSAC)

3,819 700 662 700 2,062 Ecole Nationale des Infirmires de Jrmie (ENIJ) Ecole Nationale des Infirmires des Cayes (ENIC) Ecole Nationale des Infirmires du Cap-Hatien (ENICH) 300 300 300 900 6,781

1,175 250 471 210 930 100 100 100 300 2,405

172 43 49 52 144 37 39 38 154 470

66 32 37 39 108 15 18 19 69 243

Partial personnel Nations schools of nursing in the provinces

Partial personnel Total personnel

190

Private institutions In Haiti, as indeed in the whole of Latin America and the Caribbean in the last two decades, we have witnessed an impressive growth of private education, in an attempt to cope with the unmet demand and to remedy the shortcomings of public higher education. A systematic and comprehensive evaluation of higher education institutions in Haiti has yet to be carried out, but some the most outstanding features of this phenomenon can already be offered. Although there were already, at least since the 1960s, isolated cases of private educational centers being established in the country, predominantly attached to both Catholic and Protestant religious orders or missions, and some others were founded throughout the 1970s, including some in provincial areas, it was only from the mid-1980s on that these private institutions began to spread and the field of private education began to densify, with a particularly strong growth beginning at the turn of the 1990s. Professional cadres trained in the political exile during the Duvalier dictatorship played a crucial role in the formation of most of these institutions: returning from a stay abroad marked by professional activities in prestigious American or European institutions, they were perfectly aware of the limitations that marred higher education in the country and found no reliable prospect of institutional and financial security in an exclusive dedication to the UEH. The latter, in turn, was not able to incorporate all of those cadres that progressively opted for repatriation after the fall of the Duvalier clan in 1986 and as the prospects for democratization in the country started to become more feasible. Just as it had occurred with the development of public higher education until then, the private institutions also ended up concentrating their focus mainly on the capital, contributing to reinforce centralizing tendencies of the development Haiti experienced after the end of the dictatorial period. Despite this disproportionate concentration, the number of private institutions spread across departmental capitals is not, however, entirely insignificant. Some private universities, such as Quisqueya University and Notre-Dame d'Hati, have been establishing major departmental divisions and opening new, diversified courses in very well structured educational centers in some departmental capitals, trying to respond to an expressive demand unmet by public institutions. However, it seems that such efforts to tackle the shortcomings of the public system did not manage to skip the flaws and limitations that mar the public decentralization efforts either: teachers are generally the same who work in the capital and who commute to the departmental centers only for a few days a week, while they have to deal with the precariousness of the local structures, much more limited than those available in Port-au-Prince.

191

Chart 46 - Evolution of the number of private institutions of higher education

As one can imagine, the rapid and unregulated growth of the private university system has produced quite uneven results, ranging from institutions marked by considerable dynamism and prestige, with ambitions to establish itself in competitive positions with institutions from across the Caribbean, to education centers that can barely offer their students the most basic structures of teaching, such as computers or libraries. Part of these private institutions enjoy great local and international recognition, and respond to the demands of an elite that cannot or do not want to send their children abroad to study or that is relatively tired of the successive crises faced by the UEH, with incessant strikes by teachers and students, external interventions, precarious installations etc. Such prestigious universities usually enter agreements or partnerships with overseas institutions notably in the United States, Canada, France and the Dominican Republic and it is expected that some of them will rely on these international support networks to respond more swiftly to the destruction caused by the earthquake and to recover more promptly their destroyed or damaged structures. As much as the public and the private higher education systems in Haiti have developed in such different historical moments, respectively following so diverse institutional settings with a dizzying plurality of private institutions and an extremely limited number of public

192

institutions, all of them invariably gravitating around the UEH , it would be wrong to infer that there is any kind of incompatibility or opposition between them. Quite the contrary, immense complementarity and intense cooperation is much of what one sees in the midst of this profusion of private teaching centers seeking to meet the demand frustrated by the lack of jobs in the public system. In search of additional sources of income and in view of the typical intermittence of financial compensation in public universities, there are many teachers who work alternately, successively or even simultaneously in public and private institutions. Just as it not rare to find among the students those who try and face the constant interruptions in teaching activities and the materials needs of public institutions by simultaneously attending one or even more additional courses or seminars in private institutions. Even with regard to efforts to reform and modernize the Haitian university system and to establish cultural and academic structures and equipment in a larger scale, which could benefit the entire set of students and teachers, especially in regard to the creation of university libraries, there are often moments in which public and private institutions work together in pursuit of common goals. Also in conjunction with administrative bodies of the UEH and other public centers of higher education, those with greater prominence and recognition among the private institutions have sought to establish and maintain links with international cooperation agencies in order to secure funding for training and improvement of their teaching staff, to purchase quality equipment and even to establish graduate programs. Most private institutions, however, present a rather markedly business-oriented profile and depend solely on the exaction of student fees to support their teaching activities, which, in view of the extremely difficult economic circumstances of the country, requires from the students' families an immense sacrifice. Indeed, these institutions meet the demand for professional qualification of an urban youth whose socioeconomic profile is consistent with what would be considered in other Latin American countries a lower middle class stratum that, upon finishing high school in public schools, is unable to overcome the obstacle represented by the selection exams for the public university system and end up having to resort to one of the numerous private institutions available in order to get their college degrees, hoping to improve thus their chances of getting a job in a formal economy marked by a formal unemployment rate that has stabilized over the last decade at around 80%. Also in Haiti there seems to take place a perverse phenomenon that occurs in other Latin American countries: students who are able to pay high fees in good private elementary and high schools end up occupying most of the public university places. There is an aggravating factor, however, since the overwhelming majority of the opportunities for access to primary education is offered by private schools, there are hardly any possibilities to circumvent the need for the families to pay high tuition for the best private schools so that their children may have a chance to enter the public universities. When entering the private system, the reasons for the students' choice for one or another institution are not very clear. However, and although neither the MENFP nor any other national or international institution have never been able to conduct a

193

comprehensive assessment of the Haitian university system, every student seems to know quite clearly what is the position of each of the more than 150 private institutions on a scale of educational quality and prestige, and they also seem to understand what to expect in return for the efforts made by their families to pay tuition and fees. The private universities are highly unequal. Universities such as Quisqueya and Notre-Dame, since their creation, were marked by the presence of qualified personnel, trained in the countries of the Haitian Diaspora and who brought with them a genuine desire to foster internationally competitive institutions. This is reflected in the quality of these institutions' facilities, laboratories and research centers. The same cannot be said of more modest centers, which, however, play a crucial role in meeting the demand for professional training of the Haitian youth. Nonetheless, both types of institutions are facing common challenges with the successive political and economic crises and several recent natural disasters that hit the country, as well as with regard to the perennial difficulties in the creation and maintenance of teaching and research structures and equipments, including libraries, laboratories etc., besides, of course, the systematic brain drain towards other countries, a phenomenon that generally affects and weakens all institutions engaged in the effort to provide higher education in Haiti. In private universities, a wide range of courses is offered, reaching even beyond the range of careers available in the public system: from the ubiquitous Law and Management, to Medicine, Computing, Diplomacy, Engineering, Agronomy, and all disciplines of Humanities. In the midst of this extremely plural institutional universe, the Ministry of National Education and Professional Training (MENFP), through its Directorate of Higher Education and Scientific Research (DESRS),52 seeks to evaluate, control and regulate the activities of both public and private higher education institutions in the country. In fulfilling this task, a good share of the evaluation incumbencies is bestowed upon to the UEH (GTEF, 2009: 35). Based on the results of this evaluation, the DESRS either proceeds to approve the respective university's registration, requires reforms and adjustments or outright rejects the authorization request.

52

The DESRS was created about 10 years ago and relies on a very limited number of employees. It is in charge of designing a national plan for higher education and carrying out studies related to periodic sectorial evaluation of the higher education system and the institutions pursuing scientific research. Despite the publication of some preliminary studies and the incipient sampling of representative data, investments are still required in this sector for it to be able to adequately perform its regulatory duties. The UEH administration also performs management duties within the general higher education system, as it is responsible for the approval of operating licenses granted by the MENFP to private institutions.

194

Chart 47 - Situation of the authorization process for the operation of private institution In fact, of the 149 fully operation private institutions in the country, only 52 have full official recognition and authorization for their operation. Without risking unbacked estimates, the DESRS recognizes, however, that, without obtaining official authorization, private universities cannot round up anything near a considerable number of students. Therefore, one can deduce that although numerous, the field of unauthorized institutions does not comprise large institutions and has a relatively small and erratic student body, with a very high dropout rate. Any effort to understand, analyze and evaluate the higher education system in Haiti involves determining the precise configuration, the scope, potential and limits of private education, about which all management levels involved with higher education in the country have proven to possess only insufficient and fragmentary data. If these shortcomings are evident even with regard to private institutions that have already been evaluated and approved, all the more insufficient they must be in regard to the vast field of institutions that, scattered through the capital and provinces, do not cease to unfold into new campuses, courses and projects, undoubtedly in response to a huge demand in terms of professional training in all areas. It is therefore crucial for a better understanding of the private higher education sector in Haiti to meet those needs by conducting a comprehensive survey and elaborating a systematic framework for evaluation of private institutions of higher education in the country. Likewise, it would be necessary to conduct a comprehensive university census (devised to convey as much the configuration and distribution of the student body, faculty and employees, as the evasion of students, movement of professionals between institutions and complementarity and actual level of sharing of structures and equipment), within which scope special attention would be paid to the spread of education centers throughout departmental capitals and other cities of the country and to the systematization of information regarding the social background of students and the professional fate of alumni.

195

In spite of the lack of reliable information, some points should be highlighted with regard to the general configuration of the private institutions within the global system of higher education in Haiti. Firstly, it should be noted that the system established by the government bodies responsible for the management and university system to collect and store data relating to the installation and operation of private institutions is extremely precarious and partial, and notwithstanding, it has been expanded and deepened through the personal efforts of officials and academics linked to the instances managing the system (in particular and despite the disputes arising from inter-institutional competition within the DESRS / MENFP and middle ranks of the UEH administration). Moreover, due to the five-year period of uninterrupted operation required for an institution to be evaluated, there are cases of institutions that are established, hire teachers, enroll students and, faced with insurmountable difficulties, close their doors and dismiss their students without any certification, even before any instance of the public administration has become even aware of their existence. Preliminary data from a study initiated by the DESRS / MENFP in April 2009 and aimed at implementing a database on higher education institutions in the country offer the basis for a broad picture of the sector's configuration and its specificity. Based on information from this survey, it can be stated that 82.4% of the institutions are financed exclusively by the exaction of tuition and fees for students.53 The combination of funding through students' fees and grants from government organs or non-governmental agencies of international cooperation or still through direct investment made by representatives of the local and foreign private sector is observed in 18% of the institutions, but always as a marginal supplement to the contribution of tuition and fees (14.7% of the institutions rely on at least one supplementary external source and 2.9% of them on two or more). Coincidentally, the same study demonstrated that the same 82.4% of universities use their campuses exclusively for academic purposes, while the same 18% that have their funding supplemented by external sources also use their campuses for other purposes during the day and offer university courses during nighttime. The juxtaposition of these numbers raise the suspicion that the relative weight of tuition and fees on funding the private higher education system is even higher than the already impressive figure of 82.4% that rely on it as the sole source of funding, because the institutions that admittedly rely on additional or complementary sources are precisely those that share their campuses with other organizations or use them for other purposes during the day, which would account for much of what is the contribution of external resources. Thus, it is no exaggeration to say that the role played by external financial contributions in the functioning of private institutions of higher education is at best marginal and that the main (if not only) financial ballast for the expansion and maintenance of private higher education in Haiti is provided by their own students.

53

Cf. DESRS (Direction de lEnseignement Suprieur et de la Recherche Scientifique). Universits et institutions d'enseignement suprieur en Hati. Projet d'implantation d'une base de donnes. Ministre de l'ducation Nationale et de la Formation Professionnelle (MENFP): Port-au-Prince, 2009.

196

Chart 48 - Volume of private institutions of higher education in operation

Table 49 Decisive milestones in the evolution of the higher education system in Haiti
Period 1979 1982-1987 1986 1987 1989 1991-1994 1993 2001 Event Beginning of the implementation of the Bernard Reform (integration of Kreyl in the educational system) Moratorium in the implementation of the Reform End of the dictatorship New Constitution (compulsory basic education and definition of Kreyl as the main language of instruction) Wide curriculum reform at all levels of education Coup d'Etat and international embargo Unveiling of the PNEF (National Plan for Education and Training), which sought to resume the interrupted reform, but that only began to be implemented in 1998 Creation of the DESRS to manage higher education and promote scientific research in the universities

197

Bearing in mind that these are preliminary data, which in any case refer to a reality prior to the radical reconfiguration that reconstruction after the earthquake shall require, they nonetheless eloquent about the configuration of private education system, in that they convey invaluable information about the operation of almost two thirds of all authorized institutions (34 out of 52, i.e., 65.4%), accounting, however, for over three quarters of all students enrolled in the private system (26,307 out of a total 34,200, i.e., 76.9%). Given the scope of these samples, plausible projections could be made about the global system of private education, based on what could already be ascertained. The information presented and discussed below therefore rely on data collected between 2007 and 2009 to compose a database aggregated by the MENFP, which, combined with additional information collected during this survey, can unfold some revealing aspects regarding the outline of the wide and diversified range of private institutions of higher education currently active in the country. Not just the average, but most private universities are structured around three colleges, most often organized around three careers that congregate the largest number of students: management, accounting and information technology. In some cases, especially in private institutions established in the provinces, considerable relative weight is conferred upon the students' preference (especially female students) for careers such as education and nursing. Representation of female students, however, in the general student population of private institutions is no lower than in public institutions. At the end of the 2007-2008 school year, in the surveyed institutions, 2,179 students had graduated (of which 1,305 were men and only 874 women) and 1,475 were licensed to become teachers (963 men and 512 women). Only in two areas, women were present with greater relative weight: in Medicine, which confers upon graduation, also in private universities, a title of professional doctorate (with 65 new male doctors and 63 new female doctors), and careers that issue degree certificates for shorter cycles of education and training (with 297 certified women and 269 men). However, in the only area actually associated with a scope of academic research closer to what is known as such in other university systems, while 10 men became new MA's, not a single woman managed to obtain a master's degree from a private university during this period. Despite a balanced presence of women in medical careers and shorter cycles (in careers such as accounting, education etc.), not even the total number of students is able to mask the marked under-representation of women in the student population of private institutions of higher learning, with 14,666 men and only 11,641 women. The imbalance between men and women is reduced when it comes to rates of withdrawal from the university, since the number of dropouts is equally high for both groups, but still slightly higher among women: only 8% of the female students enrolled annually in a higher education course manage to obtain a degree, while, among men, this number reaches 9%.

198

The study areas preferred by students in general are accounting and business administration: 39% of male students and 56% of female students choose one of these two careers. Next on the scale of demand comes information technology, for men, and nursing, for women. But fourth in order of preference, men and women converge again around pedagogy. There are six private institutions that offer master's programs: INUQUA, UNDH and UNIQ with several master's programs, and UC, CREFI, ESIH and UNAH, with respectively one master's program in each institution. Only four private universities offer PhD programs, all of them corresponding, however, solely to an undergraduate degree in Medicine, corresponding to a professional doctorate in medical sciences. In addition to Notre-Dame d'Hati, Lumire and Quisqueya, there is a fourth private institution that offers training in Medicine, University Royale d'Hati, but whose medical school had its registration suspended in 2009 by the MENFP, pending curricular adaptations. Nearly two-thirds of private institutions of higher education claim to host research activities and to employ numbers of researchers ranging from one to 20 per institution. Half of them, however, are located at the lower end of the spectrum of active researchers, with at least one but no more than five active researchers, and 36% of the total number of institutions do not develop any research activity and do not host any researcher. With regard to faculty, three elements stand out, namely the gap between full-time teachers and part- time teachers, the reduced number of teachers with PhDs and the low proportion of female teachers. Despite the fact that it is a considerably lower imbalance than in the public system, where only about 6% of teachers work full-time, the disproportion in the private system is still high, with only 18.67% of full-time teachers. Only two institutions employ more full-time than part-time teachers: the University Lumire, with 51.75% of its faculty working full-time, and the Center for International and Diplomatic Studies (CEDI), with 95.35%. At the opposite end of the spectrum are the University of Port-au-Prince (UP), the University Quisqueya (UNIQ) and the Episcopal University of Haiti (UNEPH), with the largest gap between the two work regimes, counting respectively 15.32%, 13% and 8.2% of the faculty working full-time. Next to 1,648 teachers holding either a license, a bachelor's or a master's degree, only 210 university teachers in the private system have obtained a PhD degree. Another feature that stands out is the small number of female teachers in a teaching environment disproportionately dominated by men: only 14% of teachers are women. It is worth emphasizing, however, that the level of qualification among female teachers is reasonably higher than among men: 18% of female teachers hold PhD degrees, much above the average of 11% for all teachers, an average considerably lowered by the mark of a mere 10% of PhD degree holders among male teachers.

199

Chart 49 - Faculty profile of private institutions of higher education

Source: DESRS, 2009.

Chart 50 - Titration according to gender among faculty of surveyed private universities

200

With regard to libraries and equipment, however, there are few institutions that acknowledge their lack of bibliographic resources or computer labs, residing precisely in this aspect one of the major assets that private institutions tend to trumpet about in contrast to the situation of most public institutions of higher education. Only 6 of the surveyed private universities attest owning libraries with less than one thousand volumes, with the rest of them divided into three levels of extension of their bibliographic resources: one third of the institutions maintain libraries with at least one thousand up to five thousand volumes, with another third of them claiming collections of anything between five and ten thousand volumes in their libraries and the last third counting collections of over ten thousand books. Something similar occurs with respect to computers available to student use, with only four institutions admitting having none, and all others counting on one or more computer labs. All institutions that had at least one computer lab also claimed to offer full access to broadband internet. In order to enrich this profile of the private system of higher education in Haiti, of the specific configuration of the institutions that comprise it and the differences between them, we have summarized and ordered in the following list the basic services and equipment offered to the students according to their availability among the surveyed institutions.

Table 50 Basic services and equipment offered by the authorized private universities
Frequency 97% 85% 80% 70% 60% 50% 40% 30% 25% 20% 10% 9 Service or equipment
Keep generators able to offer uninterrupted electricity during the classes. Are able to provide drinking water to the students, same percentage of universities that promote cultural activities. Strive to offer students an internship program or opportunities for professional practice. Maintain sports teams and sports equipment. Offer some type of pedagogic counseling service. Keep convivial spaces for students, nursing facilities, referral for the job market, professional programs in partnership with the private sector, and exchange programs with other institutions of higher learning in the country. Have exchange programs with institutions of higher education outside the country, same proportion that strives to maintain partnerships with the public sector. Take part in communal effort to keep clean the public space around the campus. Keep programs of preferential selection of women for study, work or research positions. Are located on a university campus, the same proportion of institutions that maintain a student newspaper. Are able to provide student housing, same proportion of institutions that maintain distance-learning programs. Toilets on average for each educational establishment, amounting to one toilet for every 86 enrolled students.

201

As it can be inferred from this availability scale of services and equipment considered basic to the proper operation of a university, their distribution is considerably uneven among the surveyed private educational establishments. As uncertain as the conditions are in the public sector with respect to funding, the UEH and other public institutions of higher education nevertheless make up a scenario in which all the services and facilities listed above are fully present. Therefore, far from any tendency toward homogeneity that one might want to infer from the overall figures presented above, much more important to mention is how the private sector of higher education in Haiti is extremely diverse and unequal, and only comes to resemble the profile of public institutions as the result of a modal effect of mutual cancellation of the extremes in a spectrum that oscillates between quality and precariousness in the provision of educational services. The private institutions covered here range from, on one end of the spectrum, educational centers close to what is recognized internationally as the academic profile of a university, focused on theoretical and practical training in various areas of knowledge and professional practice and also on research and graduate studies, to the extent of student demand and absorption capacity of the labor market, of the public sector and community-oriented service, to schools, on the other end of the spectrum, dedicated to meeting a very specific and localized demand for professional training. Especially among the most traditional, prestigious and recognized private institutions, there is a significant occurrence of organizations maintained by religious orders or directly linked to the Catholic Church and various Protestant denominations. In addition to being widely diversified, the private sector fills a considerable gap and is responsible for the training of professionals who are absolutely indispensable given the present situation of Haitian society and economy, which explains not only the exponential growth in the number of private institutions of higher education in recent years (as well as the number of students enrolled in them, even despite the acute economic and political crisis which the country has been facing), but is also evident in the flexibility and dynamism they demonstrate when responding to demands for expansion and improvement of the system, as much supplying various modalities of graduate studies, as making an effort to coordinate with the public university system in order to create a basic infrastructure of study and research, especially with regard to the acquisition and expansion of university libraries and the development of interdisciplinary research programs. For all that, the oversimplifying idea of an all encompassing duality of Haitian society, divided between masses and elites (with its comfortable sociologizing corollary of the divergence between center and periphery and its infamous racializing counterpart of the opposition between blacks and mulattoes) finds strictly no echo in the distribution of the student mass among public and private institutions, that serve the latter too, large sectors both of social groups traditionally included among the elites urban mulattoes but also (and

202

predominantly) of groups that were historically marginalized under the dictatorship and that might have attained some measure of upward social mobility by means of this formidable combination of family members working in the diaspora and sending enough remittances to finance the college education of the younger members of the family and assure them some perspective of professional integration or at least social recognition and symbolic prestige. Without a doubt, the phenomenon ubiquitously denounced as "brain drain" does not apply without further scrutiny to the Haitian Diaspora's historical reality, as indeed it does not work anywhere else in the planet as an automatic explanatory key for global migration cycles and transnational circuits of social upward mobility. Thus, together with the full mass of remittances sent to Haiti by the manpower the country continues to export about $ 2 billion, which accounts for over one half of the country's GDP, according to recent estimates by the World Bank , the phenomenon of expansion of the private sector of higher education in Haiti is one of the most telling indicators of the fact that the socially upward international movement of successful Haitians in the diaspora not only ensures the welfare of the family nucleus that moves abroad, but also the viability of educational and professional projects of those relatives and friends who remain in Haiti. Therefore, instead of the much incensed and infamous image of brains fleeing, would it not be more appropriate to apply another image to a case like this? Perhaps the image if not equally evocative, at least a notch more realistic of entire bodies in motion: brains which are also endowed with perfectly fit legs to move them around in search of better conditions to prove themselves productive, with perfectly fit arms and hands able to extend their reach and multiply results, as much in the place to where they moved as in the place from where they came.

203

Table 51 - Authorized private institutions of higher education

Institution Institute of High Commercial and Economic Studies (IHECE) Superior School of Chemistry (CHEMTEK) GOC University Foundation 1961 Careers Accounting, Business Management, Economics

1982 1982

Biochemistry, Chemistry Accounting, Agronomy, Architecture, Dentistry, Economics, Engineering (Civil, Computational, Electrical, Geological, Mechanical), Ethnology, Fine Arts, Industrial Relations, Law, Management, Nursing, Pharmacy, Philosophy, Political Science, Psychology, Sociology, Theology, Visual Arts

University Institute Quisqueya-Amrique (INUQUA)54

National Diplomatic and Consular Academy (ANDC) Center for Research and Economic and Social Formation for the Development (CRESFED)55 Adventist University of Haiti (UNAH)

1988

Accounting, Architecture, Data Processing, Economics, Engineering (Civil, Electrical, Electronic), Management, Theology Masters: Engineering and Development, Financial Management, Information Technology in Management

1988 1989

Diplomacy, Diplomatic Secretariat, Interpretation (languages and literature), Political Diplomacy, Decentralization, Local Government and Development

1989 1990

Management, Nursing, Pedagogy, Theology

University Notre-Dame d'Hati (UNDH)56

Accounting, Economics, Governance and Public Administration, Management, Medicine, Nursing, Pedagogy, Political Science and International Studies, Sociology and Criminology Masters: Education, Educational Sciences, Family Education and Sexology, Management of Educational Institutions, Pedagogic Improvement, Pedagogy, School Administration, School Planning and Administration

54

With a confessional evangelical profile, it sets its emphasis on continuing education and professional training. Partnerships with international institutions have enabled the establishment of a system of distance learning and the promotio of training seminars and educational trips. It would inaugurate a new headquarters in 2010. It is structured into four integrated centers of teaching and research: Center for Teaching and Research in Social Sciences (CERSS), Center for Teaching and Research in Local Economic Development (CERDEL), Center for Teaching, Research and Improvement in Information Technology (CERPTI) and Evangelical Theological School (ETE). Its master's programs are offered in partnership with the Quebec University of Montreal (UQAM).
55

Recognized as an institution of higher education, it displays a hybrid profile of both non-governmental organization and teaching center, embracing both the training of specialized cadres for work within local public agencies and the provision of services and consulting for the universe of international organizations established in the country. 56 Established by the Haitian Episcopal Conference with the aim of training professionals especially in the areas of health, education, management and agronomy, it has considerably diversified its offer of courses and expanded its area of operation, with a campus established in Jacmel and plans to open other provincial centers. Its structure consists of the following faculties: Faculty of Medicine and Health Sciences (FMSS); Faculty of Economics and Social Policy (FSESP); Centre for Research and Training in Education and Psychological Intervention (CREFI); Training Centre for Elementary Education (CEFEF), which offers educational training in conjunction with the UEH; and the Faculty of Administrative Sciences (FSA), which offers in Jacmel the course of Management, also known as Jacmel Faculty of Management.

204

Quisqueya University (UNIQ)57

1990

Agricultural Economy, Agricultural Production, Architecture, Dentistry, Economics, Engineering (Civil, Electrical, Electronic, Industrial), Environment, Law, Management, Medical Technology, Medicine, Nursing, Pharmacy, Tourism and Interpretation Masters: Ecotoxicology, Environment, Management of Water Resources

University College of Christianville (CUC) Carabe University (UC) Episcopalian University of Haiti (UNEPH) Lumire University (UL) Haitian Superior School of Infotronics (ESIH) Center for Diplomatic and International Studies (CEDI) Autonomous University of Port-au-Prince (UNAP) University of the Aristide Foundation (UFA) University of Fondwa (UNIF)58 Nobel University of Haiti (UNH)

1990 1990 1992 1994 1995 1997

Bible Reading, Social Assistance, Theological Education Accounting, Agronomy, Data Processing, Education, Engineering, Human Sciences, Language and Literature, Management Agronomy, Data Processing, Education, Management, Nursing (in Logne), Religious Sciences Architecture, Educational Sciences, Engineering (Civil, Electronic), Law, Management, Medical Technology, Medicine, Nursing, Theology Business Management, Data Processing Accounting, Diplomacy and International Relations, Marketing and Public Relations, Political Science and Public Governance, Translation and Interpretation Civil Engineering, Data Processing, Dentistry, Education, Environment Management Data Processing, Medicine, Nursing, Spanish Agriculture, Modern Languages, Veterinary Accounting, Civil Engineering, Data Processing, Economics, Education, International Relations, Management, Marketing Masters: Diplomacy, Judicial Administration, Law PhD: Law and Public Administration

1998 2000 2004 2006

Saint-Grard Technical Center (CTSG) / Saint-Grard University59

2010

Data Processing, Medical Technology, Nursing, Technician (Electronic, Hydraulic, Mechanical)

57

It was developed with the support of international institutions and agencies, based on a project to create a benchmark of excellence for Haiti's university system. Much of the staff holds MA or PhD degrees and work on exclusive dedication. It is structured in the following faculties: Faculty of Agriculture and Environment (FSAE), Faculty of Health Sciences (FSSA), Faculty of Economic and Administrative Sciences (FSEA), Faculty of Education (FSED), Faculty of Sciences, Engineering and Architecture (FSGA) and Faculty of Law and Political Science (FSJP). It had several laboratories and research centers and an ambitious plan to expand its offer of graduate studies. It would inaugurate in 2010 a new central campus.
58

The Peasants Association of Fondwa (APF) created the first rural university in the country. In addition to academic training and professional development, it also offers a curriculum for training children and adult literacy instructors. 59 The Saint-Grard Technical Centre had been reinstated as Saint-Grard University, even before a permit for its operation could be issued. The approval process of its records met obstacles due to the precarious situation of its building and facilities.

205

Graduate studies and graduate students It cannot be found in the spectrum of academic literature any systematic survey of graduate studies in Haiti. The title of doctor granted by the UEH and five other private universities is restricted to the medical profession: medical students who finish their bachelor's degree obtain a title widely recognized as a "professional doctorate". With the exception of this type of degree, the universe of graduate studies and research in Haiti is extremely narrow, with very few recent episodes of efforts toward the establishment of specialization and master's programs, and, in some isolated cases, without any form of approval or acknowledgment from the MENFP or the UEH, even PhD programs. Moreover, all actual PhD holders who currently work in Haitian academic institutions or governmental and nongovernmental agencies have invariably obtained their titles at universities abroad, mostly in the United States and French-speaking countries like France, Canada and Belgium, but also in Latin Americans like Mexico, Cuba and the Dominican Republic. Amid a crippling structural and material precariousness, there have been many projects designed by Haitian MA's and PhD's who had the opportunity to be trained abroad. Such projects were developed by the UEH and by other public and private institutions seeking to consolidate some graduate studies programs in the country, initially in MA level, but eventually reaching the PhD level. Due to commitments like these, excellent dissertations were written, predominantly focused on issues more directly regarding the contemporary Haitian reality. Rapid urbanization, social inequality, bilingualism, deforestation, disruption of the agricultural market, the tense Haitian-Dominican relations, regional cooperation in the Caribbean, urban violence and the preservation of the artistic, historical and cultural heritage are all themes that have inspired and guided the most successful among these efforts. The richness and density of intellectual and methodological perspectives adopted in the investigation of these and other themes also avow the prevalence of common interests and concerns that permeate the academic debate in several other Latin American countries. Many of these MA's followed their doctoral studies in some foreign institution. Several among them found good working and researching opportunities and thrived in their host institutions, pursuing productive academic careers, while others sought to achieve their professional goals in the labor market, and still others returned to Haiti to occupy prominent positions in government and non-governmental organizations or in international and multilateral agencies, or in the private sector, most often in varying combinations of these careers simultaneously or successively. As diversified as the career of Haitian postgraduates and researchers working abroad may (or must) be, all of them seem to share common features, namely, the maintenance of close ties with the Haitian academic community, the constant circulation between their homelands of choice and their country of origin, and the uninterrupted effort to ensure the Haitian presence in spaces of intellectual and academic debate and international circulation of knowledge. Upon returning to Haiti, many chose to

206

pursue a teaching career. Often oscillating constantly between public and private institutions, they play a prominent role among their peers and seek to help successive generations of students to cope with the difficulties of pursuing a research career in Haiti. Not only the UEH, but also several major private universities sustain a not yet entirely acknowledged tradition of monographic production among graduating students, especially in courses leading to a bachelor's degree or a teaching license. Many of these monographies are of excellent quality and in spite of the extremely limited access to up to date bibliographic resources, corresponding in many cases to what would under normal circumstances lead to a high-level master's thesis and possibly an innovative doctoral research. However, the material limitations of Haitian institutions of higher education regarding fundamental structures of research, such as laboratories and libraries, render enormously difficult or utterly unfeasible the efforts of these talented students in pursuit of techniques and procedures of cumulative assessment of the most recent knowledge produced in a specific area and of selective analysis of the processes relevant to the understanding of the investigated topics. These difficulties are further reinforced by the small number of teachers holding a PhD degree, able to share their experience and training in order to guide students in pursuit of original and creative solutions to overcome or circumvent these limitations, and by the cumulative impact of each successive crippling economic and political crisis the country has been going through on the universities, resulting in a general framework of formidable obstructions, in face of which many students fail to realize the decisive passage from the realm of conventional learning and reproduction of consolidated knowledge to the realm of academic research that questions traditional savant repertoires and seek new forms to produce and process knowledge, more adapted to dynamic realities of contemporary academic life. Given these difficulties in ensuring continuity, consolidation and accumulation within the scope of academic research, the knowledge that has been produced about the country in recent decades has suffered in all areas. The repertoires of knowledge and analysis produced by Haitian academic and intellectual circles working under such conditions are thus supplemented, but often also supplanted, overshadowed or even downright ignored by a proliferation of reviews, evaluations and social and economic indicators that is increasingly outsourced and dislocated from the academic sphere, impervious hence to scrutiny by peers and to validation tests. Studies and reports that are not subjected to the accepted criteria for verification of academic work invariably end up producing results that cannot possibly be reconstructed or reproduced, episodic portraits of what they purport to assess. Several recent quantitative and qualitative studies dealing with peasant life or with living condition in the major Haitian slums are a good example of this, permeated with opinionated judgments and assumptions, but completely lacking in transparent sources, peer review or foundations for external verification. Nor is there any systematic assessment of local development initiatives scattered across different regions of the country. Now, understanding specific elements of social life in any given context requires

207

that data and surveys are constantly assembled and reviewed, whenever there are plans to intervene in any dimension of social life. But this production needs to be continuous and must respond to the demands and priorities specific to the local context, and not generated ad hoc, on demand, only to confirm what conventional wisdom or reproduced prejudice has already decreed. If knowledge about these particularities is not produced with the involvement of local academics and intellectuals, it is invariably superficial, partial and shall invariably bear very little impact, if not eventually turn out to be something utterly sterile. In this regard, a considerable investment in training of specialized cadres becomes all the more urgent, professionals trained to ensure the consolidation of a space for debate about the Haitian reality guided by rigorous research and analysis and also submitted to rigorous testing and evaluation. Only then will it be possible to assess, with any kind of accuracy, successes and failures in the implementation of development projects and the reach and effects of specific local intervention projects. Therefore, the field of graduate studies should receive special attention in the coming years in Haiti, and the training of researchers in masters and doctoral programs in countries with a qualified system of graduate studies must necessarily be accompanied by investments channeled to the consolidation of Haitian graduate programs, initially prioritizing the MA level. The lack of continuity in initiatives for the consolidation of graduate programs in the country, as well as the collapse of programs that came to be created and have been active for some time, due primarily to the situation of almost perennial budget crisis of the public sector that is reproduced with peaks of gravity for at least 30 years in the country, but also to structural limitations entrenched in the configuration of the university system. Admittedly, the lack of budgetary support is partly due to insufficient revenues, but also partly due to an accommodation of successive recent governments around a systematic response to educational needs in the country entirely by way of private funding and an almost reckless neglect in providing the means to maintain a public system of higher education that not only plays a role at least as significant as the private sector in meeting the demand for decentralized access to the university, it also has an indispensable role in offering directions for the incipient system of academic research and graduate studies, as well as in the absorption of active researchers. Only the complementarity between efforts of both sectors will be able to ensure the much needed continuity in the operation of graduate programs that may effect the formation of a sufficient mass of researchers to ensure the cumulative production of knowledge and techniques tailored to the specific needs of Haitian society.

208

Impact of the earthquake on institutions of higher education in Haiti

Table 52 - Population directly affected by the earthquake
Countrys population Exposed population in the affected area Estimated number of fatal victims Number of injured reported by the health services Number of homeless Number of displaced 9,035,536 3,190,000 222,653 310,928 1,514,885 661,521

35.3% of the total population 2.5% of the total population 7% of the population in the affected area 3.5% of the total population 9.8% of the population in the affected area 17% of the total population 48% of the population in the affected area 7.3% of the total population 20.7% of the population in the affected area

Source: OCHA/USGS.

Table 53 - Students in the affected areas

School population in the affected area (all levels) Fatalities among the school population 1,055,468 11.68% of the total population 33.08% of the population in the affected area 0.07% of the total population 0.21% of the population in the affected area 3.08% of the total fatal victims 0.47% of the total population 1.33% of the population in the affected area 4.02% of the total school population 6.84% of the higher education students in the affected area 42.38% of the total victims among the school population 0.03% of the total population 0.09% of the population in the affected area 11.21% of the total population 31.75% of the population in the affected area 0.04% of the total population 0.12% of the population in the affected area

6,857

Higher education students in the affected area

42,089

Fatalities among higher education students

2,906

Basic and secondary level students Fatalities among basic and secondary level students

1,012,993 3,951

209

Map 7 Populational exposure to the earthquake

210

Populational exposure to the earthquake Table 54 - Demographic projections of exposure 60

MMI X. Extreme IX. Violent VIII. Severe OCHA USGS 332,000 2,000 2,246,000 2,387,000 314,000 626,000

Table 55 - Most affected urban areas

MMI City X-IX X-IX X-IX VIII VIII VIII VIII VIII VIII VIII VIII VIII VII VII VI VI VI VI Logne Carrefour Gressier Population MMI City 134,000 442,000 26,000 V V V V V V V V V 89,000 42,000 4,000 18,000 138,000 2,000 2,000 3,000 IV 2,000 7,000 7,000 52,000 9,000 2,000 5,000 IV IV IV IV IV IV III V V IV IV IV IV IV IV Belle-Anse Port-de-Paix Petit Trou de Nippes Verrettes Saint-Marc Population 3,000 35,000 2,000 49,000 66,000

VII. Very strong 571,000 558,000 VI. Strong V. Moderate IV. Light II-III. Weak 1,049,000 903,000 7,261,000 5,887,000 5,887,000 7,176,000 50,000 -

Port-au-Prince 1,235,000 Ptionville Delmas Grand-Gove Petit-Gove Croix-desBouquets Miragone Kenscoff Cabaret Fond Parisien Jacmel Ctes-de-Fer Les Cayes de Jacmel Fond-desBlancs Petite Rivire de Nippes Anse--Galets Jiman Thomazeau Mirebalais Anse--Veau Aquin 283,000 383,000 49,000 118,000 229,000

Fond Verrettes 3,000 Hinche Grande Saline Les Cayes Anse--Pitres Dessalines Gonaves Corail Marmelade Limonade Ouanaminthe Roche-Bateau Milot Fort Libert Jrmie Port--Piment Cap-Hatien Arcahaie 19,000 2,000 126,000 2,000 12,000 85,000 3,000 2,000 4,000 10,000 2,000 6,000 11,000 98,000 4,000 135,000 4,000

I. Imperceptible-

60

Source: OCHA (UN Office for the Coordination of Humanitarian Affairs), Population exposed and exposure level (16/02/2010). USGS (U.S. Geological Service), Event Pager n. US2010RJA6: Tuesday, January 12th, 2010, 4:53:10 PM (local time), 9:53:10 PM (GMT), duration 35s, coordinates 18.4 N, 72.6 W, depth: 13km. Estimated intensities and projection of population exposure generated 45 days after the earthquake, based on demographic data from the last census held in Haiti in 1970. The list of most affected urban areas is not exhaustive and represents only a sampling of the populated areas according to intensity zones.

VI VI VI VI VI VI

Santo Domingo 2,202,000 Guantnamo 273,000

211

Table 56 - Human losses in the overall school population of the affected area
Students Basic and secondary Superior Total School population 1,012,993 42,089 1,055,468 Fatal victims 3,951 2,906 6,857

Table 57 - Human losses in the public network of elementary and primary education
Students 1,012,993 3,951 (0.39%) Teachers 48,629 541 (1.11%) Employees 15,419 189 (1.22%)

Total for the West Department Dead

Table 58 - Human losses in the network of higher education in the affected region
Institutions Total UEH Other public institutions Total for public institutions 10,950 1,754 12,704 Students Dead 353 (3.22%) 121 (7%) 474 (3.73%) 2,432 (8.28%) 2,906 (6.9%) Teachers Total Dead 877 308 1,185 26 (2.96%) 13 (4.22%) 39 (3.29%) 108 (4.48%) 147 (3.71%) Employees Total Dead 439 189 628 7 (1.59%) 0 7 (1.11%) 17 (1.32%) 24 (1.25%)

Total for private institutions

29,385

2,413

1,287

Total for higher education institutions in the affected area

42,089

3,598

1,915

212

Map 8 Population displacement due to the earthquake

213

Chart 51 - Distribution of dead students in the affected area by level of education

Chart 52 - Fatalities among students in the affected area

214

Chart 53 - Extent of damage to school buildings by district in the West Department

Chart 54 - Extent of damage to school buildings in the most affected districts

Fonte: Superintendncia de Superviso Escolar do Departamento Oeste, MENFP, 2010.

215

Chart 55 - Extent of damage in the higher education network

Chart 56 Reversibility of the damage sustained by higher education institutions

216

Impact of the earthquake on public institutions of higher education Table 59 - Impact of the earthquake in public institutions of higher education in the affected area Unit ENS FAMV FDSE FE FLA FMP FO FDS FASCH IERAH/ ISERSS INAGHEI PMISSH Total UEH (in the capital) EDJ Total UEH (in the affected area) CNFP + ENGA CTPEA ENAF ENARTS ENIP ENST Total autonomous units (in the affected area) Total public institutions (in the affected area) Students (dead) 500 (10) 467 (-) 1,428 (14) 1,328 (8) 600 (278) 656 (7) 105 (1) 583 (5) 1,804 (15) 500 (2) 2,610 (12) 10,581 (352) 369 (1) 10,950 (353) 968 (4) 132 (1) 145 (4) 139 (3) 275 (107) 95 (2) 1,754 (121) Teachers (dead) 33 (2) 50 (4) 85 (2) 47 (1) 33 (4) 171 (3) 42 (1) 89 (3) 131 (1) 29 (1) 147 (2) 857 (25) 20 (1) 877 (26) Employees (dead) 7 (3) 115 (1) 35 (-) 33 (1) 14 (-) 30 (2) 17 (-) 30 (-) 51 (-) 21 (-) 86 (-) 439 (7) 3 (-) 442 (7) Researchers (dead) 2 (-) 68 (-) 220 (26) 4 (-) 15 (3) 17 (1) 30 (1) 356 (31) 356 (31) Void admissions 175 100 500 400 120 165 30 200 300 200 450 30 2,670 150 2,820

147 (1) 12 (1) 75 (4) 23 (2) 40 (4) 11 (1) 308 (13)

22 (-) 34 (-) 39 (-) 75 (-) 17 (-) 2 (-) 189 (-)

25 (-) 51 (-) 9 (3) 85 (3)

600 50 54 200 100 30 1,034

12,704 (474)

1,185 (39)

631 (7)

441 (34)

3,854

217

Chart 57 - Void admissions in public institutions of higher education

218

Chart 58 Distribution of fatalities in public institutions of higher education

219

Chart 59 - Fatalities in the two most affected public institutions

Chart 60 - Fatalities in public institutions of higher education (except FLA and ENIP)

220

Chart 61 - Proportion of deaths in the student body of public institutions of higher education

221

Chart 62 - Proportion of deaths throughout the active staff of public institutions of higher education

222

Impact of the earthquake on the private institutions of higher education In face of the devastating effects of the collapse of a university, the difference whether its management regime is public or private is diluted to the point of completely disappearing. What made all the more acute, however, the impact the earthquake had in terms of deaths on private universities was the fact that, unlike many public colleges and centers of higher education who were paralyzed or had not yet restarted the semester, almost all private institutions had already begun their teaching activities and were in full swing and full of students at the time of the earthquake.61 In at least one of the most tragic cases among the private universities, the collapse of a single building killed as many students as the overall number of victims for all UEH units. In several others, the number of fatal victims exceeded the hundreds. In many of them, the removal of the bodies went on for weeks. Due to the dizzying growth of several private institutions, which did not hesitate to expand their headquarters with outbuildings and additional floors overstretching already precarious physical facilities, resulting in buildings that could often reach five, seven, or even, not seldom, 10 or more floors, there were many collapses which ultimately caused an enormous number of casualties in the vicinity. We have not considered here, though, figures for the number of victims who did not belong to the student body, faculty or staff of the surveyed institutions. Also with regard to the occupation of their physical space, there is little difference in comparison to what could be observed in various public institutions, in terms of groups of students, alumni and employees trying to seek shelter in the inner courtyards, parking lots or sports areas considered safe enough to pitch their tents and also to accommodate their families and friends. Analogous are also the efforts to repel attacks by other groups of displaced or homeless people from the neighborhood, but unrelated to the university community, seeking to occupy the emptied buildings and surrounding areas and make use of the water supply, electricity and sanitation available in facilities that may have been preserved from complete destruction. Among the 52 approved private institutions of higher education, 47 were located in the area affected by the earthquake. Out of these, 20 were completely destroyed, with the collapse of their headquarters, destroying their equipment and, in most cases, with the loss of their libraries and all the archives that had not yet been digitized, but in some cases even with the loss of digitized copies of academic records. Out of the remaining 27, nine were severely damaged and should have their buildings demolished, 13 suffered damage that will require extensive repairs and only five had fissures that did not compromise the physical structure of the buildings and apparently does not present a risk to the safety of students, teachers, employees and neighbors. Among the total of 47 institutions directly affected by the

61

With the only possible exception being Quisqueya University, which had extended the period of final exams due to the transfer of activities from its three campuses to the newly opened central campus, which meant that few students were at the new campus at the time of earthquake.

223

earthquake, 26 reported fatalities. The table below seeks to provide a breakdown by institution of the number of registered victims and the extent of damage to buildings and equipment.

Table 60 - Extent of the impact on private institutions

Institution
Lumire University (UL) GOC University Saint-Grard Technical Center (CTSG)

Number of fatalities Students Teachers Employes 376 14 293 7 252 5 248 225 189 183 159 148 109 75 57 22 18 16 13 12 10 9 8 2 2 3 2 1 2,432 20 6 4 7 12 8 3 1 1 1 1 2 108 2,557 7 5 1 3 1 17

Destruction of facilities62 Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Complete Partial Complete Partial Complete Partial Partial Complete Partial C = 19 P=6

National School of Arts and Trades (ENAM) + Salesian Normal School of Teachers (ENIS) Autonomous University of Port-au-Prince (UNAP) Carabe University (UC) Louis Pasteur Paramedical Institute (IPLP) University of Port-au-Prince (UP) Episcopalian University of Haiti (UNEPH) Institute of High Commercial and Economic Studies (IHECE) Sainte-Trinit Normal and Professional School (ENPST) Superior School of Chemistry (CHEMTEK) Ruben Leconte Yniversity (URL) Caribbean Center for Higher Studies (CCHEC) Quisqueya University (UNIQ) Haitian Superior School of Infotronics (ESIH) Center for Diplomatic and International Studies (CEDI) University Notre-Dame d'Hati (UNDH) Francophone Institute of Management in the Caribbean (IFGCar) Notre-Dame Grand Seminary (GSND) University of Fondwa (UNIF) University Institute Quisqueya-Amrique (INUQUA) Haitian Institute of Administrative Sciences (IHSG) Maurice Laroche University Center (CUML) National Diplomatic and Consular Academy (ANDC) Total by category Total fatalities

62

The physical destruction of the facilities is considered partial for the cases where not all buildings of a given institution have completely collapsed, but most of the buildings that remained standing will need to be demolished. Numerous other private institutions have been destroyed, in whole or in part, or damaged. However, listed here are only those that registered deaths on the very site of the collapse. Fortunately, the teaching activities of most among the private institutions had not begun until the day of the earthquake.

224

Surveyed institutions of higher education

Public institutions of higher education
The Haitian public system of higher education comprises 15 institutions and an interdisciplinary program approved by the UEH: a) beyond the State University of Haiti (comprising 11 faculties, schools or institutes in the capital, a master's program, also in the capital, and one faculty and six departmental superior schools), b) three departmental universities c) four national nursing schools and d) seven technical centers and national schools, all located in the capital and whose students have their degrees approved by the UEH. a) Universit d'tat dHati (UEH) Ecole Normale Suprieure (ENS) Facult d'Agronomie et de Mdecine Vtrinaire (FAMV) Facult d'Ethnologie (FE) Facult de Droit et des Sciences conomiques (FDSE) Facult de Linguistique Applique (FLA) Facult de Mdecine et de Pharmacie (FMP) cole de Tchnologie Mdicale (ETM) Hpital de l'Universit d'tat dHati (HUEH) Facult d'Odontologie (FO) Facult des Sciences (FDS) Facult des Sciences Humaines (FASCH) Institut d'tudes et de Recherches Africaines / Institut de Enseignement et Recherche en Sciences Sociales (IERAH/ ISERSS) Institut National dAdministration, de Gestion et des Hautes tudes Internationales (INAGHEI) Programme de Matrise Interdisciplinaire em Sciences Sociales et Humaines (PMISSH) Ecole de Droit de Hinche (EDH) Ecole de Droit de Jacmel (EDJ) Ecole de Droit et d'conomie de Port-de-Paix (EDEPP) Ecole de Droit et des Sciences conomiques de FortLibert (EDSEFL) Ecole de Droit et des Sciences conomiques des Cayes (EDSEC) Ecole de Droit et des Sciences conomiques des Gonaves (EDSEG) Facult de Droit, des Sciences conomiques et de Gestion du Cap-Hatien (FDSECH) Universit Publique du Sud des Cayes (UPSAC) Facult des Sciences Juridiques, Facult de Science de l'ducation Facult des Sciences Administratives c) national schools of nursing: Ecole Nationale des Infirmires de Jrmie (ENIJ) Ecole Nationale des Infirmires de Port-au-Prince (ENIP) Ecole Nationale des Infirmires des Cayes (ENIC) Ecole Nationale des Infirmires du Cap-Hatien (ENICH) d) centers, national schools and interdisciplinary progrm authorized by the UEH: Centre National de Formation Professionnelle (CNFP)/ Centre Pilote de Formation Professionnelle et Tchnique (CPFPT) Centre de Tchniques de Planification et dconomie Applique (CTPEA) Ecole Nationale d'Administration Financire (ENAF) Ecole Nationale de Gologie Applique (ENGA) Ecole Nationale des Arts (ENARTS) Ecole Nationale Suprieure de Technologie (ENST) b) autonomous departmental universities: Universit Publique de lArtibonite des Gonaves (UPAG) Universit Publique du Nord au Cap-Hatien (UPNCH) Facult de Sciences Administratives et de Gouvernance Locale Facult des Sciences de l'ducation

225

Thematic and departmental structure of the Haitian public system of higher education

Medical Sciences FMP Facult de mdecine et Pharmacie / Faculty of Medicine and Pharmacy ETM - cole de Tchnologie Mdicale / School of Medical Technology

Juridical, Economic, Applied Economic and Administrative Sciences FDSE - Facult de Droit et des Sciences conomiques / Faculty of Law and Economics

# 41, Rue Oswald Durand/ Rue Saint-Honor

Economic Sciences Law EDFL cole de Droit de Fort-Libert / Fort-Libert Law School EDH cole de Droit de Hinche / Hinche Law School EDFL cole de Droit de Fort-Libert / Fort-Libert Law School EDJ cole de Droit de Jacmel / Jacmel Law School EDSEG - cole de Droit et des Sciences conomiques des Gonaves / Gonaves School of Law and Economic Sciences EDSEPP - cole de Droit et des Sciences conomiques de Port-de-Paix / Port-de-Paix School of Law and Economic Sciences EDSEC - cole de Droit et des Sciences conomiques des Cayes / Les Cayes School of Law and Economic Sciences FDSECH Facult de Droit et des Sciences conomiques du Cap-Hatien / Cap-Haitien Faculty of Law and Economic Sciences INAGHEI - Institut National d'Administration, de Gestion et des Hautes Etudes Internationales / National Institute of Administration, Management and International Studies

#89, Rue Oswald Durand

Anatomy Biology Chemistry Clinics and hospitalization Communal Medicine Medical Sciences Medical Technology Microbiology Pathology Pediatrics Pharmaceutical Information Pharmaceutical Sciences Physiology Surgery FO Facult dOdonotlogie / Faculty of Dentistry

#87, Rue Oswald Durand

Basic Sciences Diagnostic and Radiology Orthodontics Pedodontics Prostethics Restorative Dentistry

ENIJ cole Nationale des Infirmires de Jrmie / Jrmie National School of Nursing #47, #135, Avenue Christophe/ Rue La Fleur du Chne ENICH - cole Nationale des Infirmires de Cap-Hatien Accounting / Cap-Haitien National School of Nursing Business Management ENIC - cole Nationale des Infirmires des Cayes / Les International Relations Cayes National School of Nursing Public Administration ENIP - cole Nationale des Infirmires et Sages-Femmes de Port-au-Prince / Port-au-Prince National School CTPEA - Centre de Techniques de Planification et of Nursing and Midwifery d'Economie Applique / Center for Planning #131, #226, Rue Monseigneur Guilloux Techniques and Applied Economics

#19, Boulevard Harry Truman

ENAF - cole Nationale d'Administration Financire / National School of Financial Management

Rue Dominique Debros/ Route du Canap Vert

ENST - cole Nationale Suprieure de Tchnologie / National Superior School of Technology

#22, Rue Villemenay

226

Social Sciences, Humanities, Pedagogy and Arts

Basic and Applied Sciences and Technical Education

IERAH - Institut d'tudes et de Recherche Africaine FDS - Facult des Sciences / Faculty of Sciences d'Haiti / Haitian Institute of African Studies and #268, #279, Rue Monseigneur Guilloux Research Architecture ISERSS - Institut Suprieur d'Etudes et de Recherches en Civil Engineering Sciences Sociales / Superior Institute of Studies and Electromechanics Research in Social Sciences Electronics #92, Rue La Fleur du Chne/ Avenue Christophe Topography FLA - Facult de Linguistique Applique / Faculty of Applied Linguistics FAMV Facult d'Agronomie et de Mdecine Vtrinaire / Faculty of Agronomy and Veterinary Medicine

#38, Rue Dufort, Bois-Verna

FASCH - Facult des Sciences Humaines / Faculty of Human Sciences

Route Nationale 1/ Croix des Missions, Damien

Animal Husbandry Basic Sciences and Technology Natural Resources Phytotechnics Rural Economy and Development Rural Engineering CNFP Centre National de Formation Professionelle / National Center for Professional Training CPFPT - Centre Pilote de Formation Professionnelle et Technique / Pilot Center of Professional and Technical Education

#135, Avenue Christophe/ Impasse le Hasard

Communication Psychology Social Service Sociology FE - Facult d'thnologie / Faculty of Ethnology

#10, Rue Magloire Ambroise

Anthroposociology Development Sciences Psychology ENS - cole Normale Suprieure / Normal Superior School

Route Nationale 1/ Varreux

ENGA cole Nationale de Geologie Applique / National School of Applied Geology

#69, Rue de la Runion/ Rue Monseigneur Guilloux

Chemistry and Natural Sciences Mathematics Modern Languages (English, Spanish and German) Language and Literature Philosophy Social Sciences (History and Geography) Physics ENARTS - cole Nationale des Arts / National School of Arts

Route Nationale 1/ Varreux

#266, Rue Monseigneur Guilloux; Rue Piquant, Champs de Mars

PMISSH Programme de Matrise Interdisciplinaire en Sciences Sociales et Humaines / Interdisciplinary Master's Program in Social and Human Sciences

#5, Impasse Desdunes, Rue Marcadieu, Bourdon

227

Private institutions of higher education Evaluated and authorized

The following are the 52 private institutions of higher education that had their operation authorized by the Directorate of Higher Education and Scientific Research (DESRS) of the Ministry of Education and Professional Training (MENFP) or had their process of approval already begun before January 12th, 2010: Institution Acadmie des Sciences Pures et Appliques Acadmie Nationale Diplomatique et Consulaire Centre Caraben des Hautes tudes Commerciales Centre de Formation et de Dveloppement conomique Centre de Recherche en ducation et d'Intervention Psychologique Centre de Recherche en Finance, Informatique et Management Centre de Recherche et de Formation conomique et Social pour le Dveloppement Centre d'tudes Diplomatiques et Internationales Centre Universitaire de Gestion et d'Administration Maurice Laroche Centre Universitaire de Management et de Productivit Centre Universitaire International et Tchnique de Saint Grard/ Universit Saint-Grard64 Collge Universitaire de Christianville Ecole Nationale des Arts et Mtiers/ cole Normale d'Instituteurs Salsiens Ecole Suprieure Catholique de Droit de Jrmie Ecole Suprieure de Chimie Ecole Suprieure de Technologie dHati Ecole Suprieure d'Infotronique dHati Facult des tudes Suprieures dHati* Facult des Sciences Appliques Facult des Sciences de l'Education Regina Assumpta Grand Sminaire Notre-Dame Institut de Tchnologie lectronique dHati Institut des Hautes tudes Commerciales et Economiques Institut Francophone pour la Gestion dans la Carabe/ Institut Aim Csaire Institut Hatien des Sciences Administratives Institut Suprieur de Rcherche et de Dveloppement Tchnologique Institut Suprieur des Sciences Economiques, Politiques et Juridiques Institut Suprieur Tchnique dHati Institut Universitaire des Sciences et de Tchnologie Institut Universitaire des Sciences Juridiques et de Dveloppement Rgional Institut Universitaire Quisqueya-Amrique Universit Adventiste d'Hati Universit Amricaine des Cayes Universit Amricaine des Sciences Modernes dHati Universit Autonome de Port-au-Prince Universit Carabe Universit Chrtienne du Nord dHati Universit de la Fondation Aristide
63 64

Acronym ASPA ANDC CCHEC CFDE CREFI CREFIMA CRESFED CEDI CUML CMP CTSG/ USG CUC ENAM/ ENIS ESCDROJ CHEMTEK ESTH ESIH FESH FSA FERA GSND ITEH IHECE IFGCar IHSA ISRDT ISSEPJ ISTH INUST INUJED INUQUA UNAH UNAC UNASMOH UNAP UC UCNH UFA

Foundation Localization 1993 West 1988 West 2000 West 2003 West 1993 West 2004 West 198863 West 1997 1995 1997 2006 1990 1936 1995 1982 1991 1995 1984 1983 1995 1953 1977 1961 1987 1994 1989 1978 1962 2005 1997 1988 1989 1987 1998 1998 1990 1987 2000 West West West West West West Grand'Anse West West West West West Norte West West West West West West West West West North West West South West West West North West

Although founded in 1986, it was only in 1988 that it began to offered internships and training courses. Under evaluation by the DESRS for the authorization for operations.

228

Universit de Port-au-Prince Universit Episcopale dHati Universit Groupe Olivier et Collaborateurs Universit Indpendante de l'Artibonite Universit Jean Price-Mars Universit Lumire Universit Mtropole dHati Universit Mtropolitaine Anacaona Universit Notre-Dame dHati Universit Paramdicale/ Universit Bellevue Universit Polyvalente dHati Universit Quisqueya Universit Roi Henry Christophe Universit Ruben Leconte

UP/IGC UNEPH UGOC UIA UJPM UL UMH UMA UND'H UNIBEL UPH UNIQ URHC URL

1983 1992 1982 2006 1991 1994 1987 2004 1996 1985 2003 1990 1980 2002

West West West Artibonite West West West West West West West West North West

229

Private institutions of higher education Not evaluated and not authorized

Below are listed the other 97 private institutions of higher education, whose operation has not yet been reviewed or approved by the Directorate of Higher Education and Scientific Research (DESRS) of the Ministry of Education and Professional Training (MENFP): Institution Centre de Formation Paramdicale Centre des Hautes tudes Commerciales de Port-au-Prince Centre d'tude Paramdicale de Port-au-Prince Centre d'tude Tchnique Mdicale Centre d'tudes Suprieures et de Formation Continue Centre Hatien de Formation des Journalistes Centre International de Recherche et de Developpement Centre Pratique de Comptabilit, de Gestion, d'Informatique et de Secrtariat Centre Spcialis de Leadership pour um Management Cratif Centre Universitaire de Commerce dHati Centre Universitaire de Formation de Tchnicien en Travaux Publiques Centre Universitaire des Arts et Mtiers Centre Universitaire Polytchnique dHati Conservation des Sciences Tchniques Ecole de Droit de Nippes Ecole de Droit de Ouanaminthe Ecole de Droit de Saint-Marc Ecole des Cadres en ducation Spcialise Ecole Normale et Professionnelle de la Sainte-Trinit Ecole Suprieure de Journalisme et de Communication Ecole Suprieure d'Isaac Newton Ecole Suprieure Polytchnique dHati Espace Enseignement Distance Facult Craan dHati Facult des Sciences Administratives et Informatiques Facult des Sciences Infirmires Fondation Jean XXIII Institut Caraben de Gographie Applique Institut de Formation Distance Assiste Institut de Formation Administrative et Commerciale Institut de Formation et de Recherche pour le Progrs de l'Enseignement Classique et Tchnique Institut de Formation Universitaire et Professionnel Institut de Gestion et d'conomie du Centre Institut de Langue Espagnole Institut de Nursing Institut de Tchnologie, de Communication et Paramdicales Institut d'Enseignement Polytchnique Institut des Hautes tudes Paramdicales Institut des Hautes tudes Polyvalentes dHati Institut des Rlations Internationales des Sciences Sociales Institut d'tude et de Recherche en Science de l'Education Institut d'tudes Polytechniques Acronym CFP CHECP CEPP CETM CESFCO CHFJ CIRD CPCIGES CSLMC CUCH CFTTP CUAM CUPH CST EDN EDU EDSM ECES ENPST ESJC ESIN ESPH EED FCH FSAI FSI ICGA IFDA IFAC IFRPT ETERJES IGEC ILE UNIROP ITECOPAM IEP IHEPM INEPH IRISS IERSC IEP Foundation Localization West West West 1991 Artibonite 1982 West 1986 West 1999 West West 2005 West West West West West West Nippes Northwest Artibonite West West West West West Artibonite West West West West West West West West West Center West West West West West West West Artibonite West

1992 1999 1995 1994 2006 1992 2005 1996 1987 2005 2005 1994 2002 2001 1995 2003 1998

2003 2004

230

Institut Paramdicale Louis Pasteur Institut Magnifica/ cole Suprieure de Liturgie d'Enseignement de la Famille Myriam Institut National Hatien des Hautes tudes Commerciales Institut Priv de Gestion et d'Entreprenariat Institut Suprieur d'Administration et de Gestion Institut Suprieur de Bibliothconomie, de Gestion et d'Informatique Institut Suprieur de Commerce et d'Informatique Institut Suprieur de Formation Politique et Sociale Institut Suprieur de Traduction et d'Interpretariat Institut Suprieur des Cadres Politiques et Administratifs Institut Suprieur des Hautes tudes Commerciales Institut Suprieur des Hautes tudes Mdicales de la Carabes Institut Suprieur des Sciences de l'ducation, de Gestion et du Dveloppement Institut Suprieur d'tude Ocanique Institut Suprieur d'tude Paramdicale Institut Suprieur d'tude pour les Carrires Paramdicales Institut Suprieur d'Informatique et d'Administration Institut Suprieur d'Informatique et de Gestion Institut Suprieur National d'Administration et de Communication Institut Universitaire de Formation des Cadres Institut Universitaire d'tudes Spcialises Institut Universitaire et Tchnique dHati International Management University International Open University Intitut Superieur d'Administration, de Commerce, de Gestion et d'Informatique Le Centre Universitaire Millenium International University of the America Sminaire de Thologie Evanglique The Yorker International University Universit Anacobel dHati Universit Antnor Firmin Universit Chrtienne de la Foi Universit Chrtienne d'Hati des Gonaves Universit Coeurs-Unis Universit de Fondwa Universit de la Grace Universit de l'Acadmie Hatienne Universit d't du CEREC Universit Gregor Mendel Universit Internationale d'Hati Logne Universit Joseph Lafortune Universit Libre d'Hati Universit Martin Luther King Universit Nationale piscopale de Finances d'Hati Universit Nobel d'Hati Universit Nouvelle Grand'Anse Universit Oxford d'Hati

IPLP IM INHHEC IPGE ISAG ISBGI ISCINFO ISPOS ISTI ISCPAD ISHEC ISHEPAC ISSEGD ISEO ISEP ISCPM ISCAD ISIG ISNAC IUFC IUES INUTECH IMU IOU ISACGI CU MIUA STE YIU UNAH UAF UCF UCHG UCU UNIF UdG UAH UCEREC UGM UNIH JLFU ULH UMLK/ EFCTEC UNEFH UNH UNOGA UOH

2003 1992

West West West West West West West West West West West West West West West West West West West West West West West West West West West West West West North North Artibonite West Southeast West West West West West West West West West West Grand'Anse West

1998 2000 1986

2004

1989 1990

2004 1991 2003 2002 1918 2004

1987 2004 1991

2010 2002

2006 1997 2001

231

Universit Polytechnique d'Hati Universit Queensland Universit Royale dHati Universit Saint-Thoma d'Aquin Universit Tchnologique de la Grand'Anse Universit Valparaiso Universit Victoria/ Mission Foi Apostolique Maranatha Windsor-Banyan Collge

UPOH UQ URH USTA UTGA UV UV WBC

2001 1996 1990 2002 2006 2003

West West West West Grand'Anse Northwest Artibonite West

232

Questionnaire applied in the survey

University: Unit/ Faculty/ School/ Center / Institute:
Information regarding the period before the earthquake Number of students Undergraduate (1st cycle): Masters (2nd cycle): PhD (3rd cycle): Specialization: Number of teachers Licensed: MA: PhD: Number of researchers Licensed: MA: PhD: Number of Employees (non academic personnel) Facilities classrooms: teachers rooms: common areas: Laboratories, workshops and training rooms Equipment Hospital, nursery or clinics Archives and records Libraries

Information regarding the period after the earthquake

- human losses (dead, injured, homeless) - material losses (buildings and equipment) - documentary losses (archives and libraries)
Number of students Undergraduate (1st cycle): Masters (2nd cycle): PhD (3rd cycle): Specialization: Number of teachers Licensed: MA: PhD: Number of researchers Licensed: MA: PhD: Number of Employees (non academic personnel) Facilities classrooms: teachers rooms: common areas: Laboratories, workshops and training rooms Equipment Hospital, nursery or clinics Archives and records Libraries Questions to the researcher: What was the situation of the university before the earthquake? How do you evaluate the problems and challenges of higher education in Haiti? What was the impact of the earthquake on your country and its capital? How do you evaluate the extent of the damage caused? What was the impact of the earthquake on the university? What was the impact among the students? And among the teachers? And among the employees? What was the material impact on the university? How do you evaluate the prospects for recovery of the university? What are your expectations for the reconstruction at the university and in the country at large?

Detailing the current situation of the survivors Distribution and localization of the survivors: Nature of the shelter: Available resources: Possibilities of contact: Current activities: Detailing the situation of documents Detailed situation of archives, records and libraries before the earthquake: Detailed situation of archives, records and libraries after the earthquake (number of lost or damaged works and documents): Employed methodology Observations on the survey

233

Impacto do terremoto sobre cada instituio de ensino superior da rea afetada Impact of the earthquake on each higher education institution in the affected area

Ps-graduao Graduate level

Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas Interdisciplinary Masters Program in Social and Human Sciences (PMISSH)

Figura 1 - Anncio da abertura de inscries para os programas de mestrado oferecidos pelo PMISSH, ora interrompidos, por conta da destruio de sua sede

Photo 2 Announcement of the opening of registration for the master's programs offered by the PMISSH, now discontinued, due to the destruction of its headquarters

234

Figura 3 - Sede do PMISSH

Photo 4 PMISSH headquarters

Figura 5 - Sede do PMISSH

Photo 6 PMISSH headquarters

235

Graduao

Universidade de Estado do Haiti (UEH) Tabela 61 - Perfil institucional da UEH

Categorias Alunos Admisses Professores Funcionrios Pesquisadores Instalaes Suas faculdades, escolas, centros e institutos se distribuam pela capital nacional e por 8 capitais departamentais. As escolas e faculdades provinciais mantm vnculos mediatos com a administrao central, existindo na reitoria um gabinete que administra o contato com os respectivos conselhos de direo.65 Em Port-au-Prince, no existia um campus propriamente dito, estando suas unidades espalhadas pela cidade, algo que determinou tambm o impacto diferenciado que sofreram. Tanto o sistema de bibliotecas quanto os sistemas de arquivamento dos registros acadmicos eram extremamente precrios. Tambm possui atribuies gestoras do sistema geral de ensino superior, sendo responsvel pela homologao das autorizaes de funcionamento concedidas pelo MENFP a instituies do sistema privado. Efetivo 15.050 4.320 877 442 356

65

Diversas informaes referentes sobretudo histria e ao perfil institucional da UEH podem ser consultadas em seu endereo eletrnico (em francs): www.ueh.edu.ht. Seu organograma administrativo se encontra disponvel para acesso direto sob o endereo http://www.ueh.edu.ht/admueh/pdf/UEHorganigramme.pdf

236

Undergraduate level

State University of Haiti (UEH) Table 62 Institutional profile of the UEH

Categories Students Admissions Teachers Employees Researcher Facilities Its faculties, schools, centers and institutes were distributed throughout the national capital and eight departmental capitals. Provincial schools and faculties maintain mediate ties with the central administration, and there is within the Rectorate an office to administer the contact with the respective boards of directors. 66 In Port-au-Prince, there was no proper campus, with its units scattered across the city, a circumstance that also conditioned the differential impact suffered in each of them. Both the system of libraries and academic records were extremely precarious. It is also endowed with management responsibilities of the general system of higher education, being responsible for the review and approval of operating licenses granted by the MENFP to institutions in the private system of higher education. Personnel 15,050 4,320 877 442 356

66 Various sources pertaining primarily to the UEH's history and institutional profile can be found at its website (in French): www.ueh.edu.ht. Its administrative organization chart is available for direct access at http://www.ueh.edu.ht/admueh/pdf/UEHorganigramme.pdf

237

Tabela 63 Impacto sobre a UEH: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Funcionrios Pesquisadores68 Admisses cessantes69 Instalaes Das 11 unidades metropolitanas, oito foram total ou parcialmente destrudas ou precisaro ser demolidas, alm da sede da reitoria. Apenas trs unidades (FE, FO e INAGHEI) so passveis de recuperao, apesar de tambm terem sofrido perdas humanas e materiais, e grande parte de suas instalaes restam interditadas espera de reparos. A quase totalidade dos equipamentos, laboratrios, bibliotecas e arquivos foi severamente danificada ou inteiramente destruda. Os prdios que abrigam as sete unidades provinciais, contudo, resistiram aos tremores. Grande parte dos ptios de suas faculdades e institutos foi ocupada por estudantes e seus familiares, que ali montaram suas tendas, seja em busca de abrigo, seja espera que as atividades acadmicas sejam retomadas. As cifras de mortos se referem sobretudo aos que pereceram nas dependncias ou proximidades da universidade, podendo estar evidentemente subestimando o nmero de vtimas atingidas alhures. Vitimas67 353 26 7 31 2.640

67

O relativamente baixo nmero de vtimas fatais entre os funcionrios, quando comparados s baixas entre professores e alunos, pode ser explicado pela incidncia de fatores outros que a insuficincia de dados ou a impossibilidade de verificar os dados disponveis. Para a maioria das unidades da UEH, no foram registrados funcionrios mortos. Nem mesmo na Faculdade de Lingustica Aplicada, onde morreram 278 estudantes e 18 professores, qualquer funcionrio foi dado como morto, e isso certamente no se deve a um descuido ao inventariar as vtimas, como se pode depreender do fato de que o ato solene em memria das vtimas, realizado por iniciativa dos prprios estudantes sobreviventes no dia 15 de fevereiro defronte sede arruinada da FLA, contou com a presena de muitos dos funcionrios que ali trabalhavam, sem que qualquer deles tenha mencionado um colega que pudesse estar entre as vtimas. A cerimnia foi emotiva, contou com intervenes e discursos de representantes de alunos, professores, direo e tambm dos funcionrios, e pautou-se pela diligncia em contemplar a dimenso trgica do ocorrido para todos os afetados, na presena de seus amigos e familiares. No faria sentido que a morte de qualquer funcionrio tivesse sido desconsiderada ou esquecida. Semanas e mesmo meses depois, no surgiram novas listas ou cmputos que alterassem o clculo inicial para qualquer das instituies contempladas. Assim, preciso levar em considerao a incidncia de outros elementos para explicar essa baixa proporo de vtimas fatais entre o pessoal no acadmico das instituies de ensino superior destrudas ou afetadas. Pode ter infludo o fato de que, em sua maioria, o pessoal no acadmico das instituies universitrias haitianas desempenha funes ou bem mais diretamente associadas aos espaos abertos ou ento incompatveis com a circulao pelos espaos pedaggicos durante o horrio das aulas: guardies, motoristas, faxineiros, cozinheiros (no se desconsidere o fato de que a preparao de comida no Haiti, por conta do emprego do carvo vegetal, geralmente feita em reas abertas), e por a afora. Note-se tambm que nenhum dos funcionrios mortos havia sido empregado em funes de natureza afim a essas. Entre as vtimas fatais do corpo funcional no acadmico, encontram-se unicamente funcionrios administrativos que, em sua maioria, j haviam deixado seus escritrios e dirigiam-se para a sada pouco antes de terminar o expediente quando ocorreu o primeiro tremor ou dedicados manuteno de equipamentos um setor minguante do funcionalismo universitrio haitiano, diante da escassez de equipamentos, insumos e recursos, que foi ainda mais aguada pela crise administrativa recente da UEH. A despeito disso, ressalte-se, porm, que, para alm dos sete funcionrios mortos nas unidades metropolitanas da UEH, dois mais pereceram no desabamento da sede de sua reitoria (Rue Rivire, 21), alm de outros 12 que morreram no colapso do prdio principal do MENFP. 68 O Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas (PMISSH), embora vinculado UEH, tinha um perfil institucional autnomo e possua uma sede prpria, em Bourdon, contando com cerca de 30 pesquisadores em duas opes de mestrado, oferecidas em parceria com a Universidade Laval do Qubec: Criminologia e Histria, memria e patrimnio. Sua sede desabou completamente, destruindo todos os equipamentos e todo o material documental em seu interior. No foi possvel confirmar se as vtimas vinculadas ao PMISSH pereceram sob os escombros do edifcio ou alhures. Das quatro vtimas fatais ligadas ao PMISSH, trs foram computadas nas listas respectivas das instituies onde atuavam como professores (respectivamente, dois no IERAH e um no CTPEA), alm do mestrando Jude Marcellus, jornalista da rdio Lumire que preparava sua dissertao para o programa de Histria, memria e patrimnio no PMISSH e que no computado em nenhum outro quadro relativo a outra instituio de ensino superior que no o quadro geral da UEH, como pesquisador. 69 Corresponde ao nmero anual de estudantes egressos do ensino mdio que, apesar de qualificados para frequentar o primeiro ano dos cursos superiores oferecidos pela universidade, no sero admitidos. Pode-se projetar um incremento de 50% nas admisses cessantes a cada semestre que as atividades acadmicas se mantenham suspensas.

238

Table 64 Impact on the UEH: victims and damage caused by the earthquake
Categories Students Teachers Employees Researchers71 Void admissions72 Facilities Of the 11 metropolitan UEH units, eight were totally or partially destroyed or will have to be demolished, beside the headquarters of the Rectorate. Only three units (FE, FO and INAGHEI) may still have their physical structure recovered, despite also having suffered human and material losses, and most of their facilities remain closed waiting for urgent repairs. Almost all the equipment, laboratories, libraries and archives were severely damaged or completely destroyed. The buildings that housed the seven departmental units, however, withstood the tremors. Much of the courtyards of its faculties and institutes was occupied by students and their families, who pitched their tents "on campus" either in search of shelter or waiting for the academic activities to resume. The numbers of deaths refer particularly to those who perished on the premises or in the vicinity of the university and may evidently be underestimating the number of those who were affected elsewhere. Victims70 353 26 7 31 2,640

70

The relatively low number of fatalities among employees, when compared to the casualties among teachers and students, can be explained by the incidence of factors other than insufficient data or inability to verify the available data. For most UEH units, no dead employees have been reported. Not even in the Faculty of Applied Linguistics, where 278 students and 18 teachers died, but no employee was reported dead, and that is certainly not due to a lack of oversight when listing the victims, as it can be seen from the fact that the ceremony in remembrance of the victims, held on February 15th, at the initiative of the surviving students themselves, in front of the ruined building of the FLA. The ceremony was attended by many of the employees who worked there, and none of them mentioned a single colleague who could have counted among the victims. The ceremony was emotional, featuring testimonials and speeches made by representatives of students, teachers, management and employees, and was marked by diligence in contemplating, in the presence of their friends and family, the tragic dimension of what happened to all those affected. It would make absolutely no sense that the death of any employee could have been overlooked or forgotten. Weeks and even months later, there have emerged no new listings or computations to alter the initial calculation for any of the surveyed institutions. Thus, one must take into account the impact of other elements to explain the low proportion of casualties among non-academic staff of the higher education institutions that have been destroyed or affected. May have had its share of influence the fact that, in most cases, non-academic staff of Haitian universities tend to perform functions that either are directly associated with open spaces within the premises or else are incompatible with their circulation during school hours through spaces used for teaching: custodians, drivers, janitors, cooks (one should not disregard the fact that the preparation of food in Haiti, due to the invariable use of charcoal, is usually done in open areas), and so on. Also worth mentioning is that none of the employees killed was engaged in functions similar to these. Among the casualties in the non-academic staff can only be counted administrative staff who had already left their offices and were heading for the exit, just before the end of the workday, when the first tremor hit or dedicated to equipment maintenance a waning sector of the civil service in Haiti's university system, given the scarcity of equipment, supplies and resources, which was further heightened by the recent administrative crisis at the UEH. Nevertheless, it should be stressed that, in addition to the seven employees killed in metropolitan units of the UEH, two more perished in the collapse of the building housing its Rectorate (#12 Rue Rivire), plus another 12 who died in the collapse of the MENFP main building. 71 The Interdisciplinary Master's Program in Social Sciences and Humanities (PMISSH), although linked to the UEH, had a rather autonomous institutional profile and its own headquarters in the Bourdon district of the capital, with about 30 researchers divided in two MA programs, offered in partnership with the Laval University in Qubec: Criminology and History, Memory and Heritage. Its headquarters collapsed completely, destroying all equipment and all the documentation inside. It was not possible to confirm whether the victims linked to the PMISSH perished under the rubble of the building or elsewhere. Of the four fatalities linked to the PMISSH, three were included in the respective lists of institutions where they were active as teachers (respectively, two in the IERAH and one in the CTPEA), beside MA candidate Jude Marcellus, a journalist with Radio Lumire, who was preparing his thesis for the MA program in History, Memory and Heritage at the PMISSH and is not computed in any other list for any other institution of higher education, except the general list for the UEH, as a researcher. 72 This category corresponds to the annual number of students that, upon graduating from high school and in spite of being qualified to attend the first year of undergraduate courses offered by the university, will end up not being admitted. A 50% increase in void admissions can be expected for every additional semester while the suspension of academic activities remains in place.

239

Escola Normal Superior (ENS) Tabela 65 - Perfil institucional da ENS

Categorias Alunos Admisses Professores Funcionrios Pesquisadores Efetivo 500 175 33: 18 mestres e 9 doutores 7 2: 1 mestrando e 1 doutorando com projetos de pesquisa ativos, atuando como docentes Instalaes Possua um edifcio principal, de cinco andares, que abrigava a biblioteca, salas de aula, salas de professores, laboratrios e auditrio, um edifcio menor, de dois andares, ocupado pelo refeitrio, por um espao de convivncia e por salas de manuteno, e um terceiro edifcio, trreo, abrigando os setores administrativos e salas de conferncia. Possua uma das poucas bibliotecas circulantes da UEH e um laboratrio de informtica relativamente bem equipado.

Tabela 66 Impacto sobre a ENS: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Funcionrios Vitimas
73

Instalaes

O prdio principal ruiu, esmagando os estudantes e funcionrios que se encontravam na biblioteca, situada no andar trreo. O edifcio administrativo apresenta fissuras que aparentam comprometer sua estabilidade e, assim como o edifcio anexo, que ameaa ruir, provavelmente ter de ser demolido. Poucas obras puderam ser salvas da biblioteca soterrada e praticamente todos os equipamentos laboratoriais foram perdidos. A destruio da ENS e a paralisao de suas atividades tero implicaes devastadoras tanto no curto como no mdio prazo em todo o sistema educacional haitiano, na medida em que se trata da principal instituio de formao de professores do pas.

10 3 3

73

Os funcionrio mortos foram identificados como Edner Deleus (contador), Michel Saint-Pierre (responsvel pelo laboratrio de qumica), alm do encarregado pela cafeteria, cujo nome no foi porm mencionado por qualquer dos informantes. Entre os estudantes mortos, foram identificados Ritshelle (segundo ano de filosofia), Wandley Monpremier (segundo ano de matemtica), Jacques Charles (primeiro ano preparatrio) e Maxi (mestrando em francs como lngua estrangeira).

240

Normal Superior School (ENS) Table 67 - Institutional profile of the ENS

Categories Students Admissions Teachers Employes Researchers Personnel 500 175 33: 18 MA and 9 PhD 7 2: 1 MA candidate and 1 PhD candidate with ongoing research projects, acting as teachers Facilities It comprised a five-story main building, which housed the library, classrooms, faculty rooms, laboratories and auditorium, a smaller, two-story building, occupied by the cafeteria, a living space and maintenance rooms, and a third, single-story building, housing the administrative sectors and conference rooms. It was the host institution of one of the few lending libraries at the UEH and a relatively well equipped computer lab.

Table 68 Impact on the ENS: casualties and damage caused by the earthquake
Categories Students Teachers Employes Victims
74

Facilities The main building collapsed, crushing students and staff who were in the library, located on the ground floor. The administrative building exhibits fissures that appear to undermine its stability and, as much as the adjacent building, which is under severe risk of collapse, it will quite probably have to be demolished. Few works could be saved from the rubble of the collapsed library and virtually all laboratory equipment was lost.

10 3 3

The destruction of the ENS and the interruption of its activities shall have devastating implications both in the short and in the medium term throughout the whole Haitian education system, as it is the main institution for teacher training in the country.

74

The employees killed were identified as Edner Deleus (accountant), Michel Saint-Pierre (custodian of the chemistry lab), and the keeper of the cafeteria, but whose name was not mentioned by any of the informants. Among the dead students, the following were identified: Ritshelle (second-year student of philosophy), Wandley Monpremier (second-year student of mathematics), Jacques Charles (first-year student of the preparatory year) and Maxi (MA candidate in French as a foreign language).

241

Figura 7 - Entrada principal da ENS

Photo 8 ENS main entrance

Figura 9 - Fachada principal da ENS

Photo 10 ENS main facade

242

Figura 13 Runas da ENS, vistas a partir das runas do Palcio de Justia

Photo 14 ENS in ruins, seen from the ruins of the Palace of Justice

Figura 11 - Parte dos livros e documentos resgatados dos escombros da biblioteca, que ruiu, esmagando os estudantes e funcionrios que nela se encontravam

Photo 12 Some of the books and documents rescued from the rubble of the library, which collapsed, crushing students and staff

243

Faculdade de Agronomia e de Medicina Veterinria (FAMV) Tabela 69 Perfil institucional da FAMV

Categorias Alunos Admisses Professores Instalaes Situada no vasto campus de Damien, nos arredores de Port-au-Prince, contava com um amplo edifcio principal, construdo em 1969, que abrigava salas de aula, biblioteca, seis laboratrios de produo, sala de informtica e refeitrio, um edifcio anexo mais recente, construdo em 1987, onde se encontravam mais 14 laboratrios pedaggicos, alm de um herbrio, de uma estufa e de um complexo residencial estudantil para 125 moradores, que no entanto abrigava mais de 200 estudantes (alm de alguns Funcionrios professores) e cujo ptio se convertia, por conta dos geradores ativos com que contava, em verdadeira sala de estudos ao ar livre. Uma instituio de elevado prestgio no universo acadmico haitiano, a FAMV oferecia mltiplos servios a instituies governamentais, empresas estatais e organismos internacionais. Entre eles, destacavam-se as anlises desenvolvidas em seus laboratrios de produo. Alm de assegurar o estofo de um sem nmero de iniciativas do Ministrio da Agricultura, dos Recursos Naturais e do Desenvolvimento Rural, instituio com que compartia o amplo e belo areal de Damien, possua uma extensa biblioteca de referncia e abrigava o Herbrio Nacional. Efetivo 467 100 50: 36 mestres, 14 doutores 115

Tabela 70 Impacto sobre a FAMV: vtimas e danos decorrentes do terremoto

Categorias Professores Funcionrios Instalaes O prdio principal apenas no ruiu ainda porque lhe foi ajustado um arrimo provisrio para permitir a retirada dos registros escolares e dos equipamentos laboratoriais que puderam ser recuperados. O edifcio anexo, de planta baixa, no sofreu danos considerveis e passar a abrigar temporariamente todas as atividades da Faculdade. A moradia estudantil, apesar de fissurada, aparenta poder ser recuperada. A estufa tem servido de abrigo aos estudantes que tiveram de abandonar a moradia estudantil. O campus de Damien representa um elemento fundamental no plano de reestruturao que vem sendo considerado por distintas instncias envolvidas na retomada das atividades da universidade. Possui um amplo espao que poderia acolher vrias das unidades da UEH num possvel campus unificado. Mesmo em carter transitrio, muitos cursos poderiam funcionar ali fazendo uso de tendas e geradores. Vtimas75 4 1

75

Entre as vtimas fatais, os professores foram identificados como Jean Arsne Constant (fitotecnia), Jude Zphyr (recursos naturais), Fruck Dorsainvil (recursos naturais) e Yves Andr Kompas (cincias de base), alm do funcionrio Pierre Velurdes.

244

Faculty of Agronomy and Veterinary Medicine (FAMV)

Table 71 Institutional profile of the FAMV

Categories Students Admissions Teachers Personnel 467 100 50: 36 MA, 14 PhD 115 Facilities Located in the vast campus of Damien, on the outskirts of Port-au-Prince, it comprised a large main building, built in 1969, which housed classrooms, library, six production laboratories, computer lab and cafeteria, a more recent annex building, built in 1987, housing 14 additional teaching labs, a herbarium, a greenhouse and a student housing complex originally designed for 125 residents, but that actually housed over 200 students (and some teachers) and whose courtyard was eventually converted, because of the generators scattered in the outer premises and kept in constant operation, into a real outdoor study room.

Employes

An institution of considerable prestige in the Haitian academic landscape, the FAMV offered multiple services to government agencies, state-owned companies and international organizations. Among these services, the tests developed in its laboratories stood out, while it also provided the technical backbone for countless initiatives of the Ministry of Agriculture, Natural Resources and Rural Development an institution with which it shares the wide and beautiful Damien Park , maintained an extensive reference library and housed the National Herbarium.

Table 72 Impact on the FAMV: casualties and damage caused by the earthquake
Categories Teachers Employes Victims76 4 1 Facilities The main building has not yet collapsed only because a set of retaining iron bars has been appended to its structure in order to allow for the removal of school records and laboratory equipment that could still be salvaged. The annex building, a solid ground floor plan, did not suffer considerable damage and shall thus temporarily house all activities of the Faculty. The student residence hall, though fissured, appears to be eligible for structural recovery. The greenhouse has been serving as shelter for the students who had to abandon more damaged parts of the residence hall.

The Damien campus is a key element in the restructuring plan that has been considered by different agencies involved in promoting the resumption of activities at the University. It has ample space that could accommodate several UEH units within a unified campus. Even though on a transitory basis, many courses could be taught on the premises making use of tents and generators.

76

Among the casualties, the teachers were identified as Jean Arsne Constant (Phytotechnology), Jude Zphyr and Fruck Dorsainvil (Natural Resources), and Yves Andr Kompas (Basic Sciences). An employee also died, named Pierre Velurdes.

245

Figura 15 - Fachada do edifcio principal da FAMV

Photo 16 Facade of the FAMV main building

Figura 17 - Entrada do edifcio principal da FAMV. Para impedir que o prdio danificado russe sobre estudantes, professores e funcionrios que tentavam recuperar os equipamentos e materiais dentro do prdio fissurado, foi preciso inserir vigas metlicas de sustentao

Photo 18 Entrance to the FAMV main building. To prevent the damaged building to collapse on students, faculty and staff who were trying to recover the equipment and materials, metal beams have been attached for support

246

Figura 21 - Estufa-modelo da FAMV, atualmente utilizada como abrigo

Photo 22 Model greenhouse of the FAMV, currently used as shelter

Figura 19 - Ptio interno da moradia estudantil da FAMV. Antes do terremoto, uma rea intensamente frequentada no s pelos estudantes que ali moravam, mas tambm por todos os seus colegas e no raro seus professores, que buscavam tirar proveito da iluminao eltrica constante produzida por geradores

Photo 20 Inner courtyard of the FAMV student dormitory. Before the earthquake, an area heavily frequented not only by students who lived there, but also by all their colleagues and often also their teachers, who sought to take advantage of the constant electric lighting produced by generators

247

Figura 23 - Entrada lateral do edifcio histrico do Ministrio da Agricultura, situado no interior do campus de Damien, onde tambm est localizada a FAMV e para onde se planeja transferir todas as atividades provisrias das outras faculdades da UEH destrudas pelo terremoto. Dever ser demolido

Photo 24 Side entrance of the historic building of the Ministry of Agriculture, located inside the campus of Damien, where is also located the FAMV and where the provisional activities of all other UEH units destroyed by the earthquake shall be hosted. The building shall be demolished

Figura 25 - Entrada principal do Ministrio da Agricultura, campus de Damien

Photo 26 Main entrance of the Ministry of Agriculture, campus of Damien

248

Figura 27 - Minitratores doados pela Fundao Chinesa de Combate Pobreza (CFPA), estacionados no ptio da FAMV

Photo 28 Mini-tractors donated by the China Foundation for Poverty Alleviation (CFPA), parked in the FAMV courtyard

Figura 33 - Semeadores doados pela CFPA

Photo 34 Seeders donated by the CFPA

Figura 29 - Estantes da biblioteca da FAMV. O acervo, parcialmente danificado, foi transferido para o edifcio anexo, menos afetado pelo terremoto

Photo 30 Bookshelves of the FAMV library. The collection, partly damaged, was transferred to the annex building, less affected by the earthquake

Figura 31 Implementos agrcolas doados pela CFPA

Photo 32 Agricultural implements donated by the CFPA

249

Figura 37 - Buganvlia centenria no ptio interno da moradia estudantil da FAMV. Todos os edifcio da moradia foram construdos em torno dela. Partida ao meio por um raio antes mesmo da instalao da FAMV em Damien, manteve-se exuberante e passou a ser vista como um smbolo da tenacidade haitiana

Photo 38 Centennial Bougainvillea in the courtyard of the FAMV student dormitory. All dorm buildings were built around it. Split in half by lightning, long before the installation of the FAMV in Damien, remained lush and came to be seen as a symbol of Haitian tenacity

Figura 35 Bosque frontal do campus de Damien, que dever abrigar as instalaes provisrias de praticamente todas as faculdades da UEH afetadas pelo terremoto medida em que forem retomando suas atividades

Photo 36 Grove by the entrance to the campus of Damien, which shall temporarily host virtually all UEH units affected by the earthquake as they start to resume their activities

250

251

Faculdade de Direito e Cincias Econmicas (FDSE) Tabela 73 - Perfil institucional da FDSE

Categorias Alunos Efetivo 1.428: 740 em direito, 688 em economia 500 85 35 Instalaes Separada do Champ de Mars pela bela Praa Antnor Firmin, a sede da FDSE compreendia quatro edifcios: o edifcio principal, com salas administrativas no primeiro andar, auditrio no trreo e trs salas de aula; um edifcio traseiro, que rene em seus dois andares 13 salas de aula, duas salas de professores e o laboratrio de informtica; duas alas laterais que abrigavam respectivamente uma das bibliotecas e o refeitrio; alm de uma pequena biblioteca anexa.

Admisses Professores Funcionrios

Tabela 74 Impacto sobre a FDSE: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes O edifcio principal, apesar de ter tido a fachada relativamente preservada, ruiu internamente e o que restou de suas paredes dever ser demolido. O edifcio posterior foi levemente danificado e aparentemente poder ser recuperado. As duas alas laterais traseiras apresentam fissuras leves, mas o edifcio lateral dianteiro, que abrigava uma biblioteca menor, j se encontrava danificado antes mesmo do terremoto. Alguns dos computadores puderam ser recuperados, assim como os registros escolares. Apesar de que as aulas j tivessem recomeado, 12 de janeiro era um dia especial para os estudantes e professores, que deixaram a faculdade rumo ao Centro de Convenes Karibe, em Canap Vert, para celebrar os 150 anos da fundao da FDSE. O terremoto os surpreendeu no caminho e foi isso o que evitou um nmero ainda maior de vtimas, uma vez que tanto o Centro de Convenes como o auditrio situado no prdio principal da faculdade ruram. Aps o terremoto, o ptio frontal da faculdade continua sendo usado como antes, como uma espcie de escritrio de advocacia ao ar livre. Ali, estudantes de direito e mesmo advogados profissionais oferecem seus servios populao, oferecendo aconselhamento jurdico, preparando peties e recursos ou simplesmente digitando certides e contratos. O amplo espao da Praa Antenor Firmin poderia ser eventualmente utilizado para a disposio de tendas que permitissem aos alunos e professores retomar provisoriamente as atividades acadmicas. Vtimas77 14 2

77

Foram identificadas oito vtimas fatais entre os estudantes do curso de direito: Yvon Romelus, Geline Jean-Louis, Paola Paul, Stphane Wiliam, Nerline Phirmin, Daphne Pelissier, Franois Beaubrun, Rose-Munette Thomas. Do curso de economia, foram identificados quatro estudantes mortos, Nancy Jean-Baptiste, Francesca Germain, Christopher (estudantes do primeiro ano matutino) e Wislin Sainvilma. Dois outros estudantes de direito ainda eram considerados por seus colegas como desaparecidos. No entanto, a impossibilidade de localiz-los at o momento refora a presuno de que foram eles tambm vtimas fatais. So eles Venel Jean (segundo ano vespertino) e Cindy Micheline Joseph (primeiro ano vespertino). Os professores mortos eram Roc Cadet (professor de direito e decano do Tribunal Civil) e Mme. Durand (ex-professora de economia).

252

Faculty of Law and Economics (FDSE) Table 75 - Institutional profile of the FDSE
Categories Students Personnel 1,428: 740 in Law, 688 in Economics 500 85 35 Facilities Set apart from the Champ de Mars by the beautiful Antenor Firmin Square, the FDSE comprised four buildings: the main building, with administrative offices on the first floor, an auditorium on the ground floor and three classrooms; a rear building, which housed in its two floors 13 classrooms, two teachers' rooms and a computer lab; two side wings that housed respectively one of the libraries and the cafeteria; as well as a small annex library.

Admissions Teachers Employes

Table 76 Impact on the FDSE: casualties and damage caused by the earthquake
Categories Students Teachers Facilities The main building, despite its facade having been relatively preserved, collapsed internally and what remains of its walls must be demolished. The rear building was slightly damaged and apparently can still be recovered. The two rear side wings display light fissures, but the front side building, which housed a smaller library, was already damaged even before the earthquake. Some computers were recovered salvaged, as well as the school records. Although classes had already resumed, January 12th was a special day for students and teachers, who left the college toward the Karibe Convention Center in Canap Vert, to celebrate the 150th anniversary of the FDSE founding. The earthquake surprised them on the road and that was what prevented an even greater number of victims, since both the Convention Center and the Auditorium located in the Faculty's main building collapsed. After the earthquake, the front courtyard of the college continues to be used as before, as a kind of outdoor Law firm. Here, law students and even professional lawyers tender their services to the population, offering legal advice, preparing petitions and appeals or simply typing certificates and contracts. The ample space of the Antenor Firmin Square could possibly be used for setting tents that could allow students and teachers to provisionally resume academic activities. Victims78 14 2

78

Eight fatalities were identifies among the law students: Yvon Romelus, Geline Jean-Louis, Paola Paul, Stphane Wiliam, Nerline Phirmin, Daphne Pelissier, Franois Beaubrun, and Rose-Munette Thomas. Among the students of Economics, four victims were identified: Nancy Jean-Baptiste, Francesca Germain, Christopher (first-year students of the morning period) and Wislin Sainvilma. Two other law students were still regarded by their as missing. However, the inability to locate them until now reinforces the presumption that they were also casualties. They were Venel Jean (second-year student of the evening period) and Micheline Cindy Joseph (first-year student of the evening period). The teachers killed were Roc Cadet (Law professor and Dean of the Civil Court) and Mme. Durand (former professor of Economics).

253

Figura 43 - Entrada do edifcio principal da FDSE

Photo 44 Entrance to the FDSE main building

Figura 41 - Entrada principal da FDSE

Photo 42 Main entrance to the FDSE

Figura 39 - Corredor interno do prdio posterior da FDSE, passvel de reparos

Photo 40 Inner hallway of the FDSE rear building, that can still be repaired

254

Figura 47 A secretaria geral da FDSE informa comunidade universitria em geral e os estudantes da FDSE em particular que o edifcio principal conhecido como 'antigo edifcio' foi danificado com importantes fissuras no terremoto de 12 de janeiro de 2010. Como consequncia, para evitar qualquer eventualidade de derrubamento subsequente, est formalmente proibido permanecer em suas imediaes, que representa um perigo iminente para todos. Porto Prncipe, 16 de janeiro de 2010

Photo 48 "The FDSE General Secretariat informs the academic community in general and FDSE students in particular that the main building, known as 'old building', was damaged with major fissures during the earthquake of January 12th, 2010. Consequently, to avoid any possibility of subsequent collapse, it is formally forbidden to remain in its vicinity, which represents an imminent danger to everyone . Port-au-Prince, January 16th, 2010

Figura 45 - Biblioteca da FDSE. A fachada permaneceu aparentemente intacta, mas as runas ao lado mostram o dano sofrido pelo interior no edifcio

Photo 46 FDSE Library. The facade remained apparently intact, but the ruins nearby attest to the damage caused to the building's internal structure

255

Faculdade de Etnologia (FE) Tabela 77 - Perfil institucional da FE

Categorias Alunos Efetivo 1.328: 401 da psicologia, 441 da antropossociologia, 415 do tronco comum 400 47: 31 mestres, 16 doutores 33 Instalaes Ampla sede, ocupando praticamente toda uma quadra defronte ao Champ de Mars, contando com trs prdios: o edifcio administrativo, que aloja os escritrios administrativos, as trs salas de aula e uma sala de professores do programa de mestrado, um auditrio e o laboratrio de informtica; o edifcio da graduao, que abriga sete salas de aula, uma sala de professores, as salas dos chefes de departamento, salas de estudo, alm de duas salas de material didtico e a biblioteca; assim como um edifcio anexo com o refeitrio e espaos de uso comum.

Admisses Professores Funcionrios

Pesquisadores 68 mestrandos A FE, junto com a FASCH e a FMP, um dos nichos tradicionais do ativismo poltico na UEH. Seus estudantes no apenas se mostram intensamente mobilizados, como tambm seu espao fsico serve de referncia para a realizao de reunies e assembleias e, devido imediao do Champ de Mars, como concentrao para manifestaes.

256

Faculty of Ethnology (FE) Table 78 - Institutional profile of the FE

Categories Students Personnel 1,328: 401 in Psychology, 441 in Anthroposociology, 415 in the common curriculum 400 47: 31 MA, 16 PhD 33 Facilities Occupying a wide area, almost an entire block in front of the Champ de Mars, comprising three buildings: the administration building, which housed the administrative offices, three classrooms and a teachers' room of the master's program, an auditorium and the computer lab; the undergraduate building, which housed seven classrooms, one teachers' room, deans' offices, study rooms, two rooms for the pedagogic material and the library; as well as an annex building with the cafeteria and shared spaces for common use.

Admissions Teachers Employes

Researchers 68 MA candidates The FE, along with the FASCH and the FMP, represents one of the traditional niches of political activism in the UEH. Its students are not only entrenchedly engaged, but also its physical space serves as a point of reference for meetings and assemblies and, due to the vicinity to the Champ de Mars, for starting demonstrations.

257

Tabela 79 Impacto sobre a FE: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Funcionrios Instalaes Uma avaliao tcnica preliminar determinou que ambos os edifcios principais, apesar de apresentarem fissuras, podero ser recuperados. A despeito disso, foram interditados espera de uma avaliao mais detida sobre a extenso dos danos. Junto FO e ao INAGHEI, so as trs nicas unidades da UEH que no ruram ou no precisaro ser demolidas. A reitoria passou, portanto, a utilizar o ptio interno para a realizao de reunies administrativas e cerimnias solenes. Apesar da aparente estabilidade das paredes, algumas lajes intermedirias ruram, destruindo vrios equipamentos e o laboratrio de informtica, com cerca de 40 computadores. Mas os arquivos foram salvos e a administrao j voltou a emitir certides. Ao longo do dia, diversos grupos de discusso e interveno envolvendo alunos e ex-alunos se renem no ptio. A quadra esportiva utilizada pelos jovens refugiados da rea e tambm pelo Programa Nacional de Cantinas Escolares, que assumiu a tarefa de distribuio de alimentos em algumas reas centrais. Em decorrncia de sua posio central e do estado relativamente inclume de suas instalaes, mas tambm do fato de que seu ptio interno, com a queda dos muros, se tenha aberto diretamente ao Champ de Mars, a ocupao da sede da FE se converteu imediatamente aps o terremoto em foco de acirrada disputa entre estudantes (da prpria faculdade, mas tambm de outras faculdades e universidades), reitoria, ONGs internacionais e inclusive soldados da MINUSTAH e do exrcito americano. Afinal, os estudantes impediram tanto que os refugiados da regio se instalassem na faculdade quanto que se estabelecesse uma base de apoio do USAID no local. Permitiram, porm, que outras organizaes haitianas e internacionais ocupassem a quadra de esportes, para a distribuio de alimentos, e o prdio do refeitrio, para oferecer servios de pronto-atendimento mdico e de telecomunicaes. Na medida em que o conjunto dos estudantes mobilizados, especialmente os vastos contingentes da rea de cincias humanas crescentemente se concentrem no interior e nas imediaes da FE, espera de uma retomada ainda que paulatina de suas atividades acadmicas, pode-se esperar uma intensificao de seu ativismo poltico e seu inevitvel envolvimento em qualquer mobilizao que ocorra na rea central, prxima ao Champ de Mars, seja conclamando as manifestaes e engrossando suas fileiras, seja contrapondo-se a elas e oferecendo-lhes resistncia. Vtimas79 8 1 1

79

Alm de cinco estudantes, dois professores e um pesquisador gravemente feridos ou mutilados respectivamente, Guercy Dorcil e Pascal Jean-Franois (ambos do segundo ano de psicologia), Venise Joseph e Natacha Pierre (ambas do quarto ano de psicologia), Wislande Jean-Louis (ltimo ano de psicologia) e Wando Saint-Villier (primeiro ano do mestrado em cincia do desenvolvimento), Hrold Toussaint (professor doutor de antropologia) e Bayyinah Belo (professor mestre de antropossociolgia) , morreram oito estudantes e um professor respectivamente, Rachel Alexandre e Geenson Fleurimont (ambos do tronco comum), Natache Alexis (primeiro ano de psicologia), Sterly Manigat e Iram Saintil (ambos do segundo ano de psicologia), Nathalie Jean e Maxant Lveill (ambos do ltimo ano de psicologia), Guy Larose (primeiro ano do mestrado em cincia do desenvolvimento, alm de Jean Rousiers Descardes (professor doutor de antropossociologia). O professor Guercy Antoinne, que lecionava psicologia tambm morreu, mas foi computado na lista da FASCH, onde lecionava h mais tempo. Os professores Roc Cadet (FDSE) e Jude Zphyr (FAMV) tambm eram estudantes da FE, no programa de mestrado em cincia do desenvolvimento, mas no foram computados entre as vtimas desta faculdade, j que constam das respectivas listas das faculdades onde atuavam como professores. Tambm Pierre Vernet, que era tanto professor de antropologia da FE e de lingustica e comunicao da FASCH, como professor de lingustica da FLA, foi computado unicamente entre as vtimas desta ltima, pois ali desempenhava tambm a funo de decano da faculdade. A funcionria morta no teve seu nome ou funo mencionados por qualquer dos informantes.

258

Table 80 Impact on the FE: casualties and damage caused by the earthquake
Categories Students Teachers Employes Facilities A preliminary technical evaluation determined that both main buildings, despite exhibiting fissures, can still be recovered. Regardless, they were interdicted, pending a more detailed assessment of the extent of the damage. Along the FO and the INAGHEI, these are the only three UEH units that have not collapsed or will not have to be demolished. The Rectorate has, therefore, begun to use the courtyard to hold administrative meetings and official ceremonies. Despite the apparent stability of the walls, some intermediate floor slabs collapsed, destroying various pieces of equipment and the computer lab, with about 40 computers. But the files were saved and the administration has since restarted to issue certificates. Throughout the day, several discussion and intervention groups engaging students and former students gather in the courtyard. The sports ground is used by young refugees from the area and also by the National Program of School Canteens, which took over the task of distributing food in some central areas. Due to its central position and the relatively unscathed state of its facilities, but also due to the fact that its inner courtyard, with the fall of the surrounding wall, has been opened directly onto the Champ de Mars, the occupation of the FE became, immediately the earthquake, a matter of fierce competition between students (for those enrolled at the FE itself, but also for those converging upon it coming from other colleges and universities), Rectorate, international NGOs and even MINUSTAH soldiers and U.S. Army troops. After all, the students prevented not only the refugees camped in the region from occupying the college courtyard, but also the USAID from establishing a support base on the premises. They have allowed, however, other Haitian and international organizations to occupy the sports ground, for the distribution of food, and the cafeteria building, to provide emergency medical care and telecommunication services. To the extent that all the mobilized students especially the large contingent of those from the humanities increasingly converge upon the inner courtyard and the vicinity of the FE, expecting a gradual recovery of their academic activities, one can expect an intensification of their political activism and their inevitable involvement in every mobilization that takes place in the central area, near the Champ de Mars, whether calling for demonstrations and swelling their ranks, or in opposition to them and resisting their movement and growth. Victims80 8 1 1

80

In addition to five students, two teachers and one researcher seriously injured or maimed - respectively, Guercy Dorcil Pascal and Jean-Franois (both second-year students of psychology), Venise Joseph and Natasha Pierre (both third-year students of psychology), Jean-Wislande Louis (fourth-year student of psychology) and Wando SaintVilliers (first-year student of the Master's degree in development studies), Herold Toussaint (Prof. Dr. of anthropology) and Belo Bayyinah (MA teacher of anthroposociology) - eight other students and one teacher were killed respectively, Rachel Alexander and Geenson Fleurimont (both enrolled in the preparatory year), Natache Alexis (first-year student of psychology) Sterly Manigat and Iram Saintil (both second-year students of psychology), Nathalie and Jean Maxant Lveill (both fourth-year students of psychology) Guy Larose (first-year student of the Master's degree in development studies), and Jean Rousiers Descardes (Prof. Dr. of anthroposociology). Professor Guercy Antoinne, who taught psychology, also died, but was counted in the list of casualties for the FASCH, where he had been teaching for longer. Teachers Roc Cadet (FDSE) and Jude Zphyr (FAMV) were also students at the FE, enrolled in the Master's program in development studies, but were not counted among the victims of this Faculty, since they are counted in the respective lists of the colleges where they were active as teachers. Also Pierre Vernet, who was professor of anthropology at the FE, of linguistics and communication at the FASCH, and of linguistics at the FLA, was computed only among the victims of the latter, for he was also Dean of that Faculty. The employee who was killed had not her name or function mentioned by any of the informants.

259

Figura 51 - Os edifcios da FE no tombaram e avaliaes de equipes de engenharia indicam a possibilidade de pronta recuperao e reutilizao dos prdios. No detalhe da pichao: Viva a reforma universitria. Abaixo Vernet. Henry Vernet o atual reitor da UEH

Photo 52 The FE buildings have not collapsed and evaluations made by engineering teams indicate the possibility of prompt recovery of the buildings. In detail, the graffiti reads: "Long live the university reform. Down with Vernet". Henry Vernet is the current Dean of the UEH

Figura 49 - Mural satirizando a vida acadmica na UEH

Photo 50 Mural satirical painting depicting academic life at the UEH

260

Figura 53 - Nas dependncias da FE, comida distribuda por voluntrios aos desabrigados instalados no Champ de Mars

Photo 54 On the FE premises, food is distributed by volunteers to the homeless camped on the Champ de Mars

Figura 55 - Para grande parte dos refugiados que acorrem distribuio feita na FE, trata-se da nica refeio do dia

Photo 56 For the majority of refugees who come to the food distribution at the FE, it is the only meal of the day

261

Faculdade de Lingustica Aplicada (FLA) Tabela 81 - Perfil institucional da FLA

Categorias Alunos Admisses Professores Efetivo 600 120 33: 2 doutores, 24 mestres, 7 mestres estagirios 14 Instalaes Juntamente com o Instituto Aim Csaire (IFGCar), ocupava uma antiga manso de trs andares, abrangendo cinco salas de aula, uma sala de professores, uma sala de estudos, um laboratrio de prtica lingustica e de traduo simultnea, um laboratrio informtica, um auditrio para cerca de 300 pessoas, alm da mais importante biblioteca universitria de lngua e literatura haitianas, contando com cerca de 8.500 obras.

Funcionrios

Desempenhava um papel central na produo de material didtico em kreyl, bem como na formao de profissionais treinados para trabalhar em ambientes profissionais e educacionais multilngues, alm do treinamento e aperfeioamento de tradutores tcnicos e literrios. Formava tambm professores de francs como lngua estrangeira e especialistas nas reas da lingustica, do jornalismo e da comunicao social.

Tabela 82 Impacto sobre a FLA: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Todas as instalaes fsicas foram completamente arruinadas. A administrao ocupava uma poro do andar trreo que no chegou a ser inteiramente soterrada, o que permitiu a recuperao de um pequena parte dos registros acadmicos Todo o trabalho de traduo de documentos oficiais e peas legislativas, de elaborao dos exames nacionais e de preparao de material didtico para as instituies pblicas de ensino ser severamente afetado no s pela morte de praticamente a metade de toda uma gerao de linguistas, tradutores e professores bilngues, como tambm pela destruio fsica das instalaes e do acervo da FLA e pela disperso dos estudantes e professores sobreviventes pelos campos de refugiados do pas. Numa sociedade bilngue, em meio qual, porm, apenas um grupo relativamente exguo compreende ambas as lnguas, essa paralisia e o vcuo que provocar tero efeitos potencialmente disruptivos de toda uma srie de circuitos culturais e simblicos que se vinham cultivando como parte indissocivel do processo de democratizao no Haiti e pelo menos desde o reconhecimento do kreyl como lngua oficial e de ensino. Vtimas81 278 18

81

Entre os 278 estudantes mortos, 219 corpos haviam sido identificados antes do sepultamento, sendo que 59 das vtimas foram sepultadas sem identificao. Dos sobreviventes, 70 estudantes foram contatados diretamente durante este levantamento e confirmaram o paradeiro de outros 197 de seus colegas que haviam sobrevivido, restando apenas 45 dos sobreviventes que foram confirmados vivos, porm no contatados. Entre os professores, houve quatro vtimas fatais: Pierre Vernet (decano), Wesner Merant (vice-decano), Yves Alvarez e um professor estagirio, cujo nome no foi mencionado por qualquer dos informantes. A partir de estimativas baseadas no contato direto com os estudantes sobreviventes, avalia-se que menos de 30% dos estudantes ainda se encontre na capital. Em meio s vtimas fatais, havia estudantes de todos os perodos e nveis, assim distribudos: 95 do primeiro ano (42 matutino, 53 vespertino), 76 do segundo ano (34 matutino, 42 vespertino), 50 do terceiro ano (13 matutino, 37 vespertino) e 57 do quarto ano (29 matutino, 28 vespertino).

262

Faculty of Applied Linguistics (FLA) Table 83 - Institutional profile of the FLA

Categories Students Admissions Teachers Personnel 600 120 33: 2 PhD, 24 MA, 7 MA trainees 14 Facilities Together with the Aim Csaire Institute (IFGCar), it occupied an old three-story mansion, comprising five classrooms, one teachers' room, one study room, one laboratory of practical linguistics and simultaneous translation, one computer lab, an auditorium for around 300 people, besides the most important university library dedicated to Haitian language and literature, with more than 8,500 works.

Employes

It played a central role in the production of teaching materials in Kreyl, as well as in the training of professionals to work in multilingual professional and educational environments, and in the training and improvement of technical and literary translators. It also trained teachers of French as a foreign language and experts in the fields of linguistics, journalism and social communication.

Table 84 Impact on the FLA: casualties and damage caused by the earthquake
Categories Students Teachers Facilities All its facilities were completely ruined. The administration occupied a portion of the ground floor which was not completely buried, allowing the recovery of a small part of the academic records. All the work of translating official documents and pieces of legislation and preparing national exams and educational materials for public educational institutions will be severely affected not only as a result of the death of nearly one half of a whole generation of linguists, translators and bilingual teachers, but also because of the physical destruction of the FLA's facilities and collections and the dispersion of surviving students and teachers throughout refugee camps in the country. In a bilingual society such as Haiti, where, however, only a relatively tiny group effectively understands both languages (Kreyl and French), this paralysis and the vacuum it will cause will inevitably have potentially disruptive effects upon a whole range of cultural and symbolic circuits that were being cultivated as an inseparable part of the process democratization in Haiti since at least the recognition of Kreyl as one of the country's official languages and one of the teaching languages. Victims82 278 18

82

Among the 278 students killed, 219 bodies had been identified before burial, while 59 of the victims were buried without identification. Among the survivors, 70 students were contacted directly during this survey and confirmed the whereabouts of the other 197 colleagues who had survived, leaving thus only 45 survivors who were confirmed alive but could not be directly contacted. Among the teachers, there were four fatalities: Pierre Vernet (Dean), Wesner Merant (Vice-Dean), Yves Alvarez and one trainee teacher, whose name was not mentioned by any of the informants. Based on information collected through direct contact with the surviving students, it is estimated that less than 30% of the surviving students still find themselves in the capital. Amid the fatalities, there were students from all periods and levels, distributed as follows: 95 first-year students (42 of the morning period, 53 of the afternoon period), 76 second-year students (34 of the morning period, 42 of the afternoon period), 50 third-year (13 of the morning period, 37 of the afternoon period) and 57 fourth-year students (29 of the morning period, 28 of the evening period).

263

Figura 57 Runas da FLA dois dias aps o primeiro terremoto

Photo 58 Ruins of the FLA two days after the first earthquake

Figura 59 Incio da remoo dos corpos

Photo 60 Beginning the removal of bodies

264

Figura 61 - Runas da FLA, vistas a partir do antigo ptio interno. Notem-se entre os escombros peas de vesturio, material didtico, mveis escolares, equipamentos e ferragem retorcida, que se misturam aos corpos das vtimas que ainda no puderam ser retirados

Photo 62 Ruins of the FLA, seen from the old courtyard. Among the rubble, garments, textbooks, school furniture, destroyed equipment and twisted hardware, which blend with the bodies of the victims that have not yet been removed

Figura 63 - Plano frontal da antiga fachada da FLA

Photo 64 Frontal plane of the old facade of the FLA

265

Figura 67 - Caderneta de poupana de uma das vtimas entre os escombros da FLA, em meio a gabaritos de provas e certificados de concluso de curso. Cadernetas de poupana so normalmente usadas como meio de identificao

Photo 68 Savings account book of one of the victims among the debris of the FLA, amid exam answer keys and school certificates. Savings account books are typically used as a piece of ID

Figura 65 - Gramtica de espanhol em meio s runas da FLA

Photo 66 Spanish grammar amid the ruins of the FLA

Figura 69 - Entre os escombros, revista dedicada literatura sulafricana

Photo 70 Among the rubble, magazine dedicated to South African literature

266

Figura 73 - Runas da FLA

Photo 74 Ruins of the FLA

Figura 71 - Flores depostas nas runas da Faculdade de Lingustica Aplicada em homenagem aos estudantes e professores mortos

Photo 72 Flowers deposed on the ruins of the FLA in honor of the deceased students and teachers

267

Faculdade de Medicina e de Farmcia (FMP) Tabela 85 - Perfil institucional da FMP

Categorias Alunos Efetivo83 656: 495 da medicina, 116 da farmcia, 45 da tecnologia mdica 165: 100 (m), 40 (f), 25 (tm) 171: m: 106 (5 mestres, 101 doutores profissionais) f: 47 mestres tm: 18 mestres 30 Instalaes Alm de abrigar a Escola de Tecnologia Mdica (ETM), a FMP tambm era responsvel pelo Hospital da Universidade de Estado do Haiti (HUEH), tambm conhecido como Hospital Central. Suas instalaes compreendiam um total de 11 edifcios, entre unidades hospitalares, clnicas, laboratoriais, salas de aula, salas de professores, escritrios administrativos, arquivos, bibliotecas e espaos comuns, alm de um necrotrio e um pequeno museu.

Admisses Professores

Funcionrios Pesquisadores

220: 200 residentes, 20 mestrandos A FMP estava paralisada e fechada havia oito semanas devido a uma greve estudantil que, entre outros pontos, reivindicava melhoria nas condies de ensino. Da perspectiva do decanato, a mobilizao buscava uma normalizao dos excessos da democratizao e seria movida por um esforo de reduzir os critrios de avalia o dos estudantes, de 65% para 50 ou mesmo 40% de aproveitamento em alguns casos, e numa disputa em torno do que o decanato via como uma desproporcional representao estudantil no conselho universitrio, composto pelo decano de cada faculdade, e dois representante eleitos, um pelos estudantes e outro pelos professores. No curso dos protestos, houve confrontos diretos entre estudantes e o pessoal administrativo, o que precipitou a deciso de interditar o acesso s dependncias da faculdade at que o impasse fosse superado. A despeito dos impasses envolvendo os estudantes da graduao e a sede principal da FMP, alguns de seus professores desenvolvem desde 2001, com o apoio da Agncia Canadense de Desenvolvimento Internacional (ACDI), um projeto de formao de administradores de sade, que serviu de base para estabelecer, em 2006, o Projeto de Apoio ao Fortalecimento das Capacidades de Gesto da Sade (PARC), que oferece, numa sede prpria, prxima ao Ptionville Club, em conjunto com a Universidade de Montreal, duas opes de ps-graduao: uma especializao em manejo e gesto de servios de sade e um mestrado em administrao de servios de sade. Depois do terremoto, a sede do PARC, praticamente intacta e contando com uma excelente estrutura de eletricidade e comunicaes, passou a funcionar como uma espcie de reitoria ad hoc para a UEH.

83

Dos 495 estudantes de Medicina, 195 cursavam o ciclo bianual preparatrio na faculdade e 300 o ciclo trisanual de prtica hospitalar. Do total de professores ligados ao Departamento de Medicina, 37 ofereciam disciplinas de formao preparatria na faculdade, enquanto outros 69 ministravam cursos de prtica clnica e hospitalar, sendo eles mesmos mdicos ativos no HUEH.

268

Faculty of Medicine and Pharmacy (FMP) Table 86 - Institutional profile of the FMP
Categories Students Personnel84 656: 495 in Medicine, 116 in Pharmacy, 45 in Medical Technology 165: 100 (Med), 40 (Ph), 25 (MedTec) 171: Med: 106 (5 MA, 101 professional doctors) Ph: 47 MA MedTec: 18 MA 30 Facilities Besides housing the School of Medical Technology (ETM), the FMP was also responsible for the Hospital of the State University of Haiti (HUEH), also known as Central Hospital. Its facilities comprised a total of 11 buildings, including hospital units, clinics, laboratories, classrooms, teachers' rooms, administrative offices, archives, libraries and shared spaces, as well as a morgue and a small museum.

Admissions Teachers

Employes Researchers

220: 200 residents, 20 MA candidates The FMP was paralyzed and had been closed for eight weeks before the earthquake due to a student strike that, among other things, demanded improvements in studying conditions. From the perspective of the Dean's Office, the mobilization sought a "normalization of the excesses of democracy" and was driven by an effort to lower the criteria used in the evaluation of students, from 65% to 50%, or even 40% in some cases, as the minimum grade for approval, and, in a dispute over what the Dean saw as a disproportionately high student representation in the university council, composed of the Dean of each college and two elected representatives, one for students and one for teachers. As the protests progressed, there were confrontations between students and administrative staff, which precipitated the decision to refuse access to the premises until the deadlock was overcome. In spite of the stalemate involving the FMP students and administration, some of its teachers have been developing since 2001, with support from the Canadian International Development Agency (CIDA), a training project for health care administrators, which served as the basis to establish, in 2006, the Support Project for Capacity Building in Health Care Management (PARC), which provides, in its its own headquarters, near the Ptionville Club, in conjunction with the University of Montreal, two programs of graduate studies: a specialization in management and administration of health services and a Master's degree in health services administration. After the earthquake, the building housing the PARC, virtually intact and counting with an excellent electricity and communications infrastructure, has been operating as a kind of ad hoc Rectorate for the UEH.

84

Out of the 495 medical students, 195 were enrolled in the preparatory biennial cycle at the FMP and 300 in the three-year cycle of hospital practice. Out of the total number of teachers linked to the Department of Medicine, 37 taught preparatory training courses at the FMP, while another 69 of them supervised clinical practice at the hospital, being themselves active physicians in the HUEH (Hospital of the State University of Haiti).

269

Tabela 87 Impacto sobre a FMP: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Funcionrios Pesquisadores Instalaes Tanto na faculdade como no hospital, as instalaes foram severamente afetadas: oito dos 11 edifcios ruram ou sero demolidos, restando apenas trs deles passveis de restaurao. Os arquivos no foram perdidos, mas tampouco haviam sido removidos do prdio principal, em risco de colapso, at o dia da visita de nossa equipe, que se juntou ao chefe do departamento de Farmcia para recuperar os livros e computadores que continham os registros acadmicos, que seriam perdidos na eventualidade do colapso do edifcio principal, que era iminente, ou do roubo dos computadores, que tampouco tardaria. O Hospital Universitrio foi em grande medida destrudo, mas segue realizando atendimentos no interior de tendas doadas pelas mais diferentes organizaes humanitrias internacionais e instaladas nas reas abertas de seu areal (estacionamentos, jardins, vias de acesso e reas j desobstrudas de escombros). Os esforos eram intensos e vinham de muitas partes, mas mesmo muitas semanas depois do terremoto o atendimento ainda era precrio, uma multido se aglomerava diariamente diante dos portes espera de uma possibilidade de atendimento e a coordenao entre as diversas equipes ativas no interior do hospital era praticamente inexistente. Na faculdade, tendo em vista o distanciamento entre as instncias administrativas e os estudantes que se havia imposto a partir dos confrontos e do impasse decorrente da greve, trs linhas telefnicas foram abertas aos estudantes para obter informaes sobre colegas desaparecidos, mas tambm para obter informaes sobre a situao da faculdade, sobre a eventual retomada das atividades e sobre os mecanismos possveis de regularizao da documentao escolar. Um plano transitrio de recuperao do perodo letivo perdido em decorrncia da greve e da paralisao posterior ao terremoto envolvia a participao dos estudantes em 12 semanas de atividades, quatro das quais dedicadas a uma reviso temtica rpida e outras oito para os temas que deveriam ter sido abordados antes do semestre de inverno. Vtimas85 7 3 2 26 membros do corpo mdico

85

Todos os sete estudantes mortos cursavam Medicina, trs inscritos no ciclo preparatrio, cursado na prpria faculdade, e outros quatro cursando o ciclo de prtica clnica no Hospital Universitrio. Os quatro professores mortos eram todos vinculados Medicina e ministravam disciplinas clnicas tambm no HUEH.

270

Table 88 Impact on the FMP: casualties and damage caused by the earthquake
Categories Students Teachers Employes Researchers Facilities Both in the Faculty and in the hospital, the facilities were severely affected: eight of the 11 buildings collapsed or will be demolished, leaving only three of them fit to undergo restoration. The archives were not lost, but neither had been removed from the main building at risk of collapse, until the day of the visit of our research team, who joined the Head of the Pharmacy Department in retrieving the files and computers containing the Faculty's academic records, that would otherwise be lost in the event of a collapse of the main building, which was imminent, or of theft of the computers, which would not take long either. The University Hospital was largely destroyed, but continues offering essential medical care inside tents donated by many different international humanitarian organizations and installed in open areas within the premises (parking lots, gardens, access roads and areas that have already been cleared of debris). Efforts were intense and people offering their share of it came from many parts, but even many weeks after the earthquake the medical care they could provide was still precarious, a crowd gathered daily at the gates waiting for an opportunity to receive medical help and coordination between the various active teams within the hospital was practically nonexistent. In the Faculty, in view of the estrangement between administration and students since the confrontations and the impasse resulting from the strike, three phone lines were opened for students in search of information on missing classmates, but also to obtain information about the situation of the Faculty, the possible resumption of activities and possible mechanisms for the regularization of their academic records. A transition plan for recovery of academic term lost due to the strike and the further paralysis of activities after the earthquake involved the participation of students in 12 weeks of activities, four of them devoted to a quick thematic review and eight others to the topics that should have been addressed before the winter semester. Victims86 7 3 2 26 members of the medical corps

86

All seven dead students were attending the Medical school, three enrolled in the preparatory cycle, offered at the premises of the FMP, and four others were performing clinical practice at the University Hospital. The four teachers killed were all linked to the Medical school and also supervised clinical practice at the HUEH.

271

Figura 75 - Varanda do edifcio principal da FMP. Em primeiro plano, o arame farpado que foi disposto durante os confrontos que marcaram o incio da greve estudantil de 2009. Os portes seguiam trancados e o acesso interditado sem autorizao expressa da direo

Photo 76 Balcony of the FMP main building. In the foreground, the barbed wire that was laid during the clashes that marked the beginning of the student strike of 2009. The gates were constantly locked and access without express permission of direction was interdicted

Figura 77 - Entrada para as salas de aula da FMP, vista a partir do ptio central

Photo 78 Entrance to the FMP classrooms, seen from the central courtyard

272

Figura 81 - Fachada frontal da FMP. Ao longo da amurada frontal, instalaram-se abrigos provisrios de refugiados, que aos poucos se vo expandindo e perenizando. Por trs da fachada aparentemente intacta, encontram-se os escombros dos prdios destrudos

Photo 82 Front facade of the FMP. Along the front wall, refugees have settled in temporary shelters, which have been gradually expanding and becoming more permanent. Behind the apparently intact facade is the rubble of the collapsed buildings

Figura 79 - Escombros de um dos prdios da FMP

Photo 80 Rubble of one of the FMP buildings

273

Figura 85 - O que restou de um dos edifcios da FMP

Photo 86 What was left of one of the FMP buildings

Figura 83 - Runas da ala oeste do edifcio das salas de aula da FMP

Photo 84 Ruins of the west wing of the FMP classrooms building

274

Figura 87 - Decano da Faculdade de Farmcia tenta recuperar a documentao acadmica de seus alunos

Photo 88 Dean of the Faculty of Pharmacy trying to retrieve the academic records of his students

Figura 91 Por iniciativa prpria e arriscando-se sozinho em meio ao edifcio condenado, procura assegurar que no se percam ainda mais documentos acadmicos em possveis desabamentos ulteriores

Photo 92 By his own initiative and venturing alone into the condemned building, he sought to ensure that no more academic records would be lost due to possible further collapses

Figura 89 O esforo individual no foi em vo: praticamente todos os registros fsicos dos alunos da Faculdade de Farmcia foram recuperados e, com a ajuda de nossa equipe, tambm os computadores com os registros acadmicos digitalizados

Photo 90 Individual effort was not in vain: virtually all physical records of the students enrolled at the Faculty of Pharmacy were recovered and, with the help of our team, also the computers containing the digitized academic records

275

Figura 93 - Sala do decanato da FMP

Photo 94 FMP Dean's Office

Figura 95 - Sala da Diretoria Acadmica da FMP

Photo 96 FMP Academic Direction Office

276

Figura 97 - Runas da ala oeste do prdio de salas de aula da FMP

Photo 98 Ruins of the west wing of the FMP classrooms building

Figura 99 - Vista lateral das runas da ala oeste do prdio das salas de aula da FMP

Photo 100 Side view of the ruins of the west wing of the FMP classrooms building

277

Figura 103 - Tendas do Comit Central da Cruz Vermelha e do Crescente Vermelho no estacionamento do Hospital Central da UEH, que teve todos os seus edifcios danificados e abandonados, mas viu seus ptios externos e reas de estacionamento convertidos num novo hospital central, onde uma mirade de organizaes internacionais oferece atendimento mdico gratuito populao

Photo 104 Tents of the International Committee of the Red Cross and Red Crescent in the parking lot of the UEH Central Hospital, which had all its buildings damaged and abandoned, but turned the outer courtyards and parking areas into a field hospital, where a myriad of international organizations offer free medical care to the population
Figura 101 - Uma das antigas alas de atendimento clnico do Hospital Central, com as estruturas irreversivelmente comprometidas

Photo 102 One of the old wards for clinical care at the Central Hospital, with its structures irreversibly compromised

278

Figura 107 - Edifcio que abrigava o setor de radiologia e exames laboratoriais do Hospital Central

Photo 108 Building that housed the sector of radiology and lab exams of the Central Hospital

Figura 105 - Entrada da ala de obstetrcia e ginecologia do HC. Os leitos hospitalares, mesas operatrias e demais mveis foram retirados do edifcio condenado

Photo 106 Entrance to the obstetrics and gynecology ward of the Central Hospital. Hospital beds, operating tables and other furniture were removed from the condemned building

279

Figura 111 - Uma srie de tendas que passaram a abrigar todo o atendimento mdico dispensado nas dependncias do HC. Em primeiro plano, a entrada da antiga seo peditrica

Photo 112 A series of tents that now house all the medical care dispensed at the Central Hospital. In the foreground, the entrance to the old pediatric ward

Figura 109 - Fila diante do Hospital Central, aguardando triagem para acesso ao atendimento. Com muita dificuldade, apenas um funcionrio procura assegurar a prioridade para os casos de emergncia e o acesso privilegiado de idosos, mulheres e crianas

Photo 110 People in line awaiting screening for access to medical care at the Central Hospital. With great difficulty, only one employee seeks to ensure priority is given to emergency cases and privileged access for the elderly, women and children

280

281

Faculdade de Odontologia (FO) Tabela 89 - Perfil institucional da FO

Categorias Alunos Admisses Professores Funcionrios Instalaes Edifcio trreo, com uma ala dedicada s atividades acadmicas salas de aula, salas de professores, biblioteca e arquivos e outra ala voltada ao atendimento pblico com dois laboratrios, seis salas de atendimento clnico (mas somente duas equipadas e ativas), uma sala cirrgica (desativada por deteriorao do equipamento), uma sala de espera e uma sala de arquivo para os pronturios dos pacientes. Apesar de obsoletos, os equipamentos das Pesquisadores 4 duas nicas salas ativas de atendimento clnico (numa, quatro de sete ainda funcionavam, na outra, apenas 12 de 20) haviam sido doados apenas trs anos antes pela Universidade de Nova York. Devido escassez de dentistas no pas (apenas 400 profissionais atuando em todo o territrio) e intensa demanda por atendimento gratuito ao pblico, a FO era a unidade mais deficitria da UEH, com despesas anuais em torno de HTG 18.000.000 (cerca de US$ 400.000) e uma dotao oramentria de apenas HTG 7.000.000 (cerca de US$ 150.000). Normalmente, essa diferena suprida com doaes diretas. Caso nos sejam suficientes, funcionrios e professores assistentes so sumariamente dispensados e os gastos so simplesmente suspensos. Nesses casos, so os prprios estudantes que buscam se suprir, por conta prpria, de materiais que a faculdade incapaz de lhes oferecer Efetivo 105 30 42 17

Tabela 90 Impacto sobre a FO: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Ao lado da FE e do INAGHEI, foi uma das trs unidades da UEH que menos danos sofreram em decorrncia do terremoto. O edifcio apresenta fissuras, mas cuja extenso no chega a representar um risco que afaste o pblico que busca atendimento no interior do prdio. A extenso completa dos danos estrutura ainda aguarda avaliao tcnica, mas distintas instncias da administrao universitria se decidiram em favor de uma rpida retomada do atendimento odontolgico. Contudo, o material dentrio utilizado pelos estudantes e professores tanto nas atividades letivas quanto no atendimento aos pacientes, foi perdido. Tambm os geradores que alimentavam o equipamento odontolgico foram destrudos. Tanto os registros acadmicos dos estudantes quanto os arquivos de pronturios odontolgicos dos pacientes foram integralmente preservados. A despeito de suas instalaes fsicas terem sido poupadas, tanto as atividades acadmicas como o atendimento odontolgico esto paralisados por conta da destruio do material dentrio e dos geradores. Qualquer retomada das atividades dever priorizar os estudantes dos dois anos finais, por conta da experincia clnica necessria formao de dentistas e que 35 deles j asseguraram. Com algum acompanhamento, poderiam mesmo ter sua graduao adiantada, caso lhes pudesse ser fornecido material dentrio clnico. Nossa equipe discutiu com a direo a criao de uma ou mais clnicas mveis: para alm do nibus, cada clnica mvel custaria cerca de US$ 30 a 40.000 (compreendendo gerador, radigrafo, cadeira, compressor). Outra prioridade urgente, assim como para todas as outras unidades e instncias da UEH, a digitalizao dos arquivos acadmicos e pronturios de pacientes. Vtimas87 1 1

87

Marie Saget era o nome da professora morta. Um outro professor que trabalhava na FO tambm morreu. Considerando, porm, que ministrava uma disciplina mdica e trabalhava tambm no HUEH, foi computado na lista da FMP. O estudante morto no teve seu nome mencionado por qualquer dos informantes.

282

Faculty of Dentistry (FO) Table 91 - Institutional profile of the FO

Categories Students Admissions Teachers Employes Facilities A single-story building with one of its wings dedicated to academic activities classrooms, teachers' rooms, library and archives and another wing dedicated to public attendance services with two laboratories, six rooms of clinical care (but only two minimally equipped and active), one surgery room (inactive due to deterioration of the equipment), a waiting room and an archive room for patient charts. Although obsolete, Researchers 4 the equipment of the only two active rooms of clinical care (in one of them, four out of seven equipment sets were still working, while in the other, only 12 out of 20) had been donated to the FO just three years earlier by the New York University. Due to the shortage of dentists in the country (only 400 professionals working throughout the territory) and the intense demand for free care to the public, the FO was, among all UEH units, the one incurring the highest budget deficit, with annual disbursements of around 18 million HTG (about $ 400,000) and a budget of just 7 million HTG (approximately $ 150,000). Under normal conditions, this difference is settled with direct donations. In case these are insufficient, staff and teaching assistants are summarily dismissed and payments are simply suspended. In such cases, it is the students themselves who strive to obtain on their own those dental practice materials that the Faculty is unable to offer them. Personnel 105 30 42 17

Table 92 Impact on the FO: casualties and damage caused by the earthquake
Categories Students Teachers Facilities Along with FE and INAGHEI, the FO was one of the three UEH units least damaged by the earthquake. The building exhibits fissures, the extent of which, however, is not enough to represent a risk capable of driving away the public seeking for free dental care services within the building. The full extent of the damage caused to the structure is still awaiting technical assessment but different instances of the university administration have decided in favor of an early resumption of dental care services on the premises. However, the dental materials used by students and teachers both in school activities and in patient care, has been lost. Also the generators that powered the dental equipment were destroyed. Nonetheless, academic records of students and dental records of patients were fully preserved. Despite its facilities having been spared, academic activities and dental care were both paralyzed due to the destruction of dental equipment and generators. Any resumption of activities should prioritize students in the final two years, due to the clinical experience necessary for training of dentists, an experience that 35 among them have already secured. With some monitoring, they could even have their graduation anticipated, if only they could be provided clinical dental material. Our research team has discussed with the Faculty management the creation of one or more mobile clinics: beyond the bus, each mobile clinic would cost about $ 30,000 to $ 40,000 (including generator, x-ray, chair, air compressor). Another urgent priority, just as for all other UEH units and instances, is the digitization of academic archives and patient records. Victims88 1 1

88

Marie Saget was the name of the dead teacher. Another teacher who worked at the FO also died. Considering, however, that he taught a medical discipline and also worked at the HUEH, he was computed on the list for the FMP. The name of the deceased student was not mentioned by any of the informants.

283

Figura 113 - Fachada da Faculdade de Odontologia, a nica faculdade da UEH cujo edifcio no foi destrudo ou severamente danificado. Foi imediatamente convertido num centro de atendimento emergencial populao afetada na regio central da cidade

Photo 114 Facade of the Faculty of Dentistry, the only UEH unit whose building was not destroyed or severely damaged. It was immediately converted into a center for emergency assistance to the affected population in the downtown area
Figura 115 - Fachada da FO. Em frente entrada, o decano. Dispostos ao longo das paredes, objetos pessoais de funcionrios que se abrigaram no ptio do edifcio.

Photo 116 Facade of the FO. Opposite the entrance, the Dean. Arranged along the walls, personal belongings of employees who have taken shelter in the building's courtyard

284

Figura 117 - Sala de aula terica da FO

Photo 118 FO classroom

Figura 119 - Sala de aula prtica da FO

Photo 120 FO classroom for dental practice

285

Figura 121 - Uma das duas salas de atendimento ao pblico da FO. Os mveis e equipamentos odontolgicos de que dispem as clnicas da FO foram doados pela Faculdade de Odontologia da State University of New York (SUNY)

Photo 122 One of the two rooms where free dental care is offered to the general public at the FO. The furniture and equipment available to the FO dental clinics were donated by the Faculty of Dentistry of the State University of New York (SUNY)

Figura 123 - Sala de atendimento ao pblico da FO

Photo 124 Room for free dental care at the FO

286

Figura 125 - Outra das salas de atendimento ao pblico da FO

Photo 126 Another of the rooms for free dental care at the FO

Figura 127 - Por um buraco na parede de uma das salas de atendimento ao pblico da FO, pode-se ver a outra

Photo 128 Through a hole in the wall of one of the rooms for free dental care, one can see the other

287

Faculdade de Cincias (FDS) Tabela 93 - Perfil institucional da FDS

Categorias Alunos Admisses Professores Funcionrios Efetivo 583 200 89 30 Instalaes Contava com quatro edifcios, abrangendo 30 salas de aula, cinco salas de professores, 10 laboratrios cientficos, cinco laboratrios de informtica, dois auditrios, uma biblioteca comum a todas as carreiras, um refeitrio. O edifcio principal tinha quatro andares e abrigava tambm os setores administrativos da faculdade.

O espectro de carreiras formadas na FDS era consideravelmente amplo, atendendo demanda de inmeros setores especializados. Seus laboratrios desempenhavam no somente atividades acadmicas, como tambm ofereciam aos estudantes e professores a oportunidade de treinamento em testes e pesquisas encomendados por rgos governamentais e por agncias e organizaes internacionais de cooperao.

Tabela 94 Impacto sobre a FDS: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Praticamente todas as instalaes e equipamentos foram destrudos. Somente alguns poucos equipamentos puderam ser salvos do prdio administrativo. A demolio do que restou do prdio principal foi prontamente iniciada para evitar riscos ulteriores aos desabrigados que se estabeleceram na rea e aos passantes nessa rea to central da cidade. Na medida em que respondia pela formao de grande parte dos engenheiros, arquitetos e topgrafos do pas, chega a ser redundante insistir sobre a importncia estratgica de priorizar a reestruturao de suas instalaes e a retomada de suas atividades para o esforo de reconstruo no pas. Vtimas89 5 3

89

Na FDS, os estudantes se distribuem em cinco perodos, independentemente da carreira escolhida. Assim, um estudante do primeiro ano de arquitetura, aps haver cursado um ano propedutico, ser considerada coetneo de um estudante do segundo ano da licenciatura em qumica, cujo ano propedutico j corresponde ao seu primeiro ano de licenciatura, assim como um estudante do segundo ano de topografia ser considerado coetneo dos estudantes do primeiro ano de qualquer das engenharias. Do total de 580 estudantes matriculados, 411 foram contatados diretamente (200 do primeiro nvel do curso propedutico, 107 do segundo ano propedutico e da licenciatura de qumica, 104 do primeiro ano das carreiras especializadas e das engenharias, assim como do segundo ano da licenciatura de qumica, do primeiro ano da arquitetura e dos dois anos do curso de topografia), sendo que os contatos diretos serviram tambm para obter informaes sobre o paradeiro do restante do corpo discente da faculdade. Os nomes dos cinco estudantes confirmados como mortos so: do primeiro perodo, Darly Mersilus e Rose Kthla Syme; do segundo perodo, Alex Fils Aim e Johnny Prince; do quarto perodo, Vladimir Joseph Laguerre (no dia seguinte ao terremoto, no HUEH, em decorrncia da gravidade de seus ferimentos). Dentre os 30 professores, 20 foram contatados diretamente e ofereceram informaes sobre o paradeiro dos demais, inclusive sobre os trs que morreram: Rgistre Dieufort, Yolaine Lhrisson (tambm professora da UniQ, mas computada nesta lista porque, alm de professora, tambm era membro do conselho de direo da FDS) e M. Compas (professor de eletromecnica). Sobre o paradeiro da professora de desenho tcnico, Mme. Derrisseau, e do estudante do terceiro perodo, Vaneau Louisme, no foi possvel confirmar se haviam morrido ou no, razo pela qual seus nomes foram excludos do cmputo de vtimas fatais. Segundo informaes de Brunous Delia, guardio da faculdade, tambm o filho de um funcionrio morreu em decorrncia do desabamento. Contudo, sua morte no ser computado nesta lista, por no possuir vnculo acadmico ou funcional com a instituio. Do total de estudantes contatados e que forneceram informaes sobre um local estvel de residncia aps o terremoto, mais da metade (cerca de 52%) haviam buscado refgio fora da capital e de seus arredores, alguns deles mesmo fora do pas, atravessando a fronteira com a Repblica Dominicana.

288

Faculty of Sciences (FDS) Table 95 - Institutional profile of the FDS

Categories Students Admissions Teachers Employes Personnel 583 200 89 30 Facilities It comprised four buildings, including 30 classrooms, five teachers' rooms, 10 science labs, five computer labs, two auditoriums, a central library and a cafeteria. The main building had four floors and also housed administrative sectors.

The career spectrum in the FDS was considerably broad, meeting the demands of many specialized sectors. Its laboratories were dedicated not only to pedagogic tasks, but also offered to students and teachers the opportunity to train while performing tests and research commissioned by government bodies and international cooperation agencies and organizations.

Table 96 Impact on the FDS: casualties and damage caused by the earthquake
Categories Students Teachers Victims90 5 3 Facilities Virtually all facilities and equipment were destroyed. Only a few devices could be salvaged from the administrative building. The demolition of what remains of the main building was promptly initiated to prevent further risks to passers-by and to the refugees who settled in the area, located in a very busy quarter of the city center.

To the extent that it was responsible for training many of the engineers, architects and topographers in the country, it becomes redundant to insist on the importance of prioritizing the strategic restructuring of its facilities and the resumption of its activities for the reconstruction efforts in Haiti.

90

At the FDS, students are divided into five periods, regardless of their career of choice. Thus, a first-year student of architecture, after having attended a preparatory year will be considered coetaneous of a second-year student of chemistry, whose preparatory year already corresponds to the first year of licensure, as well as a second-year student of topography will be considered coetaneous of first-year students of any engineering career. Out of the total of 580 enrolled students, 411 were contacted directly by our research team (200 from the first-level preparatory course, 107 from the second year of preparatory course and licensure in chemistry, 104 from the first year of specialized careers and engineering, as well as from the second year of the licensure in chemistry, the first year of architecture and the two years of topography), while direct contacts also served to gather information regarding the whereabouts of the rest of the college's student body. The names of the five students confirmed dead are: from the first period, Darly Mersilus and Rose Kthla Syme; from the second period, Alex Fils Aim and Johnny Prince; from the fourth period, Vladimir Joseph Laguerre (deceased on the day after the earthquake, at the HUEH, due to the severity of his injuries). Out of the 30 teachers, 20 were directly contacted and offered information on the whereabouts of all others, including the three colleagues who died: Rgistre Dieufort, Yolaine Lhrisson (also a professor at the UniQ, but computed on this list because, besides being a teacher, she was also a member of the FDS board of directors) and M. Compas (professor of electromechanics). Regarding the whereabouts of the professor of technical design, Mme. Derrisseau, and the third-period student, Vaneau Louisme, it could not be confirmed whether they had died or not, which is why their names were excluded from the overall calculation of fatalities. According to information provided by Brunous Delia, college warden, also the son of an employee died as a result of the collapse of the FDS buildings. However, his death will not be counted in this list, since he had no functional or academic ties with the institution. Of all students contacted and who provided information about a stable place of residence they had sought after the earthquake, more than half (about 52%) had sought refuge outside the capital and its surroundings, some of them even outside the country, crossing the border into the Dominican Republic.

289

Figura 131 - Vista lateral da FDS, com as runas da varanda que ruiu durante o terremoto

Photo 132 Side view of the FDS, with the ruins of the balcony that collapsed during the earthquake

Figura 129 - Entrada principal da FDS

Photo 130 Main entrance of the FDS

290

Figura 133 - Vista do interior da ala frontal da FDS a partir dos escombros da varanda

Photo 134 View from inner side of the FDS front wing, seen from the ruins of the balcony

Figura 135 - Vista frontal da FDS, com as runas da antiga fachada

Photo 136 Front view of the FDS, with the ruins of the old facade

291

Figura 139 - Sala de aula da FDS

Photo 140 FDS classroom

Figura 137 - Ptio externo da FDS, com o abrigo construdo para abrigar a famlia de um dos funcionrios aps o terremoto

Photo 138 FDS outer courtyard, with the shelter built after the earthquake to house the family of an employee

292

Figura 143 - Ptio interno da FDS

Photo 144 FDS inner courtyard

Figura 141 - Incio do processo de demolio da FDS

Photo 142 Beginning the demolition of the FDS

293

Figura 145 - Lateral do edifcio que abrigava os laboratrios da FDS

Photo 146 Side view of the building that housed the FDS laboratories

Figura 147 - Vista do ptio externo da FDS, com as runas de um dos edifcios de salas de aula e do prdio que abrigava os laboratrios

Photo 148 View from the FDS outer courtyard, with the ruins of one of the buildings of classrooms and the building that housed the laboratories

294

295

Faculdade de Cincias Humanas (FASCH) Tabela 97 - Perfil institucional da FASCH

Categorias Alunos Efetivo91 1.804: 1.749 graduandos, 55 mestrandos 300 131: 10 licenciados, 70 mestres, 51 doutores 51 Instalaes Conta com dois prdios, um edifcio acadmico (com 16 salas de aula, uma sala de professores, comum a todos os departamentos, cinco salas de estudo, duas bibliotecas, dois laboratrios de informtica e uma enfermaria, distribudos em quatro andares) e um administrativo (com os escritrios da direo e as salas de aula, estudo e pesquisa do programa MAPODE Mestrado em Populao e Desenvolvimento). Possui ainda um amplo ptio interno, normalmente utilizado como estacionamento por professores e visitantes.

Admisses Professores

Funcionrios Pesquisadores

15: 12 mestres, 3 doutores inescapvel reconhecer o peso simblico que tem a FASCH no panorama intelectual, poltico e social haitiano. Juntamente com a FE e a FMP, representa um dos polos do ativismo poltico no interior da UEH. No s o movimento estudantil tem uma forte presena, como tambm o sindicalismo docente. Em diversos momentos da conturbada histria recente do pas, os estudantes e professores da FASCH desempenharam um papel-chave de catalisadores da mobilizao popular, no raro chegando ao ponto do confronto violento. Nos ltimos anos, quando quer que uma plataforma poltica contestatria tivesse chegado s ruas, um episdio incontornvel no processo de deslegitimao do governo parecia ser representado com a invaso da sede da FASCH pelas respectivas instncias de manuteno da ordem. O rol dessas invases parece oferecer uma lista das tentativas de promover, canalizar ou conter por meios violentos a insatisfao popular no pas: macoutes e perseguidores de macoutes, Foras Armadas do Haiti e ex-oficiais das FAd'H, Polcia Nacional Haitiana (sob diversas configuraes distintas), chimres e perseguidores de chimres, Organizaes Populares (OP's), Frente para a Reconstruo Nacional (FRN) e, mais recentemente, na tentativa de conter um protesto por aumentos salariais, inclusive a fora policial das Naes Unidas (UNPOL) e soldados brasileiros da MINUSTAH.

91

Os alunos do primeiro ano do Programa de Mestrado em Populao e Desenvolvimento (MAPODE) so computados entre os estudantes, na medida em que, nesse perodo, somente tm o compromisso de frequentar as disciplinas, que so ministradas de modo conjugado com a graduao. A partir do segundo ano do programa, passam a ser considerados pesquisadores, uma vez que s ento apresentam seus projetos de dissertao, recebem orientao e do incio s atividades de pesquisa.

296

Faculty of Human Sciences (FASCH) Table 98 - Institutional profile of the FASCH

Categories Students Personnel92 1,804: 1,749 undergraduate, 55 MA candidates 300 131: 10 licensed, 70 MA, 51 PhD 51 Facilities It comprises two buildings: one academic building (with 16 classrooms, a teachers' room, shared by all departments, five study rooms, two libraries, two computer labs and one nursing ward, all distributed over four floors) and one administrative building (with the direction offices and classrooms, study rooms and the office of the Master's Program in Population and Development MAPODE). It also has a large inner courtyard, typically used as parking for teachers and visitors.

Admissions Teachers

Employes Researchers

15: 12 MA, 3 PhD It is inescapable to recognize the symbolic weight that the FASCH has in the Haitian intellectual, political and social landscape. Along with the FE and FMP, it represents one of the main centers of political activism within the UEH. Not only does the student movement has a strong presence, but also the teachers' unions. At various times in the troubled recent history of the country, students and teachers of the FASCH played a key role as catalysts of popular mobilization, often to the point of violent confrontation. In recent years, whenever a protest political platform had come to the streets, an inescapable episode in the process of government delegitimization seemed to be represented by the invasion of the FASCH headquarters by the security forces in an attempt to maintain order. A long historical sequence of such invasions seem to provide a list of the attempts to promote, channel or contain through violent means the popular dissatisfaction in the country: macoutes and macoute hunters, Armed Forces of Haiti (Fad'H) and former FAd'H officers, Haitian National Police (PNH, under its various different configurations), chimres and chimre hunters, Popular Organizations (OP's), Front for the National Reconstruction (FRN) and, more recently, in an attempt to contain a protest for wage increases, the list included the police force of the United Nations (UNPOL) and Brazilian soldiers of the MINUSTAH.

92

The first-year students of the Master's Program in Population and Development (MAPODE) are computed among the Faculty's students, to the extent that, during this period, they have a commitment to attend the courses, taught in conjunction with the undergraduate programs. From the second year of the program on, they are considered researchers, presenting thus their thesis projects, receiving guidance from their thesis supervisors and initiating their research activities.

297

Tabela 99 Impacto sobre a FASCH: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Pesquisadores Instalaes Todas as salas de aula foram interditadas e, de acordo com uma avaliao tcnica preliminar, o edifcio acadmico dever ser demolido antes que o resto da sede possa ser destinado a qualquer tipo de uso. O edifcio da administrao, por outro lado, a despeito de fissuras aparentes, poder ser restaurado. Os arquivos e registros acadmicos no foram danificados, mas continuavam no interior do edifcio condenado. Ambas as bibliotecas e os equipamentos de ambos os laboratrios de informtica foram danificados. A despeito do risco de desabamento do edifcio acadmico, vrias famlias se instalaram no ptio interno, incluindo as famlias de 35 estudantes. Professores e estudantes da FASCH mobilizaram-se rapidamente depois do terremoto tanto para participar dos esforos de resgate e remoo de escombros, como para retomar paulatinamente alguma medida de normalidade nas atividades acadmicas, realizando crculos de discusso, seminrios, simpsios e palestras nas dependncias da faculdade. Juntamente com a FE e o INAGHEI, foram as unidades da UEH aquelas cujos estudantes mais prontamente se organizaram para produzirem seus prprios levantamentos de mortos, feridos e desabrigados em meio a seus colegas e professores. Foram formados tambm comits de interveno comunitria, que reuniam na faculdade grupos de estudantes que no haviam deixado a capital para atuarem junto a frentes de trabalho em cinco reas de maior concentrao de refugiados na zona central da cidade e na rea de Carrefour Feuilles (Praa Jrmie, Avenida Christophe, Champ de Mars, Rua Saint-Grard e Avenida Poupelard). Um grupo de estudantes e professores do curso de psicologia tambm se organizou para formar um Centro de Apoio Psicolgico, prximo Praa Jrmie, atendendo principalmente crianas, mas tambm aberto a adultos traumatizados pelo terremoto. Vtimas93 15 1 3

93

Um total de 331 estudantes foram contatados direta ou indiretamente e puderam oferecer informaes sobre o paradeiro de seus outros colegas. Dos 15 estudantes mortos, 14 eram da graduao e um era mestrando: Schelomil Lacoste (propedutico), Stanley Jedin (sociologia), Jeanty Jean, Stphane William Daphnelle, Forde Marin e Laude Saskia Jean (psicologia), Juro Anuppe, Kencia Franois, Samuel Alcius, Mose Amila, Emmanuella Larosilire, Durvil Dorc, Cynthia Bois-Jacques e Daniel Abraham (servio social) e Samuel Denor (mestrado em populao e desenvolvimento). Alm dos 15 estudantes mortos, trs pesquisadores do programa MAPODE tambm morreram, um mestre e dois doutores, cujos nomes, porm, no foram mencionados por qualquer dos informantes. O professor morto era Guercy Antoinne, professor de psicologia social e mundo caribenho na FASCH, lecionando psicologia tambm na FE. Tambm Pierre Vernet, que era tanto professor de lingustica e comunicao na FASCH e de antropologia na FE como professor de lingustica da FLA, foi computado unicamente entre as vtimas da FLA, uma vez que ali desempenhava tambm a funo de decano da faculdade. O mesmo vale Wesner Mrant, que era simultaneamente professor de anlise do discurso na FASCH e vice-decano da FLA. O professor Anil Louis Juste tambm morreu no dia do terremoto, mas em decorrncia de um atentado contra sua vida, praticado horas antes do primeiro tremor. No esforo de inclu-lo entre as vtimas do terremoto, alguns estudantes chegaram a afirmar que foi levado ainda com vida ao hospital, onde teria morrido, no em virtude dos disparos sofridos ao chegar faculdade naquela manh, mas do desabamento do edifcio tarde. Estudantes que testemunharam o assassinato, contudo, asseguram que o professor morreu imediatamente, em decorrncia dos disparos. Numa fatdica convergncia de eventos, sua morte violenta acabou salvando incontveis vidas, pois, ao circularem as primeiras informaes sobre seu brutal assassinato, um grande nmero de estudantes, no somente da FASCH, mas tambm de outras faculdades e universidades da capital, saram s ruas para protestar. Quando ocorreu o grande tremor, a passeata se encontrava no Champ de Mars, em terreno aberto.

298

Table 100 Impact on the FASCH: casualties and damage caused by the earthquake
Categories Students Teachers Researchers Victims94 15 1 3 Facilities All classrooms have been closed and, according to a preliminary technical evaluation, the academic building should be demolished before the rest of the area can be declared safe for any type of activity. The administration building, on the other hand, despite the apparent fissures, can still be restored. Academic files and records were not damaged, but are still inside the condemned building. Both libraries and the equipment of both computer labs were damaged. Despite the risk of collapse of the academic building, several families settled in the inner courtyard, including the families of 35 students.

Teachers and students of the FASCH mobilized quickly after the earthquake not only to participate in the rescue efforts and removal of debris, but also to gradually restore some measure of narmalcy to academic activities, conducting discussion circles, seminars, symposia and lectures on the premises of the college. Along with the FE and the INAGHEI, it was one of the UEH units whose students more readily organized themselves to produce their own surveys of casualties, assessing numbers of dead, wounded, homeless and displaced among their peers and teachers. Community Intervention Committees were also formed, gathering on campus groups of students who had not left the capital in order to offer help to work fronts in five main areas where refugees were concentrated in the downtown area and the area of Carrefour Feuilles (Jrmie Square, Avenue Christophe, Champ de Mars, SaintGrard Street and Poupelard Avenue). A group of students and professors of psychology also organized to form a Center for Psychological Support, next to Jrmie Square, primarily serving children, but also open to adults traumatized by the earthquake.

94

A total of 331 students were directly or indirectly contacted, and could provide information on the whereabouts of their colleagues. Out of the 15 students killed, 14 were undergraduate and one graduate student: Schelomil Lacoste (preparatory), Stanley Jedin (sociology), Jeanty Jean, Stphane William Daphnelle, Forde Marin and Laude Saskia Jean (psychology), Juro Anuppe, Kencia Franois, Samuel Alcius, Mose Amila, Emmanuella Larosilire, Durvil Dorc, Cynthia Bois-Jacques and Daniel Abraham (social service) and Samuel Denor (MA in Population and Development). Besides the 15 students killed, three researchers of the MAPODE program were also killed, one master and two doctors, whose names, however, were not mentioned by any of the informants. The deceased teacher was Guercy Antoinne, professor of social psychology and the Caribbean World at the FASCH, also engaged as a professor of psychology at the FE. Also Pierre Vernet, who was not only a professor of linguistics and communication at the FASCH, but also of anthropology at the FE and of linguistics at the FLA, was computed only among the victims of the FLA, since he was also the Dean of that Faculty. The same goes for Wesner Merant, who was both professor of discourse analysis at the FASCH and Vice-Dean of the FLA. Professor Anil Louis Juste also died on the day of the earthquake, but succumbing to an armed attempt on his life, perpetrated hours before the first tremor. In an effort to include him among the earthquake victims, some students came to say that he was still alive when he was taken to hospital, where he died, not because of the shots fired against him when he was arriving to the college that morning, but due to the collapse of the hospital building in the afternoon. Students who witnessed the murder, however, ensure that the teacher died instantly as a result of the shooting. In a fateful convergence of events, his violent death ended up saving countless lives, because, when the first accounts about his brutal murder started to circulate, a large number of students, not only from the FASCH, but also from many other colleges and universities in the capital, took to the streets to protest. When the big quake occurred, the student march had already reached the Champ de Mars, out in the open and out of danger.

299

Figura 149 - O edifcio acadmico da FASCH est condenado e a iminncia de seu desmoronamento impede inclusive que se utilize parte do ptio interno, o que contudo no impede que alunos, exalunos e suas famlias ocupem parte do estacionamento como abrigo provisrio

Photo 150 The academic building of the FASCH is condemned and its imminent collapse prevents even that part of the inner courtyard be used, what did not prevent students, alumni and their families, however, from occupying part of the parking lot and turning it into a temporary shelter

Figura 153 - As colunas de sustentao, trespassadas por fissuras, evidenciam o colapso iminente do edifcio principal da FASCH

Figura 151 - Toda a rea ao redor do edifcio principal da FASCH mantida isolada, em virtude do risco de desabamento

Photo 154 The support columns, pierced through by fissures, denote the imminent collapse of the FASCH main building

Photo 152 The whole area around the FASCH main building is kept isolated, because of the risk of collapse

300

301

Instituto de Estudos e Pesquisas Africanos (IERAH) / Instituto de Estudo e Pesquisa em Cincias Sociais (ISERSS) Tabela 101 - Perfil institucional do IERAH/ ISERSS
Categorias Alunos Admisses Professores Funcionrios Pesquisadores Efetivo 500 200 29 21 Instalaes Est instalado num edifcio de trs andares, que abriga 16 salas de aula, uma salas de professores, comum a todas as disciplinas, trs salas de estudo, cinco salas administrativas, uma biblioteca e dois laboratrios de informtica, um dos quais, porm, ainda no havia sido equipado.

17: 12 mestres, 5 doutores Criado em 1980 e ativo desde 1981, foi a ltima das unidades da UEH a se estabelecer na capital. Concebido como um centro de pesquisa, destinado a acolher pesquisadores ou estudantes de ps-graduao, era tributrio de um projeto poltico-intelectual de extrao noiriste, que havia ajudado a assegurar lastros simblicos na busca de legitimao internacional para o regime duvalierista. Sem uma resposta condizente da parte dos pesquisadores e ps-graduandos haitianos, abriu mo de suas pretenses de pesquisa e converteu-se rapidamente numa faculdade profissionalizante, para carreiras que no entanto ofereciam poucas (se que alguma) perspectiva de trabalho aos formandos. Nas dcadas seguintes, alm de enfrentar srios problemas administrativos, teve cada vez mais dificuldade em se inserir no espectro institucional acadmico haitiano, o que levou a reitoria a reformar radicalmente o perfil do Instituto, resgatando sua misso original de promoo da pesquisa, mas de uma forma menos atrelada a uma plataforma prdefinida e por outro lado mais estreitamente associada aos esforos de formao de base. A partir de 2007, passou a ser o ISERSS e se inseriu no espao altamente politizado de debate poltico e intelectual que marca o campo das cincias humanas na UEH.

Tabela 102 Impacto sobre o IERAH/ ISERSS: vtimas e danos decorrentes do terremoto
Categorias Alunos Professores Pesquisadores Instalaes Apesar de no haver rudo, o prdio apresenta profundas fissuras. Uma equipe tcnica avaliou o edifcio e determinou que representa um risco para a vizinhana e dever ser demolido. Os computadores, assim como o acervo da biblioteca e os registros acadmicos no sofreram danos, mas permanecem no interior do edifcio condenado. A direo do Instituto perdeu o contato com grande parte dos professores e, havendo tentado sem sucesso determinar o paradeiro de seus funcionrios, temia que tivessem perecido alhures. As atividades acadmicas, que estavam marcadas para recomear no dia mesmo do terremoto, foram paralisadas. Vtimas95 2 1 1

95

Nenhuma das vtimas fatais foi identificada nominalmente por qualquer dos informantes. Distintas fontes, contudo, confirmaram os nmeros. Morreram trs estudantes do IERAH, mas se sabe que um deles, que tambm era aluno da Universidade GOC, pereceu no desabamento daquela instituio, razo pela qual no computado na lista de vtimas do IERAH. Tanto o professor como o pesquisador morto eram ligados ao Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas (PMISSH), situado numa sede prpria, que foi completamente arruinada pelo terremoto. As vtimas do desabamento da sede do PMISSH ou de alguma forma vinculadas ao programa, mas mortas alhures, foram computadas nas listas respectivas das instituies com as quais tinham um vnculo como professores ou estudantes. Dentre os funcionrios desaparecidos, nove ainda no haviam sido localizados at o encerramento deste levantamento. possvel que alguns deles (ou mesmo todos os nove) tenham morrido. Sem conhecer, contudo, os mtodos desse esforo de localizao e sem a possibilidade de uma verificao por qualquer outra via, no foram computados entre as vtimas fatais desta lista.

302

Haitian Institute of African Studies and Research (IERAH) / Superior Institute of Studies and Research in Social Sciences (ISERSS) Table 103 - Institutional profile of the IERAH/ ISERSS
Categories Students Admissions Teachers Employes Researchers Personnel 500 200 29 21 Facilities It is located in a three-story building, which houses 16 classrooms, one teachers' room, common to all disciplines, three study rooms, five administrative offices, a library and two computer labs, one of which, however, had not been fully equipped yet.

17: 12 MA, 5 PhD Created in 1980 and active since 1981, it was the last of the UEH units to settle in the capital. Conceived as a research center and devised to accommodate researchers and graduate students, it was tributary to a political and intellectual project of noiriste inspiration, which had helped to ensure symbolic ballast in the pursuit of international legitimacy for the Duvalierist regime. Without a consistent response from Haitian researchers and graduate students, it gave up its pretense to be anything resembling a research institution and quickly became a vocational college, focused on careers, however, that offered few (if any) work perspective to its students. In the following decades, besides facing serious administrative problems, it was increasingly difficult for the IERAH to find its place within the Haitian academic institutional spectrum, which led the Rectorate to radically reform the Institute's profile, recovering its original mission of promoting research, but less attached to a predefined ideological platform and, on the other hand, more closely associated with the efforts of basic academic training. In 2007, it became ISERSS and embedded itself within the highly polarized political and intellectual debate that marks the field of human sciences at the UEH.

Table 104 Impact on the IERAH/ ISERSS: casualties and damage caused by the earthquake
Categories Students Teachers Researchers Facilities Despite it not having collapsed, the building displays deep fissures. A technical team evaluated the building and determined that it poses a risk to the neighborhood and should be demolished. Computers, as well as library resources and academic records have not been damaged, but remain inside the condemned building. The Institute direction lost contact with most teachers and, having tried unsuccessfully to determine the whereabouts of the Institute's employees, feared they could have perished elsewhere. Academic activities, which were scheduled to start on the very day of the earthquake, were paralyzed until further notice. Victims96 2 1 1

96

None of the fatalities was identified by name by any of the informants. Different sources, however, confirmed the figures. Three ISERSS students were killed, but it is known that one of them, who was also a student at the GOC University, perished in the collapse of that institution, reason why he was not computed in the list of victims at the ISERSS. Both the teacher and the researcher killed were associated with the Interdisciplinary Master's Program in Social Sciences and Humanities (PMISSH), situated in its own headquarters, which was completely ruined by the earthquake. The victims of the collapse of the PMISSH headquarters or somehow connected to the program, but killed elsewhere, were included in the respective lists of institutions with which they had an academic bond as teachers or students. Among the missing employees, nine had not been located until the end of this survey. It is possible that some (or even all nine) have died. Without knowing, however, the methods of this localization effort and without the possibility of an investigation by any other route, they were not counted among the casualties listed here.

303

Figura 157 - Instituto de Estudos e Pesquisas Africanos (IERAH) / Instituto de Estudo e Pesquisa em Cincias Sociais (ISERSS) Danificado, o IERAH / ISERSS permanece em p. No muro, pichaes contrrias atuao de organizaes estrangeiras

Photo 158 Institute of African Studies and Research (IERAH) / Institute for Study and Research in Social Sciences (ISERSS) Although, damaged the IERAH / ISERSS building remains standing. On the wall, graffiti denouncing the actions of foreign organizations

Figura 155 - De todos os lados do edifcio do IERAH / ISERSS se pode perceber que, apesar de haver resistido, demandar reparos importantes

Photo 156 From all sides of the IERAH / ISERSS building, one can realize that, although having withstood, it will require major repairs

304

Figura 163 - Ptio interno do IERAH / ISERSS

Photo 164 IERAH / ISERSS inner courtyard

Figura 161 - Uma das entradas do IERAH / ISERSS. O prdio resistiu aos tremores, mas a extenso dos danos exigir considerveis reparos

Photo 162 One of the entrances of the IERAH / ISERSS. The building withstood the tremors, but the extent of damage will require considerable repairs

Figura 159 - Aviso aos estudantes: a direo do departamento de Geografia informa aos estudantes da primeira turma de 2009 / 2010 que o curso ter incio nesta tera-feira, dia 12 de janeiro de 2010. Suma ironia, o primeiro grande terremoto foi exatamente neste dia, no fim da tarde

Photo 160 "Notice to students: the direction of the Department of Geography informs the students of the first graduating class of 2009/2010 that classes will begin on Tuesday, January 12th, 2010." Pinnacle of irony, as the first major earthquake hit exactly on this day, late in the afternoon

305

Figura 167 - Corredor lateral do IERAH / ISERSS

Photo 168 IERAH / ISERSS side corridor

Figura 165 - Saguo de entrada do IERAH / ISERSS

Photo 166 IERAH / ISERSS entrance hall

306

307

Instituto Nacional de Administrao Pblica e de Empresas e de Altos Estudos Internacionais (INAGHEI) Tabela 105 - Perfil institucional do INAGHEI
Categorias Alunos Efetivo97 2.610: 1.589 no ciclo de formao acadmica, 1.021 no de formao contnua 450 147 86 Instalaes Conta com dois edifcios: um prdio principal, de quatro andares, com 16 amplas salas de aula, um auditrio e um laboratrio de informtica com cerca de 40 computadores, e um prdio administrativo, com duas salas da direo, quatro salas de chefia de departamento, biblioteca, refeitrio e um terrao utilizado como extenso do refeitrio. O instituto contava ainda com dois veculos e um pequeno parque grfico, j obsoleto, porm, e raramente utilizado.

Admisses Professores Funcionrios

Desde sua fundao, vem constante e diligentemente expandindo sua base de alunos e o nmero de vagas de ensino e treinamento que oferece, chegando mesmo a operar em trs turnos e ao longo dos fins de semana, com uma taxa de ocupao de seus espaos fsicos prximo saturao. Um ciclo de formao acadmica, em dois turnos (diurnointegral e noturno), conduzindo ao bacharelado ou licenciatura em administrao de empresas, administrao pblica e cincias contveis, alm da especializao em cincia poltica; um ciclo de formao contnua, baseado nos programas de curta durao (dois anos), com diplomao em contabilidade ou certificao em administrao de empresas, administrao pblica ou cincia poltica; alm de um ciclo de aperfeioamento, baseado em seminrios de reciclagem com temticas sazonais (por exemplo, gesto de projetos, gesto de recursos humanos, mtodos de pesquisa em marketing, gesto de documentos administrativos etc.), assegurando certificados de participao.

Para alm dos currculos acadmicos stricto sensu, o INAGHEI oferece seminrios de capacitao, reciclagem e aperfeioamento para profissionais ativos no mercado de trabalho e na administrao pblica, no somente fazendo uso de suas instalaes prprias, mas tambm deslocando professores e equipamento para sedes de empresas, ministrios e organizaes no governamentais. Tanto a reitoria da UEH como a direo do Instituto tendem a considerar todos os participantes desses seminrios como estudantes, o que no raro produz nmeros elevadssimos para o cmputo geral do corpo discente do Instituto, chegando mesmo a cifras que ultrapassam os 4.500. Contudo, nmeros assim devem ser tomados com cautela e considerados unicamente como correspondentes ao total da clientela das atividades letivas do Instituto, e no como a escala efetiva de seu corpo discente ativo, que, entre o ciclo de formao acadmica e o ciclo de formao contnua.
97

308

National Institute of Administration, Management and International Studies (INAGHEI) Table 106 - Institutional profile of the INAGHEI
Categories Students Personnel98 2,610: 1,589 in the academic training cycle, 1,021 in the continuing education cycle 450 147 86 Facilities It comprised two buildings: one main four-story building, with 16 spacious classrooms, an auditorium and a computer lab with 40 computers, and an administrative building, with two direction offices, four department heads offices, a library, a cafeteria and a terrace used as an extension of the cafeteria. The institute also had two vehicles and a small printing plant, now obsolete and very rarely used.

Admissions Teachers Employes

Since its founding, it has been constantly and diligently expanding its student base and the offer of places for learning and training, even operating in three shifts and over weekends, with an occupancy rate of its physical spaces nearing the point of saturation. A cycle of academic training, in two shifts (daylong and night), leading to bachelor's degree or licensure in business administration, public administration and accounting, in addition to specialization in political science; a cycle of continuing education, based on short-term programs (two years), with diploma in accounting or certification in business administration, public administration or political science; in addition to a cycle of professional improvement, based on retraining seminars focused on different themes each season (e.g., project management, management of human resources, research methods in marketing, management of administrative documents etc.), issuing certificates of attendance.

98

Beyond the strictly academic curriculum, the INAGHEI offers a plethora of training, retraining, and professional improvement seminars for professionals engaged in the labor market or in the public administration, not only making use of its own facilities, but also moving teachers and equipment to give classes at the corporate headquarters of the companies, ministries' offices and non-governmental organizations. Both the UEH Rectorate and the Institute's direction tend to consider as students all the participants in these seminars, which often produce extremely high figures for the overall student body of the Institute, even exceeding the 4,500 figure. However, numbers like that should be taken with caution and only considered as corresponding to the total clientele of the many teaching activities held at and by the Institute, and not as the effective scale of its active student body, distributed between the academic training and the continued education cycles.

309

Tabela 107 Impacto sobre o INAGHEI: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Mltiplas fissuras so visveis por todas as instalaes, porm aparentam ser de pouca profundidade. Os dois veculos que pertenciam ao Instituto, uma caminhonete e um jipe, foram esmagados com a queda de um dos muros. De 41 computadores, 26 foram destrudos, assim como uma proporo equivalente dos outros equipamentos. Os mveis, no entanto, no foram danificados. Uma equipe militar franco-canadense de engenharia realizou uma avaliao tcnica preliminar sobre a extenso dos danos ao prdio principal e determinou que o edifcio poder ser recuperado, sendo uma das nicas trs unidades da UEH que no foi destruda ou precisar ser demolida, juntamente com a FE e a FO. Antes mesmo de qualquer iniciativa da reitoria da UEH para avaliar a extenso dos danos e o nmero de vtimas, os estudantes formaram um comit de avaliao do impacto do terremoto chamado de CINAGHEI (Coletivo dos Estudantes do INAGHEI). Contaram com o apoio inicial do decanato do Instituto e puderam dar incio ao levantamento do nmero de colegas e professores mortos, feridos e desabrigados e discusso sobre a possibilidade de, fazendo uso das instalaes e equipamentos de seu Instituto, relativamente menos afetados, retomar ao menos parcialmente algumas das atividades tanto do prprio INAGHEI quanto do restante das faculdades de cincias humanas da UEH. Na medida em que sua sede, entre todas as unidades da UEH, uma das que menos recursos exigir para ser recuperada, poderia servir como base de suporte para uma retomada gradual das atividades acadmicas para a rea de Cincias Humanas, que, de todo modo, j se encontrava distribuda por faculdades relativamente prximas (FASCH e INAGHEI, do outro lado da rua, FE a algumas quadras ao oeste e FLA a algumas quadras ao norte). Num esforo conjunto com a FE, que tambm foi proporcionalmente pouco afetada pelo terremoto, tanto as instalaes fsicas como os espaos adjacentes dessas duas unidades poderiam ser utilizados alternada ou simultaneamente para acolher o grande efetivo de alunos e professores tanto da FASCH como do IERAH, at que suas respectivas sedes fossem adequadamente recuperadas ou demolidas e liberadas dos escombros. espera das decises da reitoria com respeito ao reincio das atividades, o decanato do INAGHEI havia optado por uma retomada virtual das aulas j no dia 1. de abril, utilizando um sistema de crditos que permitisse compensar com carga horria posterior as aulas que no tivessem podido ou ainda no pudessem ser ministradas. Vtimas99 12 2

99

Do total de estudantes ativos, inscritos para os ciclos de formao acadmica e de formao contnua, 798 foram recenseados e contatados diretamente. Loubert Auguste, encarregado de servios gerais e Francel Saint-Hillien, decano e professor de direito internacional e organizaes internacionais, confirmaram em visitas posteriores ao Instituto os dados preliminares obtidos pelo CINAGHEI e os dados apurados no curso deste levantamento. Entre as vtimas fatais, os dois professores eram M. Prince (matemtica) e Chesnel Derville (informtica). Tambm morreu o professor Jean Rousiers Descardes, que ministrava a disciplina de introduo ao direito, mas seu nome foi includo entre as vtimas da FE, onde atuava havia mais tempo e ministrava mais disciplinas, no curso de Antropossociologia. Pricles Vernet (professor de economia haitiana e contabilidade) ainda se encontrava desaparecido, mas sua morte ainda no havia podido ser confirmada. Os 12 estudantes cuja morte havia sido confirmada eram: Emmanuel tienne, Judelande Ducasse (ano preparatrio), Nolasco Amicy (primeiro ano de cincias contbeis), Jean Mary Renand e Destin Datus (segundo ano de cincias contbeis), Mondy Pichonneau (terceiro ano de cincias contbeis), Grgory Honorat, Rginald Brutus e Guerlin Kernizan (ltimo ano de cincias contbeis), Keseau Metllus (primeiro ano do diploma de cincias contbeis), Rony Jean e Anne Claudia Joseph (segundo ano do diploma de cincias contbeis).

310

Table 108 Impact on the INAGHEI: casualties and damage caused by the earthquake
Categories Students Teachers Facilities Multiple fissures are visible throughout the facilities, but appear to be of shallow depth. The two vehicles belonging to the Institute, a truck and a jeep, were crushed by the fall of one of its outer walls. Out of 41 computers, 26 have been destroyed, as well as an equivalent proportion of other devices. The furniture, however, was not damaged. A French-Canadian team of military engineers conducted a preliminary technical evaluation of the extent of damage to the main building and determined that the building can be recovered, being one of only three UEH units that was not destroyed or would need to be demolished, along with the FE and the FO. Even before any initiative of the UEH Rectorate to assess the extent of damage and the number of victims, the students formed a committee to evaluate the impact of the earthquake and called it CINAGHEI (INAGHEI Students' Collective). It had the initial support of the Institute's Dean's Office and managed to begin a survey of the numbers of peers and teachers who had been killed, wounded and displaced, as well as a discussion about the possibility of making use of the Institute's facilities and equipment, relatively less affected in comparison to other UEH units, to resume at least partially some of the academic activities of their own institute, as well as of the rest of the UEH faculties of Humanities. Insofar as its facilities, among all UEH units, would require the lowest amount of resources to be recovered, it could serve as a support base for a gradual resumption of academic activities for the whole field of Humanities within the UEH, which, in any case, was already distributed by colleges that were spatially close to each other (FASCH, ISERSS and INAGHEI, were located across the street from each other, while the FE was a few blocks to the west and the FLA a few blocks to the north). In a joint effort with the FE, which was also proportionately less affected by the earthquake, the physical facilities and adjacent spaces of both these units could be used simultaneously or alternately to accommodate the large number of students and teachers of both the FASCH and the IERAH, until their respective headquarters were properly recovered or demolished and cleared of debris. Waiting for the Rectorate to decide on the resumption of activities, the INAGHEI's Dean's Office had opted for a virtual resumption of classes already on April, 1st, using a credit system that allowed the students and teachers to compensate, later in the academic year, with a higher workload those classes that could not be taught or attended. Victims100 12 2

100

Out of the total number of active students, enrolled either for the academic training cycle of for the continuing education cycle, 798 were surveyed and directly contacted. Loubert Auguste, the Institute's employee in charge of general services, and Francel Saint-Hillien, Dean and professor of international law and international organizations, confirmed on subsequent visits to the Institute the preliminary data obtained by CINAGHEI and the data gathered in the course of this survey. Among the casualties, the two teachers killed were M. Prince (mathematics) and Chesnel Derville (computer science). Also among the dead was professor Jean Rousiers Descardes, who taught Introduction to Law, but his name was included among the victims of the FE, where he had worked for longer and chaired more disciplines, in the field of Antroposociology. Pricles Vernet (professor of Haitian economy and accounting) was still missing, but his death could not yet be confirmed. The 12 students whose death had been confirmed were: Emmanuel tienne, Judelande Ducasse (preparatory year), Nolasco Amicy (first-year student of accounting), Jean Mary Renand and Destin Datus (second-year students of accounting), Mondy Pichonneau (thirdyear student of accounting), Grgory Honorat, Rginald Brutus and Guerlin Kernizan (fourth-year students of accounting), Keseau Metllus (first-year student of diploma in accounting), Rony Jean and Anne Claudia Joseph (second-year students of diploma in accounting).

311

Figura 169 Fachada frontal do INAGHEI, expondo fissuras que atravessam toda a estrutura de sustentao do prdio

Photo 170 INAGHEI front facade, exposing fissures that traverse the building's entire structure

Figura 171 - Ptio interno do INAGHEI

Photo 172 INAGHEI inner courtyard

312

Figura 173 - Sala de aula do INAGHEI com material didtico e pertences pessoais que os alunos deixaram para trs ao tentar escapar do primeiro tremor

Photo 174 INAGHEI classroom, with educational materials and personal belongings that students left behind when trying to escape the first quake

Figura 175 - As salas de aula do INAGHEI permaneceram como foram deixadas, ao terem sido abandonadas s pressas no dia do primeiro terremoto

Photo 176 The INAGHEI classrooms remained exactly as they were when students hastily abandoned them on the day of the first earthquake

313

Unidades autnomas do sistema pblico de ensino superior e formao profissional101 Escola de Direito de Jacmel (EDJ) Tabela 109 - Perfil institucional da EDJ
Categorias Alunos Efetivo 369: 131 (primeiro ano), 82 (segundo), 77 (terceiro) e 79 (quarto) 150 20 3 Instalaes Ocupava parte da sede do EFACAP de Jacmel, alternando horrios de funcionamento e compartilhando o espao fsico com duas escolas fundamentais (Edze Gousse e Roger Delmas). Contava com um amplo ptio interno e abrangia um prdio principal, de dois andares, com 10 salas de aula e capacidade para abrigar 500 alunos, e um prdio anexo trreo, que alojava as salas da administrao. No possua biblioteca prpria ou equipamento de informtica.

Admisses Professores Funcionrios

Para alm do corpo docente local, contava com a participao pedaggica de professores da FDSE de Port-au-Prince, que tambm ministravam disciplinas e ofereciam seminrios. As disciplinas estavam distribudas em horrios vespertinos e eram oferecidas durante os dias da semana para as turmas dos primeiros trs anos e nos fins de semana para a turma do quarto ano.

Tabela 110 Impacto sobre a EDJ: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes O edifcio trreo no apresenta fissuras e passou imediatamente a ser utilizado como base de atendimento mdico para o campo de refugiados instalado nas proximidades e no ptio interno das escolas. O edifcio principal, contudo, expes fissuras mais profundas e, incluindo a rea sua volta, foi interditado. Os registros escolares foram recuperados e, inicialmente em tendas instaladas no ptio, mas posteriormente com a reocupao gradual das salas de aula, estava prevista para o incio de maro a retomada das atividades. Vtimas102 1 1

101

Compreende faculdades, escolas e centros pblicos (nacionais, departamentais ou ministeriais) de carter acadmico, tcnico ou profissional que estivessem instalados e operando na rea afetada. Assim, dentre as escolas departamentais de direito e economia (Hinche, Jacmel, Port-de-Paix, Fort-Libert, Les Cayes, Gonaves e CapHatien), foi destacada somente a Escola de Direito de Jacmel (EDJ), por ser a nica delas situada na rea diretamente afetada pelos tremores. Da mesma forma para as escolas nacionais de enfermagem (alm de Port-au-Prince, Jrmie, Les Cayes e Cap-Hatien), tendo sido avaliada somente a Escola Nacional das Enfermeiras de Port-au-Prince (ENIP). Na capital, foram arrolados ainda o Centro Tcnico de Planificao e Economia Aplicada (CTPEA), a Escola Nacional de Administrao Financeira (ENAF), a Escola Nacional das Artes (ENARTS), a Escola Nacional Superior de Tecnologia (ENST), o Centro Nacional de Formao Profissional ou Centro Piloto de Formao Profissional e Tcnica (CNFP/ CPFPT) e a Escola Nacional de Geologia Aplicada (ENGA). 102 Diante da impossibilidade de organizar uma equipe de pesquisa independente na cidade, as informaes sobre as vtimas foram colhidas junto imprensa local, em entrevistas com Luc Franois, professor de direito penal da EDJ, com Adeline Franois, decana do Tribunal Civil de Jacmel, assim como com moradores do campo de refugiados estabelecido no ptio interno e funcionrios das organizaes humanitrias ativas no local. Foram registradas as mortes de um estudante do 4. ano, cujo nome porm no foi mencionado por qualquer dos informante, e do professor M. Oranger (direito penal). De modo geral, as estimativas para o resto da cidade de Jacmel colocavam as cifras de vtimas fatais em torno de 400, com cerca de 50 pessoas ainda desaparecidas.

314

Autonomous units of the public system of higher education and professional training103 Jacmel Law School (EDJ) Table 111 - Institutional profile of the EDJ
Categories Students Personnel 369: 131 (first-year), 82 (second), 77 (third) e 79 (fourth) 150 20 3 Facilities It occupied part of the facilities of the Jacmel EFACAP, alternating opening hours and sharing the space with two elementary schools (Edze Gousse and Roger Delmas). It comprised a large courtyard, a two-story main building, with 10 classrooms and the capacity to host 500 students, and a single-story annex building, which housed the administrative offices. It did not have its own library or computer equipment.

Admissions Teachers Employes

In addition to the local teaching staff, it also tapped into the pool of teachers of the FDSE in Port-au-Prince, who also taught disciplines and offered seminars in Jacmel. The disciplines were taught during the evening period and were offered on weekdays from the first to the third year classes and on weekends for the fourth year class.

Table 112 Impact on the EDJ: casualties and damage caused by the earthquake
Categories Students Teachers Facilities The ground-level annex building exhibits no fissures and was immediately cleared for use as a medical care center for the refugee camp scattered in the surrounding area and in the school's courtyard. The main building, however, displays deeper fissures and access to it, including the surrounding area, was interdicted. School records were recovered and resumption of academic activities initially in tents installed in the yard, but with the gradual reoccupation of classrooms was scheduled to begin in early March. Victims104 1 1

103

This section comprises national, departmental or ministerial public colleges, schools and centers of either academic, technical or vocational profiles established in the affected area. Thus, among the departmental schools of law and economics (Hinche, Jacmel, Port-de-Paix, Fort-Libert, Les Cayes, Gonaives and Cap-Haitien), only the Law School of Jacmel (EDJ) was considered, for being the only one of them located in the area directly affected by the quakes. Similarly so for the national schools of nursing (beyond Port-au-Prince, also in Jrmie, Les Cayes and CapHatien), having been assessed only the Port-au-Prince National School of Nursing (ENIP). In the capital, the following were still considered: Center of Planning Techniques and of Applied Economics (CTPEA), the National School of Financial Administration (ENAF), the National School of Arts (ENARTS), the National Superior School of Technology (ENST), the National Center of Professional Training or Pilot Center for Vocational and Technical Training (CNFP / CPFPT) and the National School of Applied Geology (ENGA). 104 Faced with the impossibility of organizing an independent research team in the city, information about victims were collected from the local press, in interviews with Luc Franois, professor of criminal law at the EDJ, with Adeline Franois, Dean of the Jacmel Civil Court, as well as with residents of the refugee camp set up in the school's courtyard and staff of humanitarian organizations active on the camp. The following deaths were registered: a fourth-year student, but whose name has not been mentioned by any of the informants, and of Professor M. Oranger (criminal law). In general, the estimates for the rest of the city of Jacmel put the numbers of fatalities around 400, with about 50 people still missing.

315

Figura 179 - Tendas no ptio da EDJ

Photo 180 Tents in the EDJ inner courtyard

Figura 181 - Tendas no ptio da EDJ, convertida em campo de refugiados

Photo 182 Tents in the EDJ inner courtyard, turned into a refugee camp

Figura 177 Tendas ao redor da EDJ

Photo 178 Tents in the EDJ outer courtyard

316

Figura 185 - Corredor de salas de aula da EDJ

Photo 186 EDJ classrooms' hallway

Figura 183 - Sala de aula EDJ Jacmel (no quadro-negro, notas da aula de Teoria do Direito Constitucional que era ministrada no dia do terremoto)

Photo 184 EDJ classroom, in Jacmel (on the blackboard, notes of the Theory of Constitutional Law class being taught on the day of the earthquake)

317

Centro Tcnico de Planificao e Economia Aplicada (CTPEA) Tabela 113 - Perfil institucional do CTPEA
Categorias Efetivo Instalaes Alunos 132 Alm de um ptio interno, contava com dois edifcios: um prdio principal, de dois andares, com 10 salas de aula, uma sala de professores, uma sala de pesquisadores, duas Admisses 50 salas da direo, um auditrio, uma biblioteca, um laboratrio de informtica e um Professores 12 refeitrio; e um prdio anexo, de trs andares, com quatro salas de aula e duas salas de Funcionrios 34 estudo, destinadas ao mestrado e aos seminrios de aperfeioamento. Pesquisadores 25 Sob a tutela do Ministrio da Planificao e da Cooperao Externa (MPCE), voltava-se formao acadmica, ao aperfeioamento de quadros especializados da adminsitrao pblica e pesquisa nas reas de economia aplicada, estatstica e planificao. Procurava mantinha ativos os vnculos com ex-alunos e ex-professores, que desenvolviam atividades no Centro e facilitavam o estabelecimento de canais de apoio com a dispora haitiana e com agncias internacionais de cooperao. Juntamente com os professores, tanto os estudantes inscritos nos programas de especializao quanto aqueles vinculados ao Programa de Mestrado Interdisciplinar em Cincias Sociais e Humanas (PMISSH), do qual era uma das principais instituies promotoras, dispensavam disciplinas e realizavam seminrios de formao e aperfeioamento, tanto para os demais estudantes regularmente matriculados, como para os funcionrios do MPCE. Estava em curso de elaborao um programa de mestrado em desenvolvimento local, que seria sediado no CTPEA e selecionaria a primeira turma j em 2010.

Tabela 114 Impacto sobre o CTPEA: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Todos os muros circundantes caram e ambos os edifcios foram avariados, mas uma avaliao tcnica sobre a extenso das fissuras determinou que ambos so passveis de recuperao. O laboratrio de informtica foi danificado, mas nem todos os computadores foram destrudos. O prdio anexo foi interditado por conta do risco de colapso do muro que ladeia seu nico corredor de acesso. Alguns dos aparelhos de ar condicionado foram danificados, mas os geradores que abasteciam ambos os prdios foram salvos. A elaborao do programa de mestrado foi suspensa e no h qualquer perspectiva de que o processo seletivo seja iniciado. Certamente ter um papel estratgico a desempenhar no esforo de reconstruo e na implementao de polticas e programas de planejamento econmico, descentralizao administrativa e desenvolvimento localizado, assim como na formulao de polticas voltadas integrao da comunidade diasprica haitiana. Vtimas105 1 1

105

A direo mencionava um professor entre as vtimas, mas seu nome no foi mencionado nem pela administrao do centro e nem por qualquer outro informante. A estudante morta se chamava Schelami Lacoste e cursava o primeiro ano. Outros dois estudantes sofreram ferimentos graves, tendo um deles tido a perna amputada, mas ambos resistiram.

318

Center for Planning Techniques and Applied Economics (CTPEA) Table 115 - Institutional profile of the CTPEA
Categories Personnel Facilities Students 132 In addition to an inner courtyard, it comprised two buildings: a two-story main building, with 10 classrooms, a teachers' room, a researchers' room, two direction offices, an Admissions 50 auditorium, a library, a computer lab and a cafeteria; and a three-story annex building, Teachers 12 with four classrooms and two study rooms, respectively for the master's program and Employes 34 training seminars. Researchers 25 Under the oversight of the Ministry of Planning and External Cooperation (MPCE), it was dedicated to to the academic training and professional improvement of specialized cadres of the public administration and to academic research in the areas of applied economics, statistics and planning. It sought to keep active ties with alumni and former teachers, who regularly developed activities in the Center and facilitated the establishment of support channels with the Haitian diaspora and international cooperation agencies. Together with the teachers, the students enrolled in specialization programs and those enrolled at the Interdisciplinary Master's Program in Social Sciences and Humanities (PMISSH), of which the CTPEA was one of the main sponsoring institutions, used to teach classes and hold training seminars at the Center, both for other regular students and for MPCE officials. There were ongoing preparation for a further Master's program, devoted to local development, which would be based in the CTPEA and would start the selection process for the first class in 2010.

Table 116 Impact on the CTPEA: casualties and damage caused by the earthquake
Categories Students Teachers Facilities All surrounding walls collapsed and both buildings were damaged, but a technical assessment of the extent of fissures determined that both are recoverable. The computer lab was damaged, but not all computers were destroyed. The annex building was interdicted because of the risk of collapse of the wall that runs alongside its only access corridor. Some of the air conditioning units were damaged, but the generators that supplied both buildings were salvaged. The preparation of the Master's program was suspended and there is no prospect that the selection process will be initiated any time soon. It will certainly have a role to play in the reconstruction effort and the implementation of policies and programs of economic planning, administrative decentralization and local development, as well as in the formulation of policies for the integration of the Haitian diasporic communities. Victims106 1 1

106

The direction made mention of one CTPEA teacher among the victims, but his name was not mentioned by the Center's administration or by any other informant. The dead student was called Schelami Lacoste and was attending the first-year class. Two other students were seriously injured, one of them had his leg amputated, but both survived.

319

Figura 189 Fachada frontal do CTPEA

Photo 190 CTPEA front facade

Figura 187 - Muro do ptio externo do CTPEA

Photo 188 Wall of the CTPEA outer courtyard

320

Figura 193 - Galpo anexo ao CPTEA, onde se veem estendidas as roupas dos refugiados que se abrigaram no ptio

Photo 194 CTPEA annex sed, where clothes were put out to dry by refugees who have taken shelter in the courtyard

Figura 191 - Sala de aula do CTPEA

Photo 192 CTPEA classroom

321

Escola Nacional de Administrao Financeira (ENAF) Tabela 117 - Perfil institucional da ENAF
Categorias Alunos Efetivo 145: 56 no primeiro ano e 89 no segundo, 12 dos quais quadros ministeriais 54 75: 28 (primeiro ano), 47 (segundo) 39 Instalaes Abrangia dois prdios principais: o edifcio A quatro andares que abrigavam 15 salas de aula, cinco salas administrativas, uma sala de estudos, uma sala de professores, a biblioteca, dois laboratrios de informtica, uma sala audiovisual (laboratrio de lnguas), um auditrio, uma sala de manuteno, uma sala de arquivos e uma enfermaria e o edifcio B, trreo, que era reservado para cerimnias, conferncias e seminrios realizados pelo MEF e por outros rgos governamentais. Cada um dos edifcios contava tambm com um refeitrio. No ptio interno, encontravam-se estacionados os dois nibus que pertenciam escola.

Admisses Professores

Funcionrios

Vinculada diretamente ao Ministrio da Economia e das Finanas, (MEF), dedica-se formao e ao aperfeioamento dos quadros tcnicos do MEF. Os cursos conduzem diplomao (bacharelado) ou a uma certificao de dois anos de formao continuada. Muitos dos estudantes (chamados de estagirios) procuram os cursos do ENAF Tesouro, Economia, Impostos e Aduana como uma especializao ulterior, voltada ao servio pblico, mas suplementar ou paralela a outra formao universitria.

Tabela 118 Impacto sobre a ENAF: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes Ambos os edifcios ruram completamente e, devido sua localizao numa encosta e aos riscos que representavam aos campos de refugiados que se formavam mais abaixo, foi uma das primeiras instituies de ensino superior a ter os escombros removidos. Felizmente, estava vazia quando ruiu: as mortes ocorridas entre os estudantes e professores ocorreram alhures. Na ampla rea anteriormente ocupada pela ENAF, restaram apenas seus dois nibus estacionados, utilizados para armazenar os registros acadmicos e as poucas obras que puderam ser recuperadas da biblioteca soterrada. Vtimas107 4 4

107

Entre as vtimas fatais, quatro eram estudantes do primeiro ano, Minette Thomas Rose e Emmanuel Salomon Stanley, e do segundo, Rachelle Dly Phamy e Francky Jorely e quatro professores Duvot Fnol, Cupidon Dorsainvil, Junior Murey Lustin e Josu Pierre-Louis. Um estudante do segundo ano, Jocelyn Jepht, foi mutilado. Entre os estudantes sobreviventes, 88 esto desabrigados e distribudos por campos de refugiados, predominantemente nos arredores da capital, mas tambm junto a familiares no interior do pais.

322

National School of Financial Management (ENAF) Table 119 - Institutional profile of the ENAF
Categories Students Personnel 145: 56 first-year and 89 second-year, 12 of which ministry officials 54 75: 28 (first-year), 47 (second) 39 Facilities It comprised two main buildings: the A building four floors that housed 15 classrooms, five administrative rooms, one study room, one teachers' room, one library, two computer labs, a room for audiovisual equipment (languages laboratory), an auditorium, a maintenance room, an archive, and an infirmary and the B building, at ground-level, which was reserved for ceremonies, conferences and seminars held by the Ministry of Economy and Finances (MEF) and other governmental agencies. Each building had a cafeteria. In the inner courtyard, both buses belonging to the school were parked.

Admissions Teachers

Employes

Directly linked to the MEF, it is dedicated to training and improving the Ministry's technical staff. The courses offered led to graduation (BA) or a certificate of a two-year cycle of continuing education. Many of the students (called interns) pursued the ENAF courses Treasury, Economy, Taxes and Customs as a further specialization, focused on the public service, but additional or parallel to another path of university education.

Table 120 Impact on the ENAF: casualties and damage caused by the earthquake
Categories Students Teachers Facilities Both buildings collapsed completely, due to their hillside location and, due to the risks they represented for the refugee camps that have been set up directly below them at the foot of the hill, it was one of the first institutions of higher education to have the debris removed. Fortunately, it was empty when the buildings collapsed: the deaths registered among students and teachers occurred elsewhere. In the wide area previously occupied by the ENAF, there were only its two parked buses, used to store the records and the few academic works that could be retrieved from the buried library. Victims108 4 4

108

Among the fatalities, four were students from the first-year class, Minette Thomas Rose and Emmanuel Salomon Stanley, and from the second-year, Rachelle Dly Phamy and Francky Jorely and four teachers Duvot Fnol, Cupidon Dorsainvil, Junior Murey Lustin and Josu Pierre-Louis. A second-year student, Jocelyn Jepht, was mutilated. Among the surviving students, 88 are scattered throughout homeless shelters and refugee camps, mainly around the capital, but some of them also with family members in the countryside.

323

Figura 195 - A ENAF ruiu completamente, restando apenas seus dois nibus para abrigar a documentao recuperada dos escombros

Photo 196 ENAF collapsed completely, leaving only its two buses to house the documents recovered from the rubble

Figura 197 - Aps a remoo dos escombros, a nica coisa que lembra que ali havia uma prestigiada instituio de ensino superior um monte de ferro retorcido

Photo 198 After removing the debris, the only thing reminding that this was a prestigious institution of higher education is a pile of twisted iron

324

325

Escola Nacional das Artes (ENARTS) Tabela 121 - Perfil institucional da ENARTS
Efetivo109 Instalaes 139: Abrangia um amplo ptio interno circundando por quatro edifcios: o galpo 78 de artes plsticas, principal, com um corredor suspenso de salas que abrigavam duas salas 47 de msica, 9 de administrativas, a sala da direo acadmica e uma pequena biblioteca; um dana, 3 de teatro, 2 galpo anexo, que alojava a sala de dana, a fundio (com dois fornos) e o de histria da arte ateli de cermica e escultura; um prdio lateral em que havia quatro salas de aula e um ateli de pintura; e outro prdio lateral, com um pequeno Admisses 200 auditrio, um laboratrio de informtica, uma sala de equipamentos e Professores 23 materiais e duas salas de aula. Contava com um imvel adicional em frente Funcionrios 75 ao Champ de Mars, que abrigava o Escritrio Nacional do Artesanato Pesquisadores 51 bolsistas: (ONART) e um auditrio, utilizado para apresentaes dos estudantes e para 25 de msica, 17 de a realizao de cerimnias, eventos e seminrios. Possua ainda uma pequena artes plsticas, 5 de caminhonete para o transporte de materiais e equipamentos. dana, 4 de teatro Vinculada ao Ministrio da Cultura, tem enfrentado h anos dificuldades de financiamento e, segundo o diretor geral Thodate Thurgot, desde 2005 no so aceitas novas matrculas: a ltima turma concluiria seu ciclo de formao continuada em 2010 e no havia dotao de recursos que permitisse selecionar a prxima. As artes plsticas formaram o ncleo de sua formao original, abrindo quatro novos departamentos (histria da arte, dana, msica e artes dramticas) quando de sua reforma e ampliao em 2002. Categorias Alunos

109

To logo fosse feito o repasse oramentrio pelo Ministrio da Cultura, uma nova turma de 200 estudantes seria selecionada para preencher as vagas de todos os departamentos, assim como uma nova leva de bolsistas. Previa-se que cerca de 50 dentre os melhores estudantes recebessem uma pequena subveno, angariada junto a doadores e repassada pelo Ministrio da Cultura, para que pudessem adquirir material ou sustentar projetos artsticos em desenvolvimento. Havia muito, porm, que no eram pagas e que se limitavam iseno das taxas escolares. Entre os funcionrios vinculados ENARTS, encontravam-se tambm os administradores e tcnicos que atuavam junto ao ONART e que operavam e mantinham em funcionamento o auditrio do Champ de Mars.

326

National School of Arts (ENARTS) Table 122 - Institutional profile of the ENARTS
Personnel110 Facilities 139: It comprised a wide inner courtyard surrounded by four buildings: the main 78 of Fine Arts, 47 of shed, with an elevated hallway that lined up a series of rooms, including two Music, 9 of Dance, 3 administrative rooms, the academic direction office and a small library; an of Drama, 2 of Art annex shed, housing a dance hall, the foundry (with two furnaces) and the History pottery and sculpture studio; a lateral building, where there were four classrooms and a painting studio; and another lateral building, with a small Admissions 200 auditorium, a computer lab, a room of equipment and materials and two Teachers 23 classrooms. It comprised an additional property in front of Champ de Mars, Employes 75 which housed the National Office of Handicraft (ONART) and an Researchers 51 scholarship auditorium, used for students' performances and to hold official ceremonies, holders: events and seminars. It still possessed a small truck to transport materials and 25 in Music, 17 in Fine Arts, 5 in Dance, equipment. 4 in Drama Under the oversight of the Ministry of Culture, it has been facing financial difficulties for years and, according to Director General Thodate Thurgot, since 2005 no new registrations are accepted: the last class would complete their continuing education cycle in 2010 and there was no new allocation of resources that could enable the selection of the next class. Fine arts conformed the core of its original formation, opening four new departments (art history, dance, music and drama) upon its renovation and expansion in 2002. Categories Students

110

As soon as the overdue budgetary transfer would have been made by the Ministry of Culture, a new class of 200 students would be selected to fill the vacancies in all departments, as well as a new batch of scholarship holders. It was expected that about 50 among the best students would receive a small grant, raised from contributors and donors and transferred by the Ministry of Culture, so that the recipient students could acquire materials or sustain artistic projects in development. It had been a long time, however, since the last transfers had been made and the scholarships were almost entirely limited to the exemption of school fees. Among the employees engaged at the ENARTS, there were also managers and technicians who worked at the ONART and who also operated and maintained the Champ de Mars auditorium.

327

Tabela 123 Impacto sobre a ENARTS: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes O auditrio do Champ de Mars ruiu e, na sede acadmica, com exceo do corredor das salas administrativas, que tinha uma estrutura de madeira, todos os outros edifcios foram severamente danificados, com a decorrente destruio de praticamente todos os equipamentos e materiais: alm dos dois fornos e dos dois tornos eltricos, perderam-se a maior parte dos computadores e instrumentos musicais, incluindo o piano, e praticamente todos os equipamentos manuais. Muitos dos trabalhos j prontos dos estudantes e dos professores, que se encontravam nos galpes e oficinas, foram perdidos. Os registros acadmicos, contudo, puderam ser recuperados. No s em busca de abrigo, mas tambm em vista do risco que corriam as obras, materiais e instrumentos que puderam ser salvos, um grupo de estudantes se instalou no ptio interno da escola, onde procuravam, ainda espera de uma retomada das atividades acadmicas, retomar gradualmente ao menos seus prprios trabalhos artsticos. Msicos e bailarinos, pintores e escultores, mas sobretudo sobreviventes, haviam transformado seu refgio em ateli. As tragdias do terremoto no tinham como no figurar entre seus temas e preocupaes e, a reboque de terem invadido suas vidas, invadiam agora suas obras. Vtimas111 3 2

111

Em locais e circunstncias bastante diversas, morreram trs estudantes de perfis igualmente diversos: Cerisier Vladimir Adham (estudante de artes plsticas, morto em Logne), David Sanon (estudante de teatro, morto no colapso do Centro Tcnico Saint-Grard, do qual era vizinho), Christine Louis (estudante de msica, morta em circunstncias desconhecidas). Tambm morreram dois professores: Robert Gustave e Antony Boucard. Alm das vtimas fatais, foram registrados 4 casos de ferimentos graves, envolvendo mutilaes de dois professores e de dois alunos (Dino Narcisse Sideney e Paul Jude Don Carmelo, conhecido msico de hip -hop e estudante de pintura, que perdeu sete dedos ao salvar uma criana do soterramento, mas que j havia recomeado a pintar prolificamente algumas semanas aps o terremoto.

328

Table 124 Impact on the ENARTS: casualties and damage caused by the earthquake
Categories Students Teachers Facilities The Champ de Mars auditorium collapsed and, at the academic headquarters, with the exception of the administrative offices of the upper hallway, which had a wooden structure, all other buildings were severely damaged, with the resulting destruction of virtually all equipment and materials: in addition to two ovens and two electric lathes, most computers and musical instruments were destroyed, including the piano, and virtually all manual equipment. Many of the artworks already finished by students and teachers, who were stored in the sheds and workshops, were lost. The academic records, however, could be recovered. Not only in search of shelter, but also in view of the risk still posed to artworks, materials and instruments that had been salvaged, a group of students was installed in the courtyard of the school, where, while still waiting for a resumption of academic activities, they sought to at least gradually resume their own artwork. Musicians and dancers, painters and sculptors, but especially survivors, had turned their ateliers into their refuge. The tragedies of the earthquake could not possible pass them by and, after having overrun their lives, were now also spilling over their artworks. Victims112 3 2

112

In quite different places and circumstances, three students with equally diverse profiles have died: Cerisier Vladimir Adham (fine arts student, killed in Logne), David Sanon (drama student, killed in the collapse of the Saint-Grard Technical Centre, adjacent to his residence), and Christine Louis (music student, killed in unknown circumstances). Two teachers were also killed: Robert Gustave and Antony Boucard. In addition to the fatalities, four further cases of serious injuries were reported, mutilations involving two teachers and two students (Dino Narcisse Sideney and Paul Jude "Don" Carmelo, known hip-hop musician and student of painting, who lost seven fingers while saving a child from being buried under the rubble, but who had already begun to paint prolifically again few weeks after the earthquake.

329

Figura 201 - Esttua do patrono da ENARTS, Jean-Jacques Dessalines

Photo 202 Statue of the ENARTS patron, Jean-Jacques Dessalines

Figura 199 - Oficina de trabalho da ENARTS

Photo 200 ENARTS workshop

330

Figura 203 - Aluno da ENARTS mostra o seu trabalho

Photo 204 ENARTS student presents his work

Figura 205 Coletivo ps-desastre. Proteo do patrimnio / CP3 e ENARTS deseja oferecer seus psames a todos os artistas e famlias que perderam entes queridos no terremoto de 12 de janeiro de 2010. Lutemos pela proteo do patrimnio

Photo 206 "Post-disaster Collective. Heritage protection / CP3 and ENARTS wish to offer their condolences to all the artists and families who lost loved ones in the earthquake of January 12th, 2010. Let us strive for the protection of our heritage"

331

Figura 209 - Estudantes da ENARTS que se abrigaram no espao da Escola e continuam desenvolvendo suas atividades fora dos atelis danificados

Photo 210 ENARTS students who have taken shelter within the school and continue to develop their activities outside the damaged studios

Figura 207 - Ptio da ENARTS, onde se veem, entre materiais de escultura e entalhe em madeira, as roupas que os estudantes refugiados no ptio da escola estenderam para secar

Photo 208 ENARTS courtyard, where, among sculpture and woodcarving materials, clothes have been hung out to dry by students who have taken refuge in the school yard

332

Figura 213 - Ptio interno da ENARTS com uma vista lateral do galpo das oficinas

Photo 214 ENARTS inner courtyard, with a side view of the workshops shed
Figura 211 - Aluno da ENARTS, que sofreu mutilaes nas mos durante o primeiro tremor, retoma seu trabalho de pintura no que sobrou da escola

Photo 212 ENARTS student who suffered mutilations in his hands during the initial quake, resumes his painting inside what was left from the school

333

Escola Nacional das Enfermeiras e Parteiras de Port-au-Prince (ENIP) Tabela 125 - Perfil institucional da ENIP
Categorias Alunos Admisses Professores Funcionrios Instalaes Ocupava trs edifcios interligados: um prdio principal, de trs andares, com salas de aula, salas de estudo, laboratrios de prtica clnica, salas de professores e biblioteca; uma seo anexa, de dois andares, interligada ao HUEU e tambm utilizada no treinamento de parteiras, com laboratrios de obstetrcia e atendimento ao pblico, mas que abrigava tambm algumas salas da Pesquisadores 9: administrao; e um prdio menor, de dois andares, com o restante dos setores 3 mestrandos, 3 administrativo, o arquivo e um pequeno laboratrio de informtica. Contava mestres e 3 ainda com um micro-nibus, utilizado para levar estagirios e pesquisadores a doutores outras unidades hospitalares ou s escolas nacionais do interior do pas. Tratava-se de uma escola tradicional de formao de enfermeiras que acabou sendo incorporada na estrutura da UEH, num esforo de fortalecimento da formao de pessoal especializado no atendimento sade e integrada na rede mais ampla de escolas nacionais de enfermagem distribudas por outros departamentos no interior do pas. Com um corpo discente predominantemente feminino, contava tambm com um grupo incipiente de pesquisadores e professores diligentemente dedicados formulao de iniciativas de sade pblica e de sade preventiva. Efetivo 275 100 40 17

Tabela 126 Impacto sobre a ENIP: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Pesquisadores Instalaes O edifcio principal e o prdio da administrao ruram completamente. A seo anexa de obstetrcia no chegou a desabar e, apesar de exigir uma avaliao tcnica sobre a extenso dos danos, aparenta poder ser restaurado e utilizado transitoriamente para a retomada gradual das atividades. Assim como outros veculos estacionados nos arredores, o micro-nibus foi esmagado. Todos os equipamentos foram destrudos. Qualquer plano ou iniciativa de reconstruo do setor de sade no pas passa pelo restabelecimento das condies de ensino e pelo fortalecimento dos incipientes esforos de pesquisa que tinham lugar na ENIP. Sua destruio alcanou uma escala devastadora e necessitar de um robusto envolvimento de parceiros internacionais para se restabelecer. J antes do terremoto, muitas das iniciativas de formulao de uma poltica de sade pblica preventiva, que inescapavelmente envolviam os pesquisadores, professores e estudantes da ENIP, apontavam na direo de uma emulao deliberada de programas de sade desenvolvidos e adotados com alto grau de sucesso no Brasil, como o programa dos agentes de sade, do mdico de famlia, de sade materna e de sade da mulher. Um esforo direcionado de apoio implementao desse tipo de programa, no quadro de um envolvimento mais amplo com a reconstruo dos sistemas de educao superior e de atendimento de sade, teria uma base de receptividade j estabelecida e promoveria evidentes efeitos multiplicadores. Vtimas113 107 4 3

113

Segundo Baptistin Wilbert, funcionrio que participou do primeiro esforo de resgate, 15 estudantes foram retiradas com vida dos escombros. Membros do International Medical Corps, que chegaram a acompanhar posteriormente a recuperao de algumas delas, afirmaram que o total das sobreviventes feridas retiradas com vida dos escombros e que foram tratadas no HUEH chegou eventualmente a 25. Alm do o diretor-geral da ENIP, Pierre Alix Laroche, outros dois professores pereceram no desabamento. As diretoras adjunta e pedaggica, respectivamente Mme. Nazaire e Mme. Neptune, puderam confirmar um total de 91 estudantes mortas em consequncia direta do desabamento da Escola (2 do primeiro ano, 81 do segundo e 8 do terceiro). Acreditava-se que um nmero adicional de 16 estudantes tivesse perecido no desabamento das unidades hospitalares onde trabalhavam, alm de outras cinco que continuavam desaparecidas at o momento da concluso deste levantamento. As 16 estudantes mortas alhures foram includas no cmputo da faculdade, no entanto, por falta de confirmao suficiente, os cinco casos ulteriores de estudantes desaparecidas ou no localizadas foram excludos do clculo, apesar de muito provavelmente terem sido tambm vtimas fatais.

334

Port-au-Prince National School of Nursing and Midwifery (ENIP) Table 127 - Institutional profile of the ENIP
Categories Students Admissions Teachers Employes Researchers Personnel 275 100 40 17 Facilities It occupied three interconnected buildings: one three-story main building, with classrooms, study rooms, laboratories for clinical practice, teachers' rooms and a library; a two-story annex section, connected to the Central Hospital and also used in training programs for midwives, with obstetrics laboratories and offering public services, but also housing some administrative rooms; and one smaller two-story building, with the remaining administrative sectors, the archives and a small computer lab. The school also had a minibus, used to take interns and researchers to other hospitals or to other national schools across the country.

9: 3 MA candidates, 3 MA and 3 PhD It was a traditional school for training nurses and was eventually incorporated into the UEH structure, in an effort to strengthen the training of specialized personnel in health care, and integrated into the broader network of national schools of nursing distributed by other departments across the country. With a predominantly female student body, it also counted upon an incipient group of researchers and teachers diligently devoted to the formulation of public health initiatives and preventive health programs.

Table 128 Impact on the ENIP: casualties and damage caused by the earthquake
Categories Students Teachers Researchers Facilities The main building and the administration building collapsed completely. The annex section of obstetrics did not collapse and, although it requires a technical assessment of the extent of the damage, it appears to be able to be restored and used temporarily for the gradual resumption of activities. Like other vehicles parked in the vicinity, the school minibus was crushed. All equipment was destroyed. Any plan or initiative to rebuild the health sector in the country requires the restoration of the educational capabilities and the strengthening of the incipient research efforts that took place at the ENIP. Its destruction reached a devastating scale and, in order to recover, it will require a robust involvement of international partners. Even before the earthquake, many of the initiatives in formulating a policy of preventive health, which inescapably involved researchers, teachers and students of the ENIP, pointed toward a deliberate emulation of health programs developed and adopted with a high degree of success in Brazil, such as the health agents program, the family doctor program, maternal health and women's health programs. A concerted effort to support the implementation of such initiatives, as part of a broader involvement with the reconstruction of higher education systems and health care, could thus tap into an already established and receptive base and would evidently have a multiplying effect. Victims114 107 4 3

114

According to Baptistin Wilbert, employee who took part in the first rescue effort, 15 students were pulled alive from the rubble. Members of the International Medical Corps, which later came to monitor the recovery of some of them, said the total number of injured survivors pulled out alive and eventually treated in the HUEH reached 25. Besides the Director General of the ENIP, Alix Pierre Laroche, two other teachers perished in the collapse. The deputy director and pedagogical director, respectively Mme. Nazaire and Mme. Neptune, have been able to confirm a total of 91 students killed as a direct result of the collapse of the school building (two first-year, 81 second-year and eight third-year students). It was believed that an additional 16 students had perished in the collapse of the hospitals where they worked, and five were still missing until the completion of this survey. The 16 students killed elsewhere were included in the list of casualties for the ENIP. For lack of sufficient confirmation, however, the five further cases of missing students were excluded from the list, although they were very probably fatal victims as well.

335

Figura 215 - A queda do edifcio principal da ENIP vitimou todas as estudantes que se encontravam no prdio no momento do primeiro tremor, juntamente com o decano

Photo 216 The collapse of the ENIP main building killed all students who were inside it at the time of the first quake, along with the Dean

Figura 217 - Vista do que restou da ENIP a partir de onde se encontrava anteriormente a entrada do prdio principal

Photo 218 View of the remains of the ENIP, seen from where was previously located the entrance of the main building

336

Figura 219 - Alm das estudantes e do professor mortos, passantes foram atingidos e mortos com a queda do edifcio sobre uma das vias mais movimentadas do centro de Port-au-Prince

Photo 220 In addition to the students and teachers killed, bystanders were also hit and killed by the fall of the building on one of the busiest roads in the center of Port-au-Prince

Figura 221 - O nibus que transportava as estudantes para estgios de formao em instituies de atendimento sade na capital e no interior, foi esmagado com o colapso do prdio administrativo da ENIP

Photo 222 The bus used to transport students for training practice in health care institutions across the capital and in the countryside, was crushed by the collapse of the ENIP administrative building

337

Escola Nacional Superior de Tecnologia (ENST) Tabela 129 - Perfil institucional da ENST
Categorias Alunos Admisses Professores Funcionrios Instalaes Funcionava em um dos quatro andares de um edifcio compartilhado tambm pela Universidade Nobel do Haiti e pelo Colgio Metropolitano. Ocupava quatro salas de aula, um escritrio de administrao, que funcionava tambm como um de dois laboratrios de informtica, com 20 computadores cada, O ptio, a quadra de esportes e o refeitrio eram de uso comum dos estudantes das trs instituies. Juntamente com o CTPEA, so considerados os centros mais reconhecidos na formao profissional e treinamento nas reas da planificao econmica e administrao pblica e de empresas. Sempre teve, contudo, dificuldades para assegurar uma sede prpria. Possui uma das mais baixas taxas de evaso dentre as instituies pblicas de ensino superior, com menos de 10% dos estudantes abandonando o curso a cada ano. Efetivo 95 30 11 2

Tabela 130 Impacto sobre a ENST: vtimas e danos decorrentes do terremoto

Categorias Alunos Professores Instalaes O edifcio ruiu. Um dos laboratrios de informtica foi destrudo com o colapso do edifcio, ou outro foi roubado, juntamente com todos os volumes da biblioteca. Os registros escolares, no entanto, tanto fsicos como eletrnicos, puderam ser salvos . O modelo de ocupao compartilhada de espaos fsicos, conforme adotado no caso dessa combinao entre uma instituio pblica de ensino superior, uma universidade privada e um colgio secundrio, no deixa de suscitar a especulao sobre sua viabilidade como uma soluo transitria que pudesse ser adotada durante o processo de reconstruo. A direo da ENST, destacando os ganhos de complementaridade que podem ser produzidos, chega mesmo a propor um modelo de mutualismo para a reconstruo, com a partilha sistemtica de estruturas, equipamentos e pessoal por instituies congneres. Vtimas115 2 1

115

No desabamento do edifcio, dois estudantes morreram e seus corpos ainda no haviam podido ser retirados de sob os escombros. Seus nomes no foram mencionados por qualquer dos informantes. O professor morto se chama Bultus Emannuel (informtica). Um segundo professor, Maxy Samuel, tambm morreu, no desabamento da sede do Centro de Estudos Diplomticos e Internacionais (CEDI), onde tambm desempenhava a funo de chefe de departamento e diretor auxiliar, razes pelas quais foi computado na lista daquela e no desta instituio. Alm disso, tanto um jovem da vizinhana, que praticava esportes no ptio interno, como duas crianas que o observavam, morreram igualmente no desabamento. As informaes foram providas pelo diretor da ENST, Jean-Claude Rolles, pelo diretor do Collge Mtropolitain, Pierre Remy Zamor, e pelo guardio da UNH, Daley Benson, que participou dos esforos de remoo dos escombros, durante os quais foi possvel resgatar com vida outros dois estudantes e outra criana da vizinhana.

338

National Superior School of Technology (ENST) Table 131 - Institutional profile of the ENST
Categories Students Admissions Teachers Employes Facilities It occupied one of the four floors of a building shared also by the Nobel University of Haiti and the Metropolitan College. It comprised four classrooms, one administration office, which also functioned as one of two computer labs, with 20 computers each. The courtyard, the gym and the cafeteria were of common use for the students of all three institutions. Together with the CTPEA, it was one of the most recognized centers in professional training in the areas of economic planning, public administration and business management. It always had, however, difficulties to obtain a proper headquarters. It has one of the lowest dropout rates among public institutions of higher education, with less than 10% of students leaving the institution each year without graduating. Personnel 95 30 11 2

Table 132 Impact on the ENST: casualties and damage caused by the earthquake
Categories Students Teachers Facilities The building collapsed. One of the computer labs was destroyed with the collapse of the building, the other one was stolen, along with all the volumes in the library. The school records, however, both physical and electronic, were salvaged. The shared model for the occupation of physical spaces, as adopted in the case of this combination between a public institution of higher education, a private university and a secondary school, invites the speculation about its viability as an interim solution that could be adopted during the reconstruction process. The ENST direction, stressing the benefits that can be obtained in terms of complementarity, even proposes a mutualist model for the reconstruction, with the systematic sharing of structures, equipment and personnel for similar institutions. Victims116 2 1

116

In the collapse of the building, two students were killed and their bodies had not yet been able to be removed from under the rubble. Their names were not mentioned by any of the informants. The dead teacher was called Bultus Emmanuel (computer science). A second teacher, Maxy Samuel, also died in the collapse of the Center for Diplomatic and International Studies (CEDI), where he also served as head of department and assistant director, reason why he was included on the list for that institution and not for the ENST. In addition, one young man from the neighborhood, who was playing sports in the inner courtyard when the first earthquake hit, as well as two children who were watching him play, also died in the collapse. The information was provided by the director of ENST, Jean-Claude Rolles, the director of the Collge Mtropolitain, Pierre Remy Zamor, and the guardian of the UNH, Daley Benson, who took part in the first efforts to remove the debris, efforts that made possible the rescue of two other students and another child from the neighborhood.

339

Figura 225 - A ENST ocupava um andar em um edifcio compartilhado com a Universidade Nobel dHati e com o Colgio Metropolitano

Photo 226 The ENST occupied a whole floor in a building shared with the University Nobel d'Hati and the Metropolitan College

Figura 223 - Detalhe posterior do edifcio que abrigava a ENST, destacando uma das maiores salas de aula da Escola

Photo 224 Detail from the back side of the building that housed the ENST, highlighting one of the largest classrooms

340

Figura 229 - Ptio interior da ENST

Photo 230 ENST inner courtyard

Figura 227 - Peas de vesturio, material didtico e demais pertences pessoais, deixados pelos estudantes ao fugir durante o primeiro tremor, em 12 de janeiro, que causou a runa do edifcio onde se encontrava a ENST

Photo 228 Pieces of clothing, educational materials and other personal belongings left behind by fleeing students during the first quake on January 12th, which caused the ruin of the building that formerly housed the ENST

341

Centro Nacional de Formao Profissional (CNFP) / Centro Piloto de Formao Profissional e Tcnica (CPFPT) Escola Nacional de Geologia Aplicada (ENGA)

Tabela 133 - Perfil institucional do CNFP e da ENGA

Categorias Alunos Admisses Professores Efetivo 968 600 147: 5 com formao universitria 22 Instalaes Abrangia um edifcio principal, de trs andares, dois edifcios anexos e um amplo galpo que abrigava as oficinas. No total, contava com 20 salas de aula e de prtica pedaggica, uma sala de professores comum a todos os departamentos, um laboratrio de informtica, um auditrio, uma biblioteca e um refeitrio. As oficinas eram equipadas com o maquinrio correspondente aos respectivos ofcios (tornos, misturadores de cimento, serras, soldas, fornos e motores). Porm, alm de obsoletos e em quantidade insuficiente, a escassez de recursos no permitia que materiais de uso contnuo, combustveis e peas de reposio fossem adquiridos e tampouco que a manuteno tcnica fosse feita com a frequncia necessria. O Centro possua ainda um nibus, que j no funcionava havia alguns anos por falta de reparos.

Funcionrios

A ENGA ocupava um edifcio trreo, com quatro salas de aula, duas salas administrativas, uma sala de professores, uma sala de estudos e uma biblioteca. Como um pilar do Sistema Nacional de Formao Profissional (SNFP), representa o mais importante estabelecimento de ensino profissionalizante do sistema pblico. gerido pelo Instituto Nacional de Formao Profissional (INFP/ MENFP), mas os poucos recursos com que podia contar para sua manuteno eram providos por meio de acordos de cooperao com agncias e organizaes internacionais. J havia dado incio transferncia de todas as atividades para outra regio da cidade, Delmas 60, mais distante da rea conturbada prxima a Cit Soleil. Durante repetidos episdios de recrudescimento das aes de grupos armados nessa rea, as aulas tiveram de ser suspensas e muitos equipamentos haviam sido roubados ou danificados. O nmero de alunos nos cursos oferecidos era: eletrotcnica (225), mecnica de motores a diesel (203), contabilidade (200), edificaes (192), hidrulica (40), telecomunicaes (40), informtica (30), mecnica geral (25) e serralheria (13). Desativada por alguns anos antes do terremoto, a ENGA havia no entanto aberto inscries para novas turmas e reiniciaria em 2010 seus cursos de formao em cincias da terra, topografia e tecnologia do meio ambiente.

342

National Center for Professional Training (CNFP) / Pilot Center of Professional and Technical Education (CPFPT) National School of Applied Geology (ENGA)

Table 134 - Institutional profile of the CNFP and ENGA

Categories Students Admissions Teachers Personnel 968 600 147: 5 with a higher education degree 22 Facilities It comprised a three-story main building, two outbuildings and a large shed that housed the workshops. In total, it had 20 classrooms and teaching practice rooms, one teachers' room common to all departments, a computer lab, an auditorium, a library and a cafeteria. The workshops were equipped with machinery corresponding to the respective trades (lathes, cement mixers, saws, welders, furnaces and engines). However, besides being obsolete and insufficient, the shortage of resources did not allow the purchase of materials for daily use, fuel and spare parts, nor that proper maintenance was done as often as necessary. The Center also had a bus that had not been in operation for the last few years due to lack of repairs.

Employes

ENGA occupied a ground-level building with four classrooms, two administrative rooms, one teachers' room, one study room and a library. As a pillar of the National System of Professional Training (SNFP), it represents the most important establishment of vocational education in the public system. It is managed by the National Institute of Professional Training of the Ministry of National Education and Professional Training (INFP / MENFP), but the few resources they could rely on for their maintenance were provided through cooperative agreements with international agencies and organizations. It had already begun to transfer all its activities to another area of the city, Delmas 60, further away from the troubled area near Cit Soleil. During repeated episodes of heightened tensions due to the actions of armed groups in the area, classes had to be suspended and many pieces of equipment were stolen or damaged. The number of enrolled students in the courses offered were: electrotechnology (225), mechanics of diesel engines (203), accounting (200), building technology (192), hydraulics (40), telecommunications (40), computer science (30), general mechanics (25), and blacksmithing (13). Inactive for a few years before the earthquake, the ENGA had nonetheless opened the registration for new classes starting in 2010 and would restart its training courses in earth sciences, topography and environmental technology.

343

Tabela 135 Impacto sobre o CNFP e sobre a ENGA: vtimas e danos decorrentes do terremoto
Categorias Alunos Professores Vtimas117 4 1 Instalaes O prdio principal apresenta profundas fissuras, ainda espera de uma avaliao tcnica, sem muitas perspectivas de recuperao, porm. Os galpes aparentam no haver sofrido maiores danos, mas j se encontravam inativos h algum tempo. Os equipamentos dos laboratrios de informtica e de telecomunicaes, assim como os equipamentos das oficinas, que ainda no haviam sido transferidos nova sede e estavam abrigados no prdio principal, foram perdidos, assim como boa parte dos arquivos e da biblioteca, no tanto em virtude do terremoto, mas em decorrncia de saques subsequentes.

O prdio da ENGA manteve-se aparentemente intacto. Por todos os lados, espalhavam-se acampamentos de refugiados. A direo no via razo para interromper as atividades letivas, programadas para serem iniciadas normalmente no incio de maro, consolidando a transferncia de sede que j se havia iniciado mesmo antes do terremoto. A direo e a secretaria, contudo, seguiam trabalhando no ptio interno central do Centro, num esforo de avaliar com maior preciso a extenso dos danos s instalaes e aos equipamentos. A despeito das experincias anteriores de insegurana que precipitaram a deciso de transferir o Centro Piloto, a direo ainda acreditava na possibilidade de recuperar o amplo espao de que dispunha em sua sede original e contava para tanto com uma implementao rpida do Acordo de Modernizao e Fortalecimento do Centro Piloto de Formao Profissional Brasil-Haiti, que j havia sido firmado em maio de 2005, mas que, sem que tivesse sido implementado, foi renovado em fevereiro de 2010, para ser implementado pela Agncia Brasileira de Cooperao (ABC) em parceria com o SENAI. A reativao da ENGA foi suspensa aps o terremoto e no h perspectiva clara quanto ao reincio efetivo de seus cursos, que sem dvida teriam um papel de elevada importncia na formao de pessoal qualificado para participar no esforo de reconstruo e de elaborao de sadas criativas e viveis para a aguda crise ambiental em que se encontra o pas. Tambm de alto valor estratgico para o desenvolvimento haitiano seria o projeto, compartilhado por muitos outros acadmicos e intelectuais haitianos de outras instituies, de tirar proveito tanto da proximidade com a zona porturia, quanto do perfil de seu quadro de professores e ex-alunos e dos elos possveis com outras instituies de ensino em reas costeiras do pas, para instituir um ciclo de formao de profissionais e pesquisadores dedicados ao manejo, explorao sustentvel e preservao dos recursos marinhos.

117

Entre as vtimas fatais registradas, quatro eram estudantes (dois do primeiro nvel e outros dois do segundo), mas seus nomes no foram mencionados por qualquer dos informantes. Alm de um professor mutilado, Eddy Lagage, houve uma vtima fatal entre os professores, a saber, Yollet Figaro.

344

Table 136 Impact on the CNFP and ENGA: casualties and damage caused by the earthquake
Categories Students Teachers Victims118 4 1 Facilities The main building exhibits deep fissures, still waiting for a technical assessment, without many prospects for recovery, however. The sheds seem not to have suffered major damage, but had already been inactive for some time. The equipment in the computer and telecommunications laboratories, as well as the equipment of the workshops, which had not yet been transferred to the new premises and were housed in the main building, were lost, as well as much of the archives and library, not so much because of earthquake, but due to subsequent acts of theft.

The ENGA building remained apparently intact. On all sides, refugee camps were growing. The management saw no reason to disrupt school activities, scheduled to start normally in early March, consolidating the transfer to the new headquarters that had already started even before the earthquake. The direction itself and the secretariat, however, were still working in the Center's inner courtyard in an effort to more accurately assess the extent of damage caused to the facilities and equipment. Despite previous experiences of acute insecurity that precipitated the decision to transfer the whole Center, the direction still believed in the possibility of recovering the ample space it had available and, in order to do so, counted on a quick implementation of the "Brazil-Haiti" Agreement for Strengthening and Modernizing the Pilot Training Center, which had been signed in May 2005 but, without having ever been implemented, was eventually renewed in February 2010, to be implemented by the Brazilian Cooperation Agency (ABC) in a partnership with the National Service of Industrial Learning (SENAI). Reactivation of the ENGA was suspended after the earthquake and there was no clear perspective as to the effective resumption of its activities, which undoubtedly would have a very important role in the training of qualified personnel to participate in the reconstruction effort and developing creative and viable solutions to the acute environmental crisis in which the country finds itself. Also of high strategic value to the country's development would be the project, shared by many Haitian intellectuals and academics from other institutions, to take advantage of both the Center's proximity to the waterfront and the profile of its teaching staff and alumni to establish possible links with other educational institutions in coastal areas of the country in order to institute a training program for professionals and researchers dedicated to the management, sustainable exploitation and conservation of marine resources.

118

Among the registered fatalities, four were students (two from the first level and two from the second), but their names were not mentioned by any of the informants. In addition to a mutilated teacher, Eddy Lagage, there was also a fatal victim among the teachers, namely Yollet Figaro.

345

Figura 233 - Mural no terrao frontal do CNFP

Photo 234 Wall painting in the CPNP front terrace

Figura 231 - Entrada do prdio principal do CNFP, que exibe fissuras profundas e exige reparos considerveis antes que possa ser reutilizado

Photo 232 Entrance of the CPFP main building, which displays deep fissures and requires considerable repairs before it can be occupied again

346

Figura 237 - Oficina do curso de edificaes do CNFP

Photo 238 CPFP building technology workshop

Figura 235 - Sala de informtica do CNFP. Boa parte do material permanente foi perdida. Aquilo que no foi danificado pelo terremoto acabou sendo saqueado

Photo 236 CPFP computer lab. Much of the material was lost permanently. What was not damaged by the earthquake ended up being looted

347

Figura 241 - Galpo do CNFP, que j chegou a abrigar provisoriamente a ENST, antes que a volatilidade da situao poltica da regio obrigasse seu deslocamento para uma regio mais central da cidade

Photo 242 CPFP shed, which was already used to temporarily shelter the ENST before the volatile political situation in the region forced it to move to a more central area of the city

Figura 239 - O amplo ptio externo do CNFP serve como espao para o atendimento mdico peridico dos refugiados nos campos em torno da rea

Photo 240 The large outer courtyard of the CPFP serves as a space for the provision of medical care to the refugee camps around the area

348

Figura 243 - No ptio do CNFP, tendas acolhem famlias desabrigadas da regio de Cit Soleil

Photo 244 In the CPFP courtyard, tents to welcome homeless families from the Cit Soleil area.

Figura 245 - Em torno do CPFP, h vrios acampamentos de desabrigados

Photo 246 Around the CPFP, several homeless camps

349

Figura 249 - Entrada da ENGA, situada nos fundos do CNFP, na regio de Cit Soleil. Por conta da volatilidade da situao poltica na regio, encontrava-se inativa j antes mesmo do terremoto

Photo 250 ENGA entrance, located at the back of the CPFP, in the region of Cit Soleil. Due to the volatile political situation in the region, it was inactive even before the earthquake

Figura 247 - Os danos s instalaes da ENGA foram de menor envergadura

Photo 248 Damage to ENGA facilities was in a smaller scale

350

351

Instituies privadas

Private institutions

Universit Lumire (UL)

Figura 251 - Runas da UL, em cujo desabamento morreram 376 estudantes, mas muitos dos corpos no haviam podido ser retirados dos escombros

Photo 252 Ruins of the UL, whose collapse killed 376 students, but many of the bodies had not been pulled yet from the rubble

Figura 253 - Ao lado das runas da UL, v-se a fachada apenas parcialmente danificada de uma casa cujo interior tambm foi destrudo

Photo 254 Next to the UL ruins, partially damaged facade of a house whose interior was also destroyed

352

Figura 255 - No trreo deste edifcio da UL se encontrava a cantina e no primeiro e segundo andares a biblioteca

Photo 256 On the ground floor of this building was the UL cafeteria and, on the first and second floors, the library

Figura 257 - Fotocopiadora, livros, registros escolares e peas de vesturio entre os escombros da UL

Photo 258 Photocopying machine, books, school records and pieces of clothing amid the ruins of the UL

353

Figura 259 - Manual de enfermagem entre as runas da UL

Photo 260 Manual of nursing among the ruins of UL

Figura 261 - Varanda da cantina da UL

Photo 262 Balcony of the UL cafeteria

354

Figura 265 - Gavetas vazias dos arquivos escolares em meio aos escombros da UL

Photo 266 Empty drawers of school records atop the rubble of the UL

Figura 263 - O que restou dos arquivos da UL

Photo 264 What remained of the UL archives

355

Figura 269 - Entre os escombros, carteirinhas de estudante da UL

Photo 270 Amid the ruins of the UL, student ID cards

Figura 267 - Entre os papis espalhados pelos escombros da UL, projetos e dissertaes dos alunos

Photo 268 Among the papers scattered through the rubble of the UL, students' projects and dissertations

356

Figura 273 - O que restou de um dos laboratrios de informtica da UL

Photo 274 The remains of one of the UL computer labs

Figura 271 - Arquivos e computadores da UL

Photo 272 UL archives and computers

357

Figura 277 - Foram identificados 376 mortos entre os alunos da UL

Photo 278 376 dead student have been identified at the UL

Figura 275 - Arquivos da UL

Photo 276 UL archives

358

Centre Tcnique Saint-Grard (CTSG)

Figura 279 - Remoo dos escombros do CTSG, cuja runa vitimou no apenas estudantes e professores, mas tambm vrios moradores das imediaes

Photo 280 Removing debris from the CTSG, whose collapse victimized not only students and teachers but also several neighboring residents

Figura 281 - Um ms aps os grandes terremotos, os estudantes do CTSG continuavam retirando dos escombros corpos de colegas e professores. No Centro Saint-Grard, as aulas j haviam sido reiniciadas e um nmero considervel de alunos estava nas salas de aula no momento do primeiro tremor. Foram registrados 252 estudantes e cinco professores mortos

Photo 282 One month after the big earthquake, CTSG students continued pulling bodies of classmates and teachers from the rubble. Classes had already restarted and a considerable number of students were in the classroom when the first tremor hit. 252 students and five teachers were confirmed dead

359

Universit Carabe (UC)

Figura 283 - Runas da UC. Para alm das vtimas nos arredores do prdio, mortas em decorrncia do desabamento, foram registrados 189 estudantes e seis professores mortos

Photo 284 Ruins of the UC. In addition to the victims in the vicinity of the building, killed as a result of the collapse, 189 students and six teachers were confirmed dead

Figura 285 - Runas da UC

Photo 286 Ruins of the UC

360

Figura 291 - Em meio aos escombros, material didtico de kreyl. A lingustica era uma das reas fortes da UC

Photo 292 Amid the rubble, Kreyl teaching material. Linguistics was one of the strongest areas at the UC

Figura 289 - Entre os escombros, Dicionrio de kreyl, publicado pela UC

Photo 290 Among the rubble, Kreyl Dictionary, published by the UC

Figura 287 - No foram somente estudantes, professores ou funcionrios que morreram nos desabamentos das universidades e faculdades. Foram vrios os casos de creches, escolas, escritrios ou casas de famlia que foram arrebatadas pelo desmoronamento dos prdios universitrios. Ao lado da UC funcionava uma creche, que foi soterrada. Nos fundos, vivia uma famlia de seis pessoas, das quais apenas uma sobreviveu

Photo 288 Not only students, faculty or staff died in the collapse of universities and colleges. There were several cases of nursery schools, kindergartens, offices and family homes that were crushed by the collapse of the university buildings. Next to the UC there was a daycare facility, which was buried. In the back lived a family of six, of which only one survived

361

Universit de Port-au-Prince (UP)

Figura 293 - Muro dianteiro e runas da sede principal da UP

Photo 294 Front wall and ruins of the UP headquarters

Figura 295 - Runas da sede principal da UP

Photo 296 Ruins of the UP headquarters

362

Figura 297 - Diplomas e carteiras de estudantes recuperados dos escombros: a UP perdeu 159 estudantes e sete professores

Photo 298 Student diplomas and portfolios recovered from the rubble: the UP lost 159 students and seven teachers

Figura 299 Folha referente ao ms de fevereiro de 2010 do carn de mensalidades do estudante em cuja memria fora acesa uma vela e depostas flores sobre as runas da UP

Photo 300 Sheet for the month of February 2010 in the tuition booklet of a student in whose memory a candle had been lit and flowers deposed on the ruins of the UP

363

Figura 303 Apelo, em ingls, assinado pelo Comit dos refugiados que ocuparam as dependncias do que era um dos campi da UP: Precisamos de ajuda. Comida, gua, tendas

Photo 304 Appeal, in English, signed by the Refugees Committee that occupied the premises of what was one of the UP campuses: "We need help. Food, water, tents"

Figura 301 - Sala de aula da sede secundria da UP

Photo 302 Classroom at the secondary UP campus

364

Universit Episcopale dHati (UNEPH)

Figura 307 - O que sobrou da UNEPH

Photo 308 What was left of the UNEPH

Figura 305 - No ptio frontal de onde funcionava a UNEPH, foram instaladas tendas para abrigar o Frum Criminal. Ao fundo, veem-se as celas improvisadas onde eram mantidos os acusados a espera de julgamento

Photo 306 In the front yard where the UNEPH was, tents were installed to house the Criminal Forum. In the background, makeshift cells can be seen, where the accused were held awaiting trial

365

Institut des Hautes tudes Comrciales et conomiques (IHECE)

Figura 309 - Escadaria de entrada do edifcio principal do IHECE

Photo 310 Entrance staircase of the IHECE main building

Figura 311 - Vista lateral do edifcio principal do IHECE

Photo 312 Side view of the IHECE main building

366

Figura 313 - Vista posterior do edifcio principal do IHECE

Photo 314 Rear view of the IHECE main building

Figura 315 - Tendas instaladas no ptio do IHECE pelos funcionrios desabrigados

Photo 316 Tents pitched in the IHECE courtyard by the homeless employees

367

Figura 317 - O que restou da sede histrica do IHECE, que fazia parte de um celebrado conjunto arquitetnico na rea central de Port-au-Prince

Photo 318 What remained of the historic IHECE headquarters, which was part of a celebrated architectural complex in central Port-au-Prince

368

cole Normale et Professionnelle de Sainte-Trinit (ENPST)

Figura 319 As runas da Escola Sainte-Trinit esto direita. Ao fundo, as runas da Catedral

Photo 320 Ruins of the Sainte-Trinit School, on the right. In the background, the ruins of the Cathedral

Figura 321 - Ptio interno da Escola Sainte-Trinit

Photo 322 Inner courtyard of the Sainte-Trinit School

369

Figura 323 Tendo rudo apenas parcialmente, a Escola Sainte-Trinit teve suas estruturas completamente comprometidas e, situada na rea central da cidade, a iminncia de desabamento representava ainda um risco considervel, como de resto era o caso de inmeras edificaes de BelAir. Por conta do perigo que representavam circulao de pessoas no centro da cidade, a demolio das edificaes restantes do complexo de edifcios em torno da Parquia de Sainte-Trinit foi iniciada cerca de um ms aps o primeiro tremor

Photo 324 Having only partially collapsed, the Sainte-Trinit School had, however, its structures entirely compromised and, located in the downtown area, the verge of collapse still represented a considerable risk, as indeed was the case with many buildings in the Bel-Air district. Because of the danger they represented to the movement of people in the city center, the demolition of the remaining buildings around the parish of Sainte-Trinit was started about a month after the first quake
Figura 325 Em meio remoo dos escombros, ainda se tenta recuperar o possvel do material danificado

Photo 326 Amid the rubble removal, there were still attempts to recover the damaged material

370

Figura 329 - Pintura feita por um aluno de oito anos da escola educao infantil vinculada Parquia de Sainte-Trinit. Representa Dessalines e a expulso dos franceses pelas tropas haitianas sob seu comando. Fazia parte de uma coleo de desenhos dos heris nacionais, feitos por alunos de diferentes escolas do pas para figurar num calendrio a ser distribudos s prprias escolas. Esta cpia do desenho foi encontrada nos escombros

Photo 330 Painting done by an eight-year old student of the elementary school linked to the parish of Sainte-Trinit. It depicts Dessalines and the expulsion of the French by Haitian troops under his command. It was part of a collection of drawings of national heroes, made by students from different schools in the country to figure in a calendar distributed to schools. This copy of the drawing was found in the rubble
Figura 327 - Nas runas da escola, o jornal Le Nouvelliste, de 5 de janeiro de 2010, uma semana antes do terremoto, quando o incio das aulas j se prenunciava como algo ainda incerto e problemtico

Photo 328 In the ruins of the school, the newspaper Le Nouvelliste, of January 5th, 2010, a week before the earthquake, when the start of school is already heralded as something uncertain and problematic

371

Figura 333 - Runas da sede da Escola Sainte-Trinit onde funcionava a Escola de Msica e Canto Coral

Photo 334 Ruins of the Sainte-Trinit School headquarters, where the School of Music and Choral Singing used to be

Figura 331 - Runas da Escola de Msica e Canto Coral Sainte-Trinit

Photo 332 Ruins of the Sainte-Trinit School of Music and Choral Singing

372

Centre des tudes Diplomatiques et Internationales (CEDI)

Figura 335 - Runas do CEDI. Ao fundo, escombros do Hotel Christophe, onde funcionava o comando operacional da MINUSTAH

Photo 336 Ruins of the CEDI. In the background, debris of the Christophe Hotel, where the MINUSTAH operational command was located

Figura 337 - Vista do interior das runas do CEDI

Photo 338 View from inside of the CEDI ruins

373

Universit Notre Dame dHati (UNDH)

Figura 339 - Sede administrativa da UNDH, num palcio histrico da rea central da capital. Apesar de parecer intacta, teve seu interior seriamente danificado e demandar reparos considerveis

Photo 340 UNDH administrative headquarters, a historic palace in the central area of the capital. Although it looks intact, its interior was seriously damaged and shall require considerable repairs

374

Figura 343 - Entrada da sede administrativa da UNDH

Photo 344 Entrance of the UNDH administrative headquarters

Figura 341 - Prdio anexo sede administrativa da UNDH

Photo 342 Annex building of the UNDH administrative headquarters

375

Figura 345 - Numa das paredes, turmas de formandas da Faculdade de Enfermagem da UNDH. Na outra, imagens de patronos catlicos, santos e taumaturgos

Photo 346 On one of the walls, groups of graduated student of the UNDH School of Nursing. On the other, pictures of Catholic patron saints and miracle workers

Figura 347 - Clnica ambulatorial na Faculdade de Enfermagem da UNDH

Photo 348 Outpatient clinic of the UNDH Faculty of Nursing

376

Universit de Fondwa (UNIF)

Figura 349 - Reitoria da Universidade de Fondwa (UNIF), a nica universidade rural do pas, completamente destruda

Photo 350 Rectorate of the University of Fondwa (UNIF), the only rural university in the country, completely destroyed

Figura 351 - Escombros da reitoria da UNIF

Photo 352 Ruins of UNIF rectorate

377

Institut Universitaire Quisqueya-Amrique (INUQUA)

Figura 353 - Fachada frontal da sede do INUQUA, cuja demolio j havia sido iniciada, por conta do risco iminente de desabamento

Photo 354 Front facade of the INUQUA, whose demolition had already begun, because of the imminent risk of collapse

Figura 355 - Vista posterior do prdio anexo ao edifcio principal do INUQUA

Photo 356 Back view of the building annex to the INUQUA main building

Figura 357 - Ptio frontal do INUQUA, com trabalhadores engajados na demolio do edifcio condenado

Photo 358 Front yard of the INUQUA, with workers engaged in the demolition of the condemned building

378

Figura 363 - Salo nobre e templo evanglico do INUQUA

Photo 364 INUQUA Main Hall and evangelical church

Figura 361 - Biblioteca do INUQUA

Photo 362 INUQUA library

Figura 359 - O que restou de um dos laboratrios de informtica do INUQUA

Photo 360 The remains of one of the INUQUA computer labs

379

Figura 369 - Sala da reitoria do INUQUA, cuja parede lateral ruiu inteiramente

Photo 370 INUQUA Rector's Office, whose side wall collapsed entirely

Figura 367 - Parede lateral do INUQUA, com a sala da reitoria vista de fora para dentro

Photo 368 Sidewall of the INUQUA, with the Rector's Office seen from outside

Figura 365 - Andar trreo do prdio do INUQUA

Photo 366 Ground floor of the INUQUA building

380

Acadmie Nationale Diplomatique et Consulaire (ANDC)

Figura 371 - Sede da ANDC

Photo 372 ANDC headquarters

Figura 373 - Sede da ANDC

Photo 374 ANDC headquarters

381

Figura 375 - Sede da ANDC

Photo 376 ANDC headquarters

Figura 377 - Salo diplomtico da ANDC

Photo 378 ANDC Diplomatic Hall

382

Universit Jean Price-Mars (UJPM)

Figura 379 - O edifcio da Universidade Jean Price-Mars foi seriamente danificado

Photo 380 The building of the University Jean Price-Mars was badly damaged

383

Universit Quisqueya (UNIQ)

Figura 383 - Escombros dos edifcios do campus central da UNIQ, que havia sido inaugurado cerca de 20 dias antes do terremoto

Photo 384 Ruins of buildings within the UNIQ central campus, which was inaugurated 20 days before the earthquake
Figura 381 - Nas runas do campus central da UNIQ, as roupas secando indicam que muitos desabrigados transferiram sua vida cotidiana para o espao do campus

Photo 382 In the ruins of the UNIQ central campus, clothes hung out to dry indicate that many homeless people transferred their everyday life to the space of the campus

384

Figura 387 - Encontro para discutir a reconstruo, organizado pela UNIQ em tendas montadas na rea de seu campus destrudo

Photo 388 Meeting to discuss the reconstruction, hosted by the UNIQ inside tents pitched in an open area of its destroyed campus

Figura 385 - A paisagem improvisada das tendas revela no apenas espaos onde se vive, mas tambm as novas circunstncias dos locais onde se trabalha. Tendas administrativas instaladas no estacionamento do campus central da UNIQ

Photo 386 A landscape of makeshift tents reveals not only the spaces where people were living, but the new circumstances of the places where they work. Administrative tents installed in the parking lot of the UNIQ central campus

385

Instituies gestoras e auxiliares do sistema de ensino superior atingidas pelo terremoto

Higher education management and auxiliary institutions affected by the earthquake

Biblioteca Nacional

National Library

Figura 389 - Em meio aos escombros de um anexo da Biblioteca Nacional, Homenagem nossa bandeira, no programa de uma cerimnia comemorativa do Dia da Bandeira, celebrando os lemas de unio nacional, paz e conciliao representados pela bandeira nacional

Photo 390 Amid the rubble of an annex building of the National Library, "Tribute to Our Flag", on the program of a ceremony commemorating Flag Day, celebrating the slogans of national unity, peace and reconciliation represented by the national flag

386

Figura 391 - Remoo do equipamento grfico dos escombros do prdio anexo da Biblioteca Nacional

Photo 392 Removal of equipment from the rubble of the annex building of the National Library

Figura 393 - O edifcio anexo da Biblioteca Nacional, que abrigava os servios de imprensa, foi completamente destrudo, assim como todos os equipamentos e materiais

Photo 394 The annex building of the National Library, which housed the press services, was completely destroyed, as well as all the equipment and materials inside

387

Ministrio da Educao Nacional e da Formao Profissional

Ministry of National Education and Professional Training (MENFP)

Figura 395 - O edifcio principal do MENFP ruiu, sem que os corpos das vtimas pudessem ter sido retirados dos escombros

Photo 396 The MENFP main building collapsed and the victims' bodies had not yet been pulled from the rubble
Figura 397 - Fila de professores e funcionrios para recolher salrios atrasados na sede do MENFP

Photo 398 Queue of teachers and employees to collect overdue wages at the MENFP headquarters

388

Figura 401 - Filas de professores e funcionrios diante do que sobrou do MENFP para recolher seus contracheques

Photo 402 Queues of teachers and employees in front of what was left of the MENFP to collect their paychecks

Figura 399 - Busca aos corpos dos funcionrios soterrados nos escombros do prdio principal do MENFP

Photo 400 Search for bodies of employees buried in the rubble of the MENFP main building

389

Figura 405 - Arquivos escolares e documentos do MENFP

Photo 406 School records and documents of the MENFP

Figura 403 - Documentos pessoais de funcionrios soterrados sob os escombros

Photo 404 Personal documents of employees trapped under the rubble

390

Centro Nacional de Informao Geoespacial

National Center of Geospatial Information (CNIGS)

Figura 407 Escombros do CNIGS

Photo 408 Ruins of the CNIGS

Figura 409 - Retomada paulatina das atividades no CNIGS para a realizao de estudos do impacto do terremoto sobre a infraestrutura da capital. Instalados em barracas, os pesquisadores alternam turnos de trabalho no interior de um reduzido nmero de contineres

Photo 410 Gradual resumption of activities at the CNIGS for carrying out studies of the impact of the earthquake on the infrastructure of the capital. Installed in tents, the researchers alternated shifts within a small number of containers

391

Listas de ilustraes
Mapas
Mapa 1 - Disperso das instituies de ensino superior...................................................................................................... 57 Mapa 2 - Instituies pblicas nas provncias ..................................................................................................................... 78 Mapa 3 - Exposio populacional ao terremoto ................................................................................................................. 99 Mapa 4 Deslocamentos populacionais em decorrncia do terremoto ........................................................................... 102

Grficos
Grfico 1 - Distribuio dos estudantes por nveis e setores ............................................................................................... 50 Grfico 2 - Proporo de alunos matriculados por setor ..................................................................................................... 50 Grfico 3 - Distribuio espacial dos estudantes do setor pblico....................................................................................... 51 Grfico 4 - Concentrao espacial das vagas nas instituies de ensino superior ............................................................... 52 Grfico 5 - Distribuio espacial dos estudantes do nvel superior ..................................................................................... 52 Grfico 6 - Distribuio setorial dos estudantes por nvel de ensino ................................................................................... 53 Grfico 7 - Distribuio espacial dos estudantes por nvel de ensino .................................................................................. 53 Grfico 8 - Disperso do conjunto de instituies de ensino superior ................................................................................. 54 Grfico 9 - Distribuio espacial das instituies de ensino superior por setor (exceto Oeste) ........................................... 55 Grfico 10 - Distribuio espacial das instituies de ensino superior ................................................................................ 55 Grfico 11 - Disperso das instituies pblicas de ensino superior ................................................................................... 55 Grfico 12 - Disperso das instituies privadas de ensino superior autorizadas ............................................................... 56 Grfico 13 - Disperso das instituies provadas de ensino superior no autorizadas ....................................................... 56 Grfico 14 - Composio do pessoal das instituies pblicas de ensino superior .............................................................. 76 Grfico 15 - Evoluo do nmero de instituies privadas de ensino superior .................................................................... 81 Grfico 16 - Situao do processo de autorizao para o funcionamento das instituies privadas .................................. 84 Grfico 17 - Volume de estabelecimentos privados de ensino superior ativos .................................................................... 86 Grfico 18 - Perfil do corpo docente das instituies privadas de ensino superior .............................................................. 89 Grfico 19 - Titulao segundo o gnero no corpo docente das universidades privadas recenseadas ............................... 89 Grfico 20 - Distribuio dos estudantes mortos na rea afetada por nvel de ensino ..................................................... 103 Grfico 21 - Vtimas fatais entre os estudantes da rea afetada ...................................................................................... 103 Grfico 22 - Extenso dos danos aos edifcios escolares por distrito no Departamento Oeste ......................................... 104 Grfico 23 - Extenso dos danos aos edifcios escolares nos distritos mais atingidos....................................................... 104 Grfico 24 - Extenso dos danos materiais na rede de ensino superior ............................................................................ 105 Grfico 25 Reversibilidade dos danos sofridos pelos estabelecimentos de ensino superior ........................................... 105 Grfico 26 - Admisses cessantes nas instituies pblicas de ensino superior ................................................................ 107 Grfico 27 - Distribuio das vtimas fatais nas instituies pblicas de ensino superior ................................................. 108 Grfico 28 - Vtimas fatais nas duas instituies pblicas mais atingidas ......................................................................... 109 Grfico 29 - Vtimas fatais nas instituies pblicas de ensino superior (exceto FLA e ENIP)............................................ 109 Grfico 30 - Proporo de mortos no corpo discente das instituies pblicas de ensino superior .................................. 110 Grfico 31 - Proporo de mortos no conjunto do pessoal ativo das instituies pblicas de ensino superior ................. 111

Tabelas
Tabela 1 Distribuio dos estudantes por setores e nveis ................................................................................................ 50 Tabela 2 - Distribuio de professores, funcionrios e alunos entre o setor pblico e privado ........................................... 51 Tabela 3 - Distribuio espacial das vagas oferecidas pelo setor pblico............................................................................ 51 Tabela 4 - Distribuio espacial dos estudantes do nvel superior por setor ....................................................................... 52 Tabela 5 - Distribuio setorial dos estudantes por nvel de formao ............................................................................... 53 Tabela 6 - Distribuio espacial dos estudantes por nvel de formao .............................................................................. 53 Tabela 7 - Distribuio espacial das instituies de ensino superior ................................................................................... 54 Tabela 8 Histrico e perfil institucional das unidades da Universidade de Estado do Haiti em Port-au-Prince ................ 64 Tabela 9 Perfil acadmico da UEH (carreiras, vagas e programas de mestrado) ............................................................. 65 Tabela 10 - Unidades provinciais da Universidade de Estado do Haiti ................................................................................ 68

392

Lists of illustrations
Maps
Map 1 Dispersion of higher education institutions ......................................................................................................... 168 Map 2 Public institutions in the Departments ................................................................................................................ 189 Map 3 Populational exposure to the earthquake ........................................................................................................... 210 Map 4 Population displacement due to the earthquake ................................................................................................ 213

Charts
Chart 1 Student distribution by level and sector............................................................................................................. 161 Chart 2 - Proportion of enrolled students by sector........................................................................................................... 161 Chart 3 - Spatial student distribution in the public sector ................................................................................................. 162 Chart 4 - Spatial concentration of study places in higher education institutions .............................................................. 163 Chart 5 - Spatial distribution of ......................................................................................................................................... 163 Chart 6 - Sectoral distribution ........................................................................................................................................... 164 Chart 7 - Spatial distribution of students by level of education ......................................................................................... 164 Chart 8 - Dispersion of the total number of higher education institutions ........................................................................ 165 Chart 9 - Spatial distribution of higher education institutions by sector (except West Department) ................................ 166 Chart 10 - Spatial distribution of higher education institutions ........................................................................................ 166 Chart 11 - Dispersion of public institutions of higher education ....................................................................................... 166 Chart 12 - Dispersion of authorized private institutions of higher education .................................................................... 167 Chart 13 - Dispersion of unauthorized private institutions of higher education ................................................................ 167 Chart 14 - Composition of the staff of public institutions of higher education .................................................................. 187 Chart 15 - Evolution of the number of private institutions of higher education ................................................................ 192 Chart 16 - Situation of the authorization process for the operation of private institution ................................................ 195 Chart 17 - Volume of private institutions of higher education in operation ...................................................................... 197 Chart 18 - Faculty profile of private institutions of higher education ................................................................................ 200 Chart 19 - Titration according to gender among faculty of surveyed private universities ................................................ 200 Chart 20 - Distribution of dead students in the affected area by level of education ......................................................... 214 Chart 21 - Fatalities among students in the affected area ................................................................................................ 214 Chart 22 - Extent of damage to school buildings by district in the West Department ....................................................... 215 Chart 23 - Extent of damage to school buildings in the most affected districts ................................................................ 215 Chart 24 - Extent of damage in the higher education network ......................................................................................... 216 Chart 25 Reversibility of the damage sustained by higher education institutions .......................................................... 216 Chart 26 - Void admissions in public institutions of higher education ............................................................................... 218 Chart 27 Distribution of fatalities in public institutions of higher education .................................................................. 219 Chart 28 - Fatalities in the two most affected public institutions ...................................................................................... 220 Chart 29 - Fatalities in public institutions of higher education (except FLA and ENIP) ...................................................... 220 Chart 30 - Proportion of deaths in the student body of public institutions of higher education ....................................... 221 Chart 31 - Proportion of deaths throughout the active staff of public institutions of higher education .......................... 222

Tables
Table 1 Distribution of students by sector and level ....................................................................................................... 161 Table 2 - Distribution of teachers, employees and students between public and private sectors ..................................... 162 Table 3 - Spatial distribution of study places offered by the public sector ......................................................................... 162 Table 4 - Spatial distribution of students in higher education by sector ............................................................................ 163 Table 5 - Sectoral distribution ............................................................................................................................................ 164 Table 6 - Sectoral distribution of students by level of education ....................................................................................... 164 Table 7 - Spatial distribution of higher education institutions ........................................................................................... 165 Table 8 History and institutional profile of the units of the State University of Haiti in Port-au-Prince.......................... 175 Table 9 Academic profile of the UEH (careers, study places, and Master's programs) ................................................... 176 Table 10 - Departmental units of the State University of Haiti .......................................................................................... 179

393

Tabela 11 - Universidade de Estado do Haiti: Titulao, carreiras e opes oferecidas ...................................................... 70 Tabela 12 Unidades da UEH na capital ............................................................................................................................. 72 Tabela 13 Unidades da UEH na provncia ......................................................................................................................... 72 Tabela 14 Totais referentes ao conjunto da UEH .............................................................................................................. 72 Tabela 15 Despesas e repasses oramentrios nas unidades da capital .......................................................................... 73 Tabela 16 - Sumrio estatstico da UEH (valores mnimos e mximos por unidade) ........................................................... 73 Tabela 17 - Instituies pblicas de ensino superior autnomas em relao UEH e situadas na capital ......................... 77 Tabela 18 Efetivos das instituies pblicas de ensino superior ....................................................................................... 79 Tabela 19 Marcos temporais decisivos na evoluo do sistema de ensino superior haitiano .......................................... 86 Tabela 20 - Oferta de servios e equipamentos bsicos nas universidade privadas autorizadas ........................................ 90 Tabela 21 - Instituies privadas de ensino superior autorizadas ....................................................................................... 93 Tabela 22 - Populao diretamente atingida pelo terremoto .............................................................................................. 98 Tabela 23 - Estudantes nas reas afetadas ......................................................................................................................... 98 Tabela 24 - Projees de exposio demogrfica .............................................................................................................. 100 Tabela 25 - Ncleos urbanos mais afetados ...................................................................................................................... 100 Tabela 26 - Perdas humanas no conjunto da populao escolar da rea afetada ............................................................ 101 Tabela 27 - Perdas humanas nas redes de ensino bsico e fundamental .......................................................................... 101 Tabela 28 - Perdas humanas na rede de ensino superior da regio afetada ..................................................................... 101 Tabela 29 - Impacto do terremoto nas instituies pblicas de ensino superior na rea afetada .................................... 106 Tabela 30 - Extenso do impacto sobre as instituies privadas ....................................................................................... 113 Tabela 31 - Perfil institucional da UEH .............................................................................................................................. 236 Tabela 32 Impacto sobre a UEH: vtimas e danos decorrentes do terremoto ................................................................. 238 Tabela 33 - Perfil institucional da ENS ............................................................................................................................... 240 Tabela 34 Impacto sobre a ENS: vtimas e danos decorrentes do terremoto ................................................................. 240 Tabela 35 Perfil institucional da FAMV ........................................................................................................................... 244 Tabela 36 Impacto sobre a FAMV: vtimas e danos decorrentes do terremoto .............................................................. 244 Tabela 37 - Perfil institucional da FDSE ............................................................................................................................. 252 Tabela 38 Impacto sobre a FDSE: vtimas e danos decorrentes do terremoto ................................................................ 252 Tabela 39 - Perfil institucional da FE .................................................................................................................................. 256 Tabela 40 Impacto sobre a FE: vtimas e danos decorrentes do terremoto .................................................................... 258 Tabela 41 - Perfil institucional da FLA ............................................................................................................................... 262 Tabela 42 Impacto sobre a FLA: vtimas e danos decorrentes do terremoto .................................................................. 262 Tabela 43 - Perfil institucional da FMP .............................................................................................................................. 268 Tabela 44 Impacto sobre a FMP: vtimas e danos decorrentes do terremoto ................................................................ 270 Tabela 45 - Perfil institucional da FO ................................................................................................................................. 282 Tabela 46 Impacto sobre a FO: vtimas e danos decorrentes do terremoto ................................................................... 282 Tabela 47 - Perfil institucional da FDS ............................................................................................................................... 288 Tabela 48 Impacto sobre a FDS: vtimas e danos decorrentes do terremoto .................................................................. 288 Tabela 49 - Perfil institucional da FASCH ........................................................................................................................... 296 Tabela 50 Impacto sobre a FASCH: vtimas e danos decorrentes do terremoto ............................................................. 298 Tabela 51 - Perfil institucional do IERAH/ ISERSS ............................................................................................................... 302 Tabela 52 Impacto sobre o IERAH/ ISERSS: vtimas e danos decorrentes do terremoto ................................................. 302 Tabela 53 - Perfil institucional do INAGHEI ....................................................................................................................... 308 Tabela 54 Impacto sobre o INAGHEI: vtimas e danos decorrentes do terremoto .......................................................... 310 Tabela 55 - Perfil institucional da EDJ ................................................................................................................................ 314 Tabela 56 Impacto sobre a EDJ: vtimas e danos decorrentes do terremoto .................................................................. 314 Tabela 57 - Perfil institucional do CTPEA ........................................................................................................................... 318 Tabela 58 Impacto sobre o CTPEA: vtimas e danos decorrentes do terremoto ............................................................. 318 Tabela 59 - Perfil institucional da ENAF ............................................................................................................................. 322 Tabela 60 Impacto sobre a ENAF: vtimas e danos decorrentes do terremoto ............................................................... 322 Tabela 61 - Perfil institucional da ENARTS ......................................................................................................................... 326 Tabela 62 Impacto sobre a ENARTS: vtimas e danos decorrentes do terremoto ........................................................... 328 Tabela 63 - Perfil institucional da ENIP .............................................................................................................................. 334 Tabela 64 Impacto sobre a ENIP: vtimas e danos decorrentes do terremoto ................................................................ 334 Tabela 65 - Perfil institucional da ENST ............................................................................................................................. 338 Tabela 66 Impacto sobre a ENST: vtimas e danos decorrentes do terremoto ................................................................ 338 Tabela 67 - Perfil institucional do CNFP e da ENGA ........................................................................................................... 342 Tabela 68 Impacto sobre o CNFP e sobre a ENGA: vtimas e danos decorrentes do terremoto ..................................... 344

394

Table 11 - State University of Haiti: Titration, Careers and Available Options .................................................................. 181 Table 12 UEH units in the capital .................................................................................................................................... 183 Table 13 UEH units in the departments .......................................................................................................................... 183 Table 14 Totals regarding the whole UEH ....................................................................................................................... 183 Table 15 Expenditures and budget transfers in the UEH units in the capital .................................................................. 184 Table 16 - Statistical summary of the UEH (minimum and maximum values per unit) ..................................................... 184 Table 17 - Public institutions of higher education, autonomous with regard to the UEH, located in the capital .............. 188 Table 18 Personnel of public institutions of higher education ........................................................................................ 190 Table 19 Decisive milestones in the evolution of the higher education system in Haiti .................................................. 197 Table 20 Basic services and equipment offered by the authorized private universities .................................................. 201 Table 21 - Authorized private institutions of higher education .......................................................................................... 204 Table 22 - Population directly affected by the earthquake ................................................................................................ 209 Table 23 - Students in the affected areas .......................................................................................................................... 209 Table 24 - Demographic projections of exposure .............................................................................................................. 211 Table 25 - Most affected urban areas ................................................................................................................................ 211 Table 26 - Human losses in the overall school population of the affected area ................................................................ 212 Table 27 - Human losses in the public network of elementary and primary education ..................................................... 212 Table 28 - Human losses in the network of higher education in the affected region ......................................................... 212 Table 29 - Impact of the earthquake in public institutions of higher education in the affected area ................................ 217 Table 30 - Extent of the impact on private institutions ...................................................................................................... 224 Table 31 Institutional profile of the UEH ........................................................................................................................ 237 Table 32 Impact on the UEH: victims and damage caused by the earthquake ............................................................... 239 Table 33 - Institutional profile of the ENS .......................................................................................................................... 241 Table 34 Impact on the ENS: casualties and damage caused by the earthquake ........................................................... 241 Table 35 Institutional profile of the FAMV ...................................................................................................................... 245 Table 36 Impact on the FAMV: casualties and damage caused by the earthquake ........................................................ 245 Table 37 - Institutional profile of the FDSE ........................................................................................................................ 253 Table 38 Impact on the FDSE: casualties and damage caused by the earthquake ......................................................... 253 Table 39 - Institutional profile of the FE ............................................................................................................................ 257 Table 40 Impact on the FE: casualties and damage caused by the earthquake ............................................................. 259 Table 41 - Institutional profile of the FLA .......................................................................................................................... 263 Table 42 Impact on the FLA: casualties and damage caused by the earthquake ........................................................... 263 Table 43 - Institutional profile of the FMP ......................................................................................................................... 269 Table 44 Impact on the FMP: casualties and damage caused by the earthquake .......................................................... 271 Table 45 - Institutional profile of the FO ............................................................................................................................ 283 Table 46 Impact on the FO: casualties and damage caused by the earthquake ............................................................. 283 Table 47 - Institutional profile of the FDS .......................................................................................................................... 289 Table 48 Impact on the FDS: casualties and damage caused by the earthquake ........................................................... 289 Table 49 - Institutional profile of the FASCH ...................................................................................................................... 297 Table 50 Impact on the FASCH: casualties and damage caused by the earthquake ....................................................... 299 Table 51 - Institutional profile of the IERAH/ ISERSS ......................................................................................................... 303 Table 52 Impact on the IERAH/ ISERSS: casualties and damage caused by the earthquake........................................... 303 Table 53 - Institutional profile of the INAGHEI................................................................................................................... 309 Table 54 Impact on the INAGHEI: casualties and damage caused by the earthquake.................................................... 311 Table 55 - Institutional profile of the EDJ........................................................................................................................... 315 Table 56 Impact on the EDJ: casualties and damage caused by the earthquake............................................................ 315 Table 57 - Institutional profile of the CTPEA ...................................................................................................................... 319 Table 58 Impact on the CTPEA: casualties and damage caused by the earthquake ....................................................... 319 Table 59 - Institutional profile of the ENAF........................................................................................................................ 323 Table 60 Impact on the ENAF: casualties and damage caused by the earthquake......................................................... 323 Table 61 - Institutional profile of the ENARTS .................................................................................................................... 327 Table 62 Impact on the ENARTS: casualties and damage caused by the earthquake..................................................... 329 Table 63 - Institutional profile of the ENIP ......................................................................................................................... 335 Table 64 Impact on the ENIP: casualties and damage caused by the earthquake.......................................................... 335 Table 65 - Institutional profile of the ENST ........................................................................................................................ 339 Table 66 Impact on the ENST: casualties and damage caused by the earthquake ......................................................... 339 Table 67 - Institutional profile of the CNFP and ENGA....................................................................................................... 343 Table 68 Impact on the CNFP and ENGA: casualties and damage caused by the earthquake ....................................... 345

395

Fotografias
Figura 1 - Anncio da abertura de inscries para os programas de mestrado oferecidos pelo PMISSH, ora interrompidos, por conta da destruio de sua sede ........................................................................................................................... 234 Figura 2 - Sede do PMISSH ................................................................................................................................................ 235 Figura 3 - Sede do PMISSH ................................................................................................................................................ 235 Figura 4 - Entrada principal da ENS ................................................................................................................................... 242 Figura 5 - Fachada principal da ENS .................................................................................................................................. 242 Figura 6 Runas da ENS, vistas a partir das runas do Palcio de Justia ........................................................................ 243 Figura 7 - Parte dos livros e documentos resgatados dos escombros da biblioteca, que ruiu, esmagando os estudantes e funcionrios que nela se encontravam ........................................................................................................................ 243 Figura 8 - Fachada do edifcio principal da FAMV ............................................................................................................. 246 Figura 9 - Entrada do edifcio principal da FAMV. Para impedir que o prdio danificado russe sobre estudantes, professores e funcionrios que tentavam recuperar os equipamentos e materiais dentro do prdio fissurado, foi preciso inserir vigas metlicas de sustentao ............................................................................................................ 246 Figura 10 - Estufa-modelo da FAMV, atualmente utilizada como abrigo .......................................................................... 247 Figura 11 - Ptio interno da moradia estudantil da FAMV. Antes do terremoto, uma rea intensamente frequentada no s pelos estudantes que ali moravam, mas tambm por todos os seus colegas e no raro seus professores, que buscavam tirar proveito da iluminao eltrica constante produzida por geradores ................................................. 247 Figura 12 - Entrada lateral do edifcio histrico do Ministrio da Agricultura, situado no interior do campus de Damien, onde tambm est localizada a FAMV e para onde se planeja transferir todas as atividades provisrias das outras faculdades da UEH destrudas pelo terremoto. Dever ser demolido ......................................................................... 248 Figura 13 - Entrada principal do Ministrio da Agricultura, campus de Damien ............................................................... 248 Figura 14 - Minitratores doados pela Fundao Chinesa de Combate Pobreza (CFPA), estacionados no ptio da FAMV ..................................................................................................................................................................................... 249 Figura 15 - Semeadores doados pela CFPA........................................................................................................................ 249 Figura 16 Implementos agrcolas doados pela CFPA ...................................................................................................... 249 Figura 17 - Estantes da biblioteca da FAMV. O acervo, parcialmente danificado, foi transferido para o edifcio anexo, menos afetado pelo terremoto .................................................................................................................................... 249 Figura 18 - Buganvlia centenria no ptio interno da moradia estudantil da FAMV. Todos os edifcio da moradia foram construdos em torno dela. Partida ao meio por um raio antes mesmo da instalao da FAMV em Damien, mantevese exuberante e passou a ser vista como um smbolo da tenacidade haitiana ........................................................... 250 Figura 19 Bosque frontal do campus de Damien, que dever abrigar as instalaes provisrias de praticamente todas as faculdades da UEH afetadas pelo terremoto medida em que forem retomando suas atividades ....................... 250 Figura 20 - Entrada do edifcio principal da FDSE .............................................................................................................. 254 Figura 21 - Entrada principal da FDSE ............................................................................................................................... 254 Figura 22 - Corredor interno do prdio posterior da FDSE, passvel de reparos ................................................................ 254 Figura 23 A secretaria geral da FDSE informa comunidade universitria em geral e os estudantes da FDSE em particular que o edifcio principal conhecido como 'antigo edifcio' foi danificado com importantes fissuras no terremoto de 12 de janeiro de 2010. Como consequncia, para evitar qualquer eventualidade de derrubamento subsequente, est formalmente proibido permanecer em suas imediaes, que representa um perigo iminente para todos. Porto Prncipe, 16 de janeiro de 2010 .............................................................................................................. 255 Figura 24 - Biblioteca da FDSE. A fachada permaneceu aparentemente intacta, mas as runas ao lado mostram o dano sofrido pelo interior no edifcio .................................................................................................................................... 255 Figura 25 - Os edifcios da FE no tombaram e avaliaes de equipes de engenharia indicam a possibilidade de pronta recuperao e reutilizao dos prdios. No detalhe da pichao: Viva a reforma universitria. Abaixo Vernet. Henry Vernet o atual reitor da UEH ..................................................................................................................................... 260 Figura 26 - Mural satirizando a vida acadmica na UEH .................................................................................................. 260 Figura 27 - Nas dependncias da FE, comida distribuda por voluntrios aos desabrigados instalados no Champ de Mars............................................................................................................................................................................. 261 Figura 28 - Para grande parte dos refugiados que acorrem distribuio feita na FE, trata-se da nica refeio do dia 261 Figura 29 Runas da FLA dois dias aps o primeiro terremoto ....................................................................................... 264 Figura 30 Incio da remoo dos corpos ......................................................................................................................... 264 Figura 31 - Runas da FLA, vistas a partir do antigo ptio interno. Notem-se entre os escombros peas de vesturio, material didtico, mveis escolares, equipamentos e ferragem retorcida, que se misturam aos corpos das vtimas que ainda no puderam ser retirados ................................................................................................................................ 265 Figura 32 - Plano frontal da antiga fachada da FLA.......................................................................................................... 265

396

Photos
Photo 1 Announcement of the opening of registration for the master's programs offered by the PMISSH, now discontinued, due to the destruction of its headquarters .................................................................................................. 234 Photo 2 PMISSH headquarters ....................................................................................................................................... 235 Photo 3 PMISSH headquarters ....................................................................................................................................... 235 Photo 4 ENS main entrance ............................................................................................................................................ 242 Photo 5 ENS main facade ............................................................................................................................................... 242 Photo 6 ENS in ruins, seen from the ruins of the Palace of Justice ................................................................................. 243 Photo 7 Some of the books and documents rescued from the rubble of the library, which collapsed, crushing students and staff ....................................................................................................................................................................... 243 Photo 8 Facade of the FAMV main building ................................................................................................................... 246 Photo 9 Entrance to the FAMV main building. To prevent the damaged building to collapse on students, faculty and staff who were trying to recover the equipment and materials, metal beams have been attached for support ........ 246 Photo 10 Model greenhouse of the FAMV, currently used as shelter ............................................................................. 247 Photo 11 Inner courtyard of the FAMV student dormitory. Before the earthquake, an area heavily frequented not only by students who lived there, but also by all their colleagues and often also their teachers, who sought to take advantage of the constant electric lighting produced by generators ............................................................................................ 247 Photo 12 Side entrance of the historic building of the Ministry of Agriculture, located inside the campus of Damien, where is also located the FAMV and where the provisional activities of all other UEH units destroyed by the earthquake shall be hosted. The building shall be demolished .................................................................................... 248 Photo 13 Main entrance of the Ministry of Agriculture, campus of Damien .................................................................. 248 Photo 14 Mini-tractors donated by the China Foundation for Poverty Alleviation (CFPA), parked in the FAMV courtyard ..................................................................................................................................................................................... 249 Photo 15 Seeders donated by the CFPA .......................................................................................................................... 249 Photo 16 Agricultural implements donated by the CFPA ................................................................................................ 249 Photo 17 Bookshelves of the FAMV library. The collection, partly damaged, was transferred to the annex building, less affected by the earthquake .......................................................................................................................................... 249 Photo 18 Centennial Bougainvillea in the courtyard of the FAMV student dormitory. All dorm buildings were built around it. Split in half by lightning, long before the installation of the FAMV in Damien, remained lush and came to be seen as a symbol of Haitian tenacity ........................................................................................................................... 250 Photo 19 Grove by the entrance to the campus of Damien, which shall temporarily host virtually all UEH units affected by the earthquake as they start to resume their activities .......................................................................................... 250 Photo 20 Entrance to the FDSE main building ................................................................................................................ 254 Photo 21 Main entrance to the FDSE .............................................................................................................................. 254 Photo 22 Inner hallway of the FDSE rear building, that can still be repaired ................................................................. 254 Photo 23 "The FDSE General Secretariat informs the academic community in general and FDSE students in particular that the main building, known as 'old building', was damaged with major fissures during the earthquake of January 12th, 2010. Consequently, to avoid any possibility of subsequent collapse, it is formally forbidden to remain in its vicinity, which represents an imminent danger to everyone. Port-au-Prince, January 16th, 2010 ............................. 255 Photo 24 FDSE Library. The facade remained apparently intact, but the ruins nearby attest to the damage caused to the building's internal structure ......................................................................................................................................... 255 Photo 25 The FE buildings have not collapsed and evaluations made by engineering teams indicate the possibility of prompt recovery of the buildings. In detail, the graffiti reads: "Long live the university reform. Down with Vernet". Henry Vernet is the current Dean of the UEH .............................................................................................................. 260 Photo 26 Mural satirical painting depicting academic life at the UEH ........................................................................... 260 Photo 27 On the FE premises, food is distributed by volunteers to the homeless camped on the Champ de Mars ........ 261 Photo 28 For the majority of refugees who come to the food distribution at the FE, it is the only meal of the day ...... 261 Photo 29 Ruins of the FLA two days after the first earthquake ...................................................................................... 264 Photo 30 Beginning the removal of bodies ..................................................................................................................... 264 Photo 31 Ruins of the FLA, seen from the old courtyard. Among the rubble, garments, textbooks, school furniture, destroyed equipment and twisted hardware, which blend with the bodies of the victims that have not yet been removed ....................................................................................................................................................................... 265 Photo 32 Frontal plane of the old facade of the FLA ...................................................................................................... 265

397

Figura 33 - Caderneta de poupana de uma das vtimas entre os escombros da FLA, em meio a gabaritos de provas e certificados de concluso de curso. Cadernetas de poupana so normalmente usadas como meio de identificao ..................................................................................................................................................................................... 266 Figura 34 - Gramtica de espanhol em meio s runas da FLA ......................................................................................... 266 Figura 35 - Entre os escombros, revista dedicada literatura sul-africana....................................................................... 266 Figura 36 - Runas da FLA .................................................................................................................................................. 267 Figura 37 - Flores depostas nas runas da Faculdade de Lingustica Aplicada em homenagem aos estudantes e professores mortos ...................................................................................................................................................... 267 Figura 38 - Varanda do edifcio principal da FMP. Em primeiro plano, o arame farpado que foi disposto durante os confrontos que marcaram o incio da greve estudantil de 2009. Os portes seguiam trancados e o acesso interditado sem autorizao expressa da direo .......................................................................................................................... 272 Figura 39 - Entrada para as salas de aula da FMP, vista a partir do ptio central ............................................................ 272 Figura 40 - Fachada frontal da FMP. Ao longo da amurada frontal, instalaram-se abrigos provisrios de refugiados, que aos poucos se vo expandindo e perenizando. Por trs da fachada aparentemente intacta, encontram-se os escombros dos prdios destrudos ............................................................................................................................... 273 Figura 41 - Escombros de um dos prdios da FMP ............................................................................................................ 273 Figura 42 - O que restou de um dos edifcios da FMP ....................................................................................................... 274 Figura 43 - Runas da ala oeste do edifcio das salas de aula da FMP............................................................................... 274 Figura 44 - Decano da Faculdade de Farmcia tenta recuperar a documentao acadmica de seus alunos ................. 275 Figura 45 Por iniciativa prpria e arriscando-se sozinho em meio ao edifcio condenado, procura assegurar que no se percam ainda mais documentos acadmicos em possveis desabamentos ulteriores................................................. 275 Figura 46 O esforo individual no foi em vo: praticamente todos os registros fsicos dos alunos da Faculdade de Farmcia foram recuperados e, com a ajuda de nossa equipe, tambm os computadores com os registros acadmicos digitalizados ................................................................................................................................................................. 275 Figura 47 - Sala do decanato da FMP ................................................................................................................................ 276 Figura 48 - Sala da Diretoria Acadmica da FMP .............................................................................................................. 276 Figura 49 - Runas da ala oeste do prdio de salas de aula da FMP ................................................................................. 277 Figura 50 - Vista lateral das runas da ala oeste do prdio das salas de aula da FMP ...................................................... 277 Figura 51 - Tendas do Comit Central da Cruz Vermelha e do Crescente Vermelho no estacionamento do Hospital Central da UEH, que teve todos os seus edifcios danificados e abandonados, mas viu seus ptios externos e reas de estacionamento convertidos num novo hospital central, onde uma mirade de organizaes internacionais oferece atendimento mdico gratuito populao ................................................................................................................. 278 Figura 52 - Uma das antigas alas de atendimento clnico do Hospital Central, com as estruturas irreversivelmente comprometidas ............................................................................................................................................................ 278 Figura 53 - Edifcio que abrigava o setor de radiologia e exames laboratoriais do Hospital Central ................................ 279 Figura 54 - Entrada da ala de obstetrcia e ginecologia do HC. Os leitos hospitalares, mesas operatrias e demais mveis foram retirados do edifcio condenado ........................................................................................................................ 279 Figura 55 - Uma srie de tendas que passaram a abrigar todo o atendimento mdico dispensado nas dependncias do HC. Em primeiro plano, a entrada da antiga seo peditrica .................................................................................... 280 Figura 56 - Fila diante do Hospital Central, aguardando triagem para acesso ao atendimento. Com muita dificuldade, apenas um funcionrio procura assegurar a prioridade para os casos de emergncia e o acesso privilegiado de idosos, mulheres e crianas ......................................................................................................................................... 280 Figura 57 - Fachada da Faculdade de Odontologia, a nica faculdade da UEH cujo edifcio no foi destrudo ou severamente danificado. Foi imediatamente convertido num centro de atendimento emergencial populao afetada na regio central da cidade ............................................................................................................................ 284 Figura 58 - Fachada da FO. Em frente entrada, o decano. Dispostos ao longo das paredes, objetos pessoais de funcionrios que se abrigaram no ptio do edifcio. ................................................................................................... 284 Figura 59 - Sala de aula terica da FO .............................................................................................................................. 285 Figura 60 - Sala de aula prtica da FO .............................................................................................................................. 285 Figura 61 - Uma das duas salas de atendimento ao pblico da FO. Os mveis e equipamentos odontolgicos de que dispem as clnicas da FO foram doados pela Faculdade de Odontologia da State University of New York (SUNY) ... 286 Figura 62 - Sala de atendimento ao pblico da FO............................................................................................................ 286 Figura 63 - Outra das salas de atendimento ao pblico da FO .......................................................................................... 287 Figura 64 - Por um buraco na parede de uma das salas de atendimento ao pblico da FO, pode-se ver a outra............. 287 Figura 65 - Vista lateral da FDS, com as runas da varanda que ruiu durante o terremoto .............................................. 290 Figura 66 - Entrada principal da FDS ................................................................................................................................. 290 Figura 67 - Vista do interior da ala frontal da FDS a partir dos escombros da varanda .................................................... 291 Figura 68 - Vista frontal da FDS, com as runas da antiga fachada .................................................................................. 291 Figura 69 - Sala de aula da FDS ......................................................................................................................................... 292

398

Photo 33 Savings account book of one of the victims among the debris of the FLA, amid exam answer keys and school certificates. Savings account books are typically used as a piece of ID ....................................................................... 266 Photo 34 Spanish grammar amid the ruins of the FLA ................................................................................................... 266 Photo 35 Among the rubble, magazine dedicated to South African literature ............................................................... 266 Photo 36 Ruins of the FLA............................................................................................................................................... 267 Photo 37 Flowers deposed on the ruins of the FLA in honor of the deceased students and teachers ............................ 267 Photo 38 Balcony of the FMP main building. In the foreground, the barbed wire that was laid during the clashes that marked the beginning of the student strike of 2009. The gates were constantly locked and access without express permission of direction was interdicted ....................................................................................................................... 272 Photo 39 Entrance to the FMP classrooms, seen from the central courtyard ................................................................. 272 Photo 40 Front facade of the FMP. Along the front wall, refugees have settled in temporary shelters, which have been gradually expanding and becoming more permanent. Behind the apparently intact facade is the rubble of the collapsed buildings....................................................................................................................................................... 273 Photo 41 Rubble of one of the FMP buildings ................................................................................................................ 273 Photo 42 What was left of one of the FMP buildings ..................................................................................................... 274 Photo 43 Ruins of the west wing of the FMP classrooms building ................................................................................. 274 Photo 44 Dean of the Faculty of Pharmacy trying to retrieve the academic records of his students ............................. 275 Photo 45 By his own initiative and venturing alone into the condemned building, he sought to ensure that no more academic records would be lost due to possible further collapses .............................................................................. 275 Photo 46 Individual effort was not in vain: virtually all physical records of the students enrolled at the Faculty of Pharmacy were recovered and, with the help of our team, also the computers containing the digitized academic records ......................................................................................................................................................................... 275 Photo 47 FMP Dean's Office ........................................................................................................................................... 276 Photo 48 FMP Academic Direction Office ....................................................................................................................... 276 Photo 49 Ruins of the west wing of the FMP classrooms building ................................................................................. 277 Photo 50 Side view of the ruins of the west wing of the FMP classrooms building ........................................................ 277 Photo 51 Tents of the International Committee of the Red Cross and Red Crescent in the parking lot of the UEH Central Hospital, which had all its buildings damaged and abandoned, but turned the outer courtyards and parking areas into a field hospital, where a myriad of international organizations offer free medical care to the population ......... 278 Photo 52 One of the old wards for clinical care at the Central Hospital, with its structures irreversibly compromised . 278 Photo 53 Building that housed the sector of radiology and lab exams of the Central Hospital ..................................... 279 Photo 54 Entrance to the obstetrics and gynecology ward of the Central Hospital. Hospital beds, operating tables and other furniture were removed from the condemned building ..................................................................................... 279 Photo 55 A series of tents that now house all the medical care dispensed at the Central Hospital. In the foreground, the entrance to the old pediatric ward .............................................................................................................................. 280 Photo 56 People in line awaiting screening for access to medical care at the Central Hospital. With great difficulty, only one employee seeks to ensure priority is given to emergency cases and privileged access for the elderly, women and children ........................................................................................................................................................................ 280 Photo 57 Facade of the Faculty of Dentistry, the only UEH unit whose building was not destroyed or severely damaged. It was immediately converted into a center for emergency assistance to the affected population in the downtown area.............................................................................................................................................................................. 284 Photo 58 Facade of the FO. Opposite the entrance, the Dean. Arranged along the walls, personal belongings of employees who have taken shelter in the building's courtyard ................................................................................... 284 Photo 59 FO classroom ................................................................................................................................................... 285 Photo 60 FO classroom for dental practice ..................................................................................................................... 285 Photo 61 One of the two rooms where free dental care is offered to the general public at the FO. The furniture and equipment available to the FO dental clinics were donated by the Faculty of Dentistry of the State University of New York (SUNY) .................................................................................................................................................................. 286 Photo 62 Room for free dental care at the FO ................................................................................................................ 286 Photo 63 Another of the rooms for free dental care at the FO ....................................................................................... 287 Photo 64 Through a hole in the wall of one of the rooms for free dental care, one can see the other .......................... 287 Photo 65 Side view of the FDS, with the ruins of the balcony that collapsed during the earthquake ............................ 290 Photo 66 Main entrance of the FDS ................................................................................................................................ 290 Photo 67 View from inner side of the FDS front wing, seen from the ruins of the balcony ............................................ 291 Photo 68 Front view of the FDS, with the ruins of the old facade................................................................................... 291 Photo 69 FDS classroom ................................................................................................................................................. 292

399

Figura 70 - Ptio externo da FDS, com o abrigo construdo para abrigar a famlia de um dos funcionrios aps o terremoto .......................................................................................................................................................................... 292 Figura 71 - Ptio interno da FDS ........................................................................................................................................ 293 Figura 72 - Incio do processo de demolio da FDS .......................................................................................................... 293 Figura 73 - Lateral do edifcio que abrigava os laboratrios da FDS ................................................................................. 294 Figura 74 - Vista do ptio externo da FDS, com as runas de um dos edifcios de salas de aula e do prdio que abrigava os laboratrios ................................................................................................................................................................. 294 Figura 75 - O edifcio acadmico da FASCH est condenado e a iminncia de seu desmoronamento impede inclusive que se utilize parte do ptio interno, o que contudo no impede que alunos, ex-alunos e suas famlias ocupem parte do estacionamento como abrigo provisrio ..................................................................................................................... 300 Figura 76 - As colunas de sustentao, trespassadas por fissuras, evidenciam o colapso iminente do edifcio principal da FASCH ........................................................................................................................................................................... 300 Figura 77 - Toda a rea ao redor do edifcio principal da FASCH mantida isolada, em virtude do risco de desabamento ..................................................................................................................................................................................... 300 Figura 78 - Instituto de Estudos e Pesquisas Africanos (IERAH) / Instituto de Estudo e Pesquisa em Cincias Sociais (ISERSS) Danificado, o IERAH / ISERSS permanece em p. No muro, pichaes contrrias atuao de organizaes estrangeiras ................................................................................................................................................................. 304 Figura 79 - De todos os lados do edifcio do IERAH / ISERSS se pode perceber que, apesar de haver resistido, demandar reparos importantes .................................................................................................................................................... 304 Figura 80 - Ptio interno do IERAH / ISERSS ...................................................................................................................... 305 Figura 81 - Uma das entradas do IERAH / ISERSS. O prdio resistiu aos tremores, mas a extenso dos danos exigir considerveis reparos .................................................................................................................................................. 305 Figura 82 - Aviso aos estudantes: a direo do departamento de Geografia informa aos estudantes da primeira turma de 2009 / 2010 que o curso ter incio nesta tera-feira, dia 12 de janeiro de 2010. Suma ironia, o primeiro grande terremoto foi exatamente neste dia, no fim da tarde .................................................................................................. 305 Figura 83 - Corredor lateral do IERAH / ISERSS ................................................................................................................. 306 Figura 84 - Saguo de entrada do IERAH / ISERSS............................................................................................................. 306 Figura 85 Fachada frontal do INAGHEI, expondo fissuras que atravessam toda a estrutura de sustentao do prdio 312 Figura 86 - Ptio interno do INAGHEI ................................................................................................................................ 312 Figura 87 - Sala de aula do INAGHEI com material didtico e pertences pessoais que os alunos deixaram para trs ao tentar escapar do primeiro tremor .............................................................................................................................. 313 Figura 88 - As salas de aula do INAGHEI permaneceram como foram deixadas, ao terem sido abandonadas s pressas no dia do primeiro terremoto ........................................................................................................................................... 313 Figura 89 - Tendas no ptio da EDJ ................................................................................................................................... 316 Figura 90 - Tendas no ptio da EDJ, convertida em campo de refugiados ........................................................................ 316 Figura 91 Tendas ao redor da EDJ .................................................................................................................................. 316 Figura 92 - Corredor de salas de aula da EDJ .................................................................................................................... 317 Figura 93 - Sala de aula EDJ Jacmel (no quadro-negro, notas da aula de Teoria do Direito Constitucional que era ministrada no dia do terremoto) ................................................................................................................................. 317 Figura 94 Fachada frontal do CTPEA .............................................................................................................................. 320 Figura 95 - Muro do ptio externo do CTPEA .................................................................................................................... 320 Figura 96 - Galpo anexo ao CPTEA, onde se veem estendidas as roupas dos refugiados que se abrigaram no ptio .... 321 Figura 97 - Sala de aula do CTPEA ..................................................................................................................................... 321 Figura 98 - A ENAF ruiu completamente, restando apenas seus dois nibus para abrigar a documentao recuperada dos escombros .................................................................................................................................................................... 324 Figura 99 - Aps a remoo dos escombros, a nica coisa que lembra que ali havia uma prestigiada instituio de ensino superior um monte de ferro retorcido ....................................................................................................................... 324 Figura 100 - Esttua do patrono da ENARTS, Jean-Jacques Dessalines ............................................................................. 330 Figura 101 - Oficina de trabalho da ENARTS ..................................................................................................................... 330 Figura 102 - Aluno da ENARTS mostra o seu trabalho ...................................................................................................... 331 Figura 103 Coletivo ps-desastre. Proteo do patrimnio / CP3 e ENARTS deseja oferecer seus psames a todos os artistas e famlias que perderam entes queridos no terremoto de 12 de janeiro de 2010. Lutemos pela proteo do patrimnio ................................................................................................................................................................. 331 Figura 104 - Estudantes da ENARTS que se abrigaram no espao da Escola e continuam desenvolvendo suas atividades fora dos atelis danificados ......................................................................................................................................... 332 Figura 105 - Ptio da ENARTS, onde se veem, entre materiais de escultura e entalhe em madeira, as roupas que os estudantes refugiados no ptio da escola estenderam para secar .............................................................................. 332 Figura 106 - Ptio interno da ENARTS com uma vista lateral do galpo das oficinas ....................................................... 333

400

Photo 70 FDS outer courtyard, with the shelter built after the earthquake to house the family of an employee .......... 292 Photo 71 FDS inner courtyard ......................................................................................................................................... 293 Photo 72 Beginning the demolition of the FDS ............................................................................................................... 293 Photo 73 Side view of the building that housed the FDS laboratories ............................................................................ 294 Photo 74 View from the FDS outer courtyard, with the ruins of one of the buildings of classrooms and the building that housed the laboratories ............................................................................................................................................... 294 Photo 75 The academic building of the FASCH is condemned and its imminent collapse prevents even that part of the inner courtyard be used, what did not prevent students, alumni and their families, however, from occupying part of the parking lot and turning it into a temporary shelter ............................................................................................... 300 Photo 76 The support columns, pierced through by fissures, denote the imminent collapse of the FASCH main building ..................................................................................................................................................................................... 300 Photo 77 The whole area around the FASCH main building is kept isolated, because of the risk of collapse ................. 300 Photo 78 Institute of African Studies and Research (IERAH) / Institute for Study and Research in Social Sciences (ISERSS) Although, damaged the IERAH / ISERSS building remains standing. On the wall, graffiti denouncing the actions of foreign organizations ................................................................................................................................................... 304 Photo 79 From all sides of the IERAH / ISERSS building, one can realize that, although having withstood, it will require major repairs ............................................................................................................................................................... 304 Photo 80 IERAH / ISERSS inner courtyard ....................................................................................................................... 305 Photo 81 One of the entrances of the IERAH / ISERSS. The building withstood the tremors, but the extent of damage will require considerable repairs ........................................................................................................................................ 305 Photo 82 "Notice to students: the direction of the Department of Geography informs the students of the first graduating class of 2009/2010 that classes will begin on Tuesday, January 12th, 2010." Pinnacle of irony, as the first major earthquake hit exactly on this day, late in the afternoon .................................................................................. 305 Photo 83 IERAH / ISERSS side corridor ............................................................................................................................ 306 Photo 84 IERAH / ISERSS entrance hall ........................................................................................................................... 306 Photo 85 INAGHEI front facade, exposing fissures that traverse the building's entire structure.................................... 312 Photo 86 INAGHEI inner courtyard ................................................................................................................................. 312 Photo 87 INAGHEI classroom, with educational materials and personal belongings that students left behind when trying to escape the first quake ................................................................................................................................... 313 Photo 88 The INAGHEI classrooms remained exactly as they were when students hastily abandoned them on the day of the first earthquake ..................................................................................................................................................... 313 Photo 89 Tents in the EDJ inner courtyard ...................................................................................................................... 316 Photo 90 Tents in the EDJ inner courtyard, turned into a refugee camp ........................................................................ 316 Photo 91 Tents in the EDJ outer courtyard ...................................................................................................................... 316 Photo 92 EDJ classrooms' hallway .................................................................................................................................. 317 Photo 93 EDJ classroom, in Jacmel (on the blackboard, notes of the Theory of Constitutional Law class being taught on the day of the earthquake) .......................................................................................................................................... 317 Photo 94 CTPEA front facade .......................................................................................................................................... 320 Photo 95 Wall of the CTPEA outer courtyard .................................................................................................................. 320 Photo 96 CTPEA annex sed, where clothes were put out to dry by refugees who have taken shelter in the courtyard . 321 Photo 97 CTPEA classroom ............................................................................................................................................. 321 Photo 98 ENAF collapsed completely, leaving only its two buses to house the documents recovered from the rubble . 324 Photo 99 After removing the debris, the only thing reminding that this was a prestigious institution of higher education is a pile of twisted iron ................................................................................................................................................. 324 Photo 100 Statue of the ENARTS patron, Jean-Jacques Dessalines ................................................................................ 330 Photo 101 ENARTS workshop ......................................................................................................................................... 330 Photo 102 ENARTS student presents his work ................................................................................................................ 331 Photo 103 "Post-disaster Collective. Heritage protection / CP3 and ENARTS wish to offer their condolences to all the artists and families who lost loved ones in the earthquake of January 12th, 2010. Let us strive for the protection of our heritage"................................................................................................................................................................ 331 Photo 104 ENARTS students who have taken shelter within the school and continue to develop their activities outside the damaged studios ................................................................................................................................................... 332 Photo 105 ENARTS courtyard, where, among sculpture and woodcarving materials, clothes have been hung out to dry by students who have taken refuge in the school yard ................................................................................................ 332 Photo 106 ENARTS inner courtyard, with a side view of the workshops shed ................................................................ 333

401

Figura 107 - Aluno da ENARTS, que sofreu mutilaes nas mos durante o primeiro tremor, retoma seu trabalho de pintura no que sobrou da escola .................................................................................................................................. 333 Figura 108 - A queda do edifcio principal da ENIP vitimou todas as estudantes que se encontravam no prdio no momento do primeiro tremor, juntamente com o decano........................................................................................... 336 Figura 109 - Vista do que restou da ENIP a partir de onde se encontrava anteriormente a entrada do prdio principal . 336 Figura 110 - Alm das estudantes e do professor mortos, passantes foram atingidos e mortos com a queda do edifcio sobre uma das vias mais movimentadas do centro de Port-au-Prince ........................................................................ 337 Figura 111 - O nibus que transportava as estudantes para estgios de formao em instituies de atendimento sade na capital e no interior, foi esmagado com o colapso do prdio administrativo da ENIP ............................................ 337 Figura 112 - A ENST ocupava um andar em um edifcio compartilhado com a Universidade Nobel dHati e com o Colgio Metropolitano.............................................................................................................................................................. 340 Figura 113 - Detalhe posterior do edifcio que abrigava a ENST, destacando uma das maiores salas de aula da Escola . 340 Figura 114 - Ptio interior da ENST ................................................................................................................................... 341 Figura 115 - Peas de vesturio, material didtico e demais pertences pessoais, deixados pelos estudantes ao fugir durante o primeiro tremor, em 12 de janeiro, que causou a runa do edifcio onde se encontrava a ENST ................. 341 Figura 116 - Mural no terrao frontal do CNFP ................................................................................................................. 346 Figura 117 - Entrada do prdio principal do CNFP, que exibe fissuras profundas e exige reparos considerveis antes que possa ser reutilizado .................................................................................................................................................... 346 Figura 118 - Oficina do curso de edificaes do CNFP ....................................................................................................... 347 Figura 119 - Sala de informtica do CNFP. Boa parte do material permanente foi perdida. Aquilo que no foi danificado pelo terremoto acabou sendo saqueado ..................................................................................................................... 347 Figura 120 - Galpo do CNFP, que j chegou a abrigar provisoriamente a ENST, antes que a volatilidade da situao poltica da regio obrigasse seu deslocamento para uma regio mais central da cidade .......................................... 348 Figura 121 - O amplo ptio externo do CNFP serve como espao para o atendimento mdico peridico dos refugiados nos campos em torno da rea ............................................................................................................................................ 348 Figura 122 - No ptio do CNFP, tendas acolhem famlias desabrigadas da regio de Cit Soleil ...................................... 349 Figura 123 - Em torno do CPFP, h vrios acampamentos de desabrigados ..................................................................... 349 Figura 124 - Entrada da ENGA, situada nos fundos do CNFP, na regio de Cit Soleil. Por conta da volatilidade da situao poltica na regio, encontrava-se inativa j antes mesmo do terremoto ...................................................... 350 Figura 125 - Os danos s instalaes da ENGA foram de menor envergadura ................................................................. 350 Figura 126 - Runas da UL, em cujo desabamento morreram 376 estudantes, mas muitos dos corpos no haviam podido ser retirados dos escombros ........................................................................................................................................ 352 Figura 127 - Ao lado das runas da UL, v-se a fachada apenas parcialmente danificada de uma casa cujo interior tambm foi destrudo .................................................................................................................................................. 352 Figura 128 - No trreo deste edifcio da UL se encontrava a cantina e no primeiro e segundo andares a biblioteca ....... 353 Figura 129 - Fotocopiadora, livros, registros escolares e peas de vesturio entre os escombros da UL .......................... 353 Figura 130 - Manual de enfermagem entre as runas da UL ............................................................................................. 354 Figura 131 - Varanda da cantina da UL ............................................................................................................................. 354 Figura 132 - Gavetas vazias dos arquivos escolares em meio aos escombros da UL ........................................................ 355 Figura 133 - O que restou dos arquivos da UL ................................................................................................................... 355 Figura 134 - Entre os escombros, carteirinhas de estudante da UL................................................................................... 356 Figura 135 - Entre os papis espalhados pelos escombros da UL, projetos e dissertaes dos alunos ............................. 356 Figura 136 - O que restou de um dos laboratrios de informtica da UL .......................................................................... 357 Figura 137 - Arquivos e computadores da UL .................................................................................................................... 357 Figura 138 - Foram identificados 376 mortos entre os alunos da UL ................................................................................ 358 Figura 139 - Arquivos da UL .............................................................................................................................................. 358 Figura 140 - Remoo dos escombros do CTSG, cuja runa vitimou no apenas estudantes e professores, mas tambm vrios moradores das imediaes ................................................................................................................................ 359 Figura 141 - Um ms aps os grandes terremotos, os estudantes do CTSG continuavam retirando dos escombros corpos de colegas e professores. No Centro Saint-Grard, as aulas j haviam sido reiniciadas e um nmero considervel de alunos estava nas salas de aula no momento do primeiro tremor. Foram registrados 252 estudantes e cinco professores mortos ...................................................................................................................................................... 359 Figura 142 - Runas da UC. Para alm das vtimas nos arredores do prdio, mortas em decorrncia do desabamento, foram registrados 189 estudantes e seis professores mortos ...................................................................................... 360 Figura 143 - Runas da UC ................................................................................................................................................. 360 Figura 144 - Em meio aos escombros, material didtico de kreyl. A lingustica era uma das reas fortes da UC ........... 361 Figura 145 - Entre os escombros, Dicionrio de kreyl, publicado pela UC ....................................................................... 361

402

Photo 107 ENARTS student who suffered mutilations in his hands during the initial quake, resumes his painting inside what was left from the school ..................................................................................................................................... 333 Photo 108 The collapse of the ENIP main building killed all students who were inside it at the time of the first quake, along with the Dean .................................................................................................................................................... 336 Photo 109 View of the remains of the ENIP, seen from where was previously located the entrance of the main building ..................................................................................................................................................................................... 336 Photo 110 In addition to the students and teachers killed, bystanders were also hit and killed by the fall of the building on one of the busiest roads in the center of Port-au-Prince ......................................................................................... 337 Photo 111 The bus used to transport students for training practice in health care institutions across the capital and in the countryside, was crushed by the collapse of the ENIP administrative building ..................................................... 337 Photo 112 The ENST occupied a whole floor in a building shared with the University Nobel d'Hati and the Metropolitan College ......................................................................................................................................................................... 340 Photo 113 Detail from the back side of the building that housed the ENST, highlighting one of the largest classrooms ..................................................................................................................................................................................... 340 Photo 114 ENST inner courtyard ..................................................................................................................................... 341 Photo 115 Pieces of clothing, educational materials and other personal belongings left behind by fleeing students during the first quake on January 12th, which caused the ruin of the building that formerly housed the ENST ......... 341 Photo 116 Wall painting in the CPNP front terrace ........................................................................................................ 346 Photo 117 Entrance of the CPFP main building, which displays deep fissures and requires considerable repairs before it can be occupied again ................................................................................................................................................. 346 Photo 118 CPFP building technology workshop ............................................................................................................. 347 Photo 119 CPFP computer lab. Much of the material was lost permanently. What was not damaged by the earthquake ended up being looted ................................................................................................................................................. 347 Photo 120 CPFP shed, which was already used to temporarily shelter the ENST before the volatile political situation in the region forced it to move to a more central area of the city ................................................................................... 348 Photo 121 The large outer courtyard of the CPFP serves as a space for the provision of medical care to the refugee camps around the area ................................................................................................................................................ 348 Photo 122 In the CPFP courtyard, tents to welcome homeless families from the Cit Soleil area. ................................. 349 Photo 123 Around the CPFP, several homeless camps .................................................................................................... 349 Photo 124 ENGA entrance, located at the back of the CPFP, in the region of Cit Soleil. Due to the volatile political situation in the region, it was inactive even before the earthquake ............................................................................ 350 Photo 125 Damage to ENGA facilities was in a smaller scale ......................................................................................... 350 Photo 126 Ruins of the UL, whose collapse killed 376 students, but many of the bodies had not been pulled yet from the rubble ........................................................................................................................................................................... 352 Photo 127 Next to the UL ruins, partially damaged facade of a house whose interior was also destroyed ................... 352 Photo 128 On the ground floor of this building was the UL cafeteria and, on the first and second floors, the library ... 353 Photo 129 Photocopying machine, books, school records and pieces of clothing amid the ruins of the UL ................... 353 Photo 130 Manual of nursing among the ruins of UL..................................................................................................... 354 Photo 131 Balcony of the UL cafeteria ........................................................................................................................... 354 Photo 132 Empty drawers of school records atop the rubble of the UL ......................................................................... 355 Photo 133 What remained of the UL archives ................................................................................................................ 355 Photo 134 Amid the ruins of the UL, student ID cards .................................................................................................... 356 Photo 135 Among the papers scattered through the rubble of the UL, students' projects and dissertations ................ 356 Photo 136 The remains of one of the UL computer labs................................................................................................. 357 Photo 137 UL archives and computers ........................................................................................................................... 357 Photo 138 376 dead student have been identified at the UL .......................................................................................... 358 Photo 139 UL archives .................................................................................................................................................... 358 Photo 140 Removing debris from the CTSG, whose collapse victimized not only students and teachers but also several neighboring residents .................................................................................................................................................. 359 Photo 141 One month after the big earthquake, CTSG students continued pulling bodies of classmates and teachers from the rubble. Classes had already restarted and a considerable number of students were in the classroom when the first tremor hit. 252 students and five teachers were confirmed dead .................................................................. 359 Photo 142 Ruins of the UC. In addition to the victims in the vicinity of the building, killed as a result of the collapse, 189 students and six teachers were confirmed dead .......................................................................................................... 360 Photo 143 Ruins of the UC .............................................................................................................................................. 360 Photo 144 Amid the rubble, Kreyl teaching material. Linguistics was one of the strongest areas at the UC ............... 361 Photo 145 Among the rubble, Kreyl Dictionary, published by the UC ........................................................................... 361

403

Figura 146 - No foram somente estudantes, professores ou funcionrios que morreram nos desabamentos das universidades e faculdades. Foram vrios os casos de creches, escolas, escritrios ou casas de famlia que foram arrebatadas pelo desmoronamento dos prdios universitrios. Ao lado da UC funcionava uma creche, que foi soterrada. Nos fundos, vivia uma famlia de seis pessoas, das quais apenas uma sobreviveu ................................... 361 Figura 147 - Muro dianteiro e runas da sede principal da UP .......................................................................................... 362 Figura 148 - Runas da sede principal da UP ..................................................................................................................... 362 Figura 149 - Diplomas e carteiras de estudantes recuperados dos escombros: a UP perdeu 159 estudantes e sete professores ................................................................................................................................................................... 363 Figura 150 Folha referente ao ms de fevereiro de 2010 do carn de mensalidades do estudante em cuja memria fora acesa uma vela e depostas flores sobre as runas da UP ............................................................................................. 363 Figura 151 Apelo, em ingls, assinado pelo Comit dos refugiados que ocuparam as dependncias do que era um dos campi da UP: Precisamos de ajuda. Comida, gua, tendas ..................................................................................... 364 Figura 152 - Sala de aula da sede secundria da UP ......................................................................................................... 364 Figura 153 - O que sobrou da UNEPH ............................................................................................................................... 365 Figura 154 - No ptio frontal de onde funcionava a UNEPH, foram instaladas tendas para abrigar o Frum Criminal. Ao fundo, veem-se as celas improvisadas onde eram mantidos os acusados a espera de julgamento ............................ 365 Figura 155 - Escadaria de entrada do edifcio principal do IHECE ..................................................................................... 366 Figura 156 - Vista lateral do edifcio principal do IHECE.................................................................................................... 366 Figura 157 - Vista posterior do edifcio principal do IHECE................................................................................................ 367 Figura 158 - Tendas instaladas no ptio do IHECE pelos funcionrios desabrigados ........................................................ 367 Figura 159 - O que restou da sede histrica do IHECE, que fazia parte de um celebrado conjunto arquitetnico na rea central de Port-au-Prince ............................................................................................................................................. 368 Figura 160 As runas da Escola Sainte-Trinit esto direita. Ao fundo, as runas da Catedral ..................................... 369 Figura 161 - Ptio interno da Escola Sainte-Trinit ........................................................................................................... 369 Figura 162 Tendo rudo apenas parcialmente, a Escola Sainte-Trinit teve suas estruturas completamente comprometidas e, situada na rea central da cidade, a iminncia de desabamento representava ainda um risco considervel, como de resto era o caso de inmeras edificaes de Bel-Air. Por conta do perigo que representavam circulao de pessoas no centro da cidade, a demolio das edificaes restantes do complexo de edifcios em torno da Parquia de Sainte-Trinit foi iniciada cerca de um ms aps o primeiro tremor .................................................. 370 Figura 163 Em meio remoo dos escombros, ainda se tenta recuperar o possvel do material danificado .............. 370 Figura 164 - Pintura feita por um aluno de oito anos da escola educao infantil vinculada Parquia de Sainte-Trinit. Representa Dessalines e a expulso dos franceses pelas tropas haitianas sob seu comando. Fazia parte de uma coleo de desenhos dos heris nacionais, feitos por alunos de diferentes escolas do pas para figurar num calendrio a ser distribudos s prprias escolas. Esta cpia do desenho foi encontrada nos escombros .................................... 371 Figura 165 - Nas runas da escola, o jornal Le Nouvelliste, de 5 de janeiro de 2010, uma semana antes do terremoto, quando o incio das aulas j se prenunciava como algo ainda incerto e problemtico ............................................... 371 Figura 166 - Runas da sede da Escola Sainte-Trinit onde funcionava a Escola de Msica e Canto Coral ....................... 372 Figura 167 - Runas da Escola de Msica e Canto Coral Sainte-Trinit .............................................................................. 372 Figura 168 - Runas do CEDI. Ao fundo, escombros do Hotel Christophe, onde funcionava o comando operacional da MINUSTAH ................................................................................................................................................................... 373 Figura 169 - Vista do interior das runas do CEDI .............................................................................................................. 373 Figura 170 - Sede administrativa da UNDH, num palcio histrico da rea central da capital. Apesar de parecer intacta, teve seu interior seriamente danificado e demandar reparos considerveis ............................................................ 374 Figura 171 - Entrada da sede administrativa da UNDH ..................................................................................................... 375 Figura 172 - Prdio anexo sede administrativa da UNDH............................................................................................... 375 Figura 173 - Clnica ambulatorial na Faculdade de Enfermagem da UNDH ...................................................................... 376 Figura 174 - Numa das paredes, turmas de formandas da Faculdade de Enfermagem da UNDH. Na outra, imagens de patronos catlicos, santos e taumaturgos ................................................................................................................... 376 Figura 175 - Reitoria da Universidade de Fondwa, a nica universidade rural do pas, completamente destruda .......... 377 Figura 176 - Escombros da reitoria da UNIF ...................................................................................................................... 377 Figura 177 - Fachada frontal da sede do INUQUA, cuja demolio j havia sido iniciada, por conta do risco iminente de desabamento ............................................................................................................................................................... 378 Figura 178 - Vista posterior do prdio anexo ao edifcio principal do INUQUA ................................................................. 378 Figura 179 - Ptio frontal do INUQUA, com trabalhadores engajados na demolio do edifcio condenado ................... 378 Figura 180 - Salo nobre e templo evanglico do INUQUA ............................................................................................... 379 Figura 181 - Biblioteca do INUQUA ................................................................................................................................... 379 Figura 182 - O que restou de um dos laboratrios de informtica do INUQUA................................................................. 379 Figura 183 - Sala da reitoria do INUQUA, cuja parede lateral ruiu inteiramente .............................................................. 380 Figura 184 - Parede lateral do INUQUA, com a sala da reitoria vista de fora para dentro................................................ 380

404

Photo 146 Not only students, faculty or staff died in the collapse of universities and colleges. There were several cases of nursery schools, kindergartens, offices and family homes that were crushed by the collapse of the university buildings. Next to the UC there was a daycare facility, which was buried. In the back lived a family of six, of which only one survived ......................................................................................................................................................... 361 Photo 147 Front wall and ruins of the UP headquarters ................................................................................................ 362 Photo 148 Ruins of the UP headquarters ....................................................................................................................... 362 Photo 149 Student diplomas and portfolios recovered from the rubble: the UP lost 159 students and seven teachers 363 Photo 150 Sheet for the month of February 2010 in the tuition booklet of a student in whose memory a candle had been lit and flowers deposed on the ruins of the UP ................................................................................................... 363 Photo 151 Appeal, in English, signed by the Refugees Committee that occupied the premises of what was one of the UP campuses: "We need help. Food, water, tents"............................................................................................................ 364 Photo 152 Classroom at the secondary UP campus ....................................................................................................... 364 Photo 153 What was left of the UNEPH ......................................................................................................................... 365 Photo 154 In the front yard where the UNEPH was, tents were installed to house the Criminal Forum. In the background, makeshift cells can be seen, where the accused were held awaiting trial .............................................. 365 Photo 155 Entrance staircase of the IHECE main building .............................................................................................. 366 Photo 156 Side view of the IHECE main building ............................................................................................................ 366 Photo 157 Rear view of the IHECE main building ........................................................................................................... 367 Photo 158 Tents pitched in the IHECE courtyard by the homeless employees ................................................................ 367 Photo 159 What remained of the historic IHECE headquarters, which was part of a celebrated architectural complex in central Port-au-Prince .................................................................................................................................................. 368 Photo 160 Ruins of the Sainte-Trinit School, on the right. In the background, the ruins of the Cathedral.................... 369 Photo 161 Inner courtyard of the Sainte-Trinit School .................................................................................................. 369 Photo 162 Having only partially collapsed, the Sainte-Trinit School had, however, its structures entirely compromised and, located in the downtown area, the verge of collapse still represented a considerable risk, as indeed was the case with many buildings in the Bel-Air district. Because of the danger they represented to the movement of people in the city center, the demolition of the remaining buildings around the parish of Sainte-Trinit was started about a month after the first quake ..................................................................................................................................................... 370 Photo 163 Amid the rubble removal, there were still attempts to recover the damaged material ................................ 370 Photo 164 Painting done by an eight-year old student of the elementary school linked to the parish of Sainte-Trinit. It depicts Dessalines and the expulsion of the French by Haitian troops under his command. It was part of a collection of drawings of national heroes, made by students from different schools in the country to figure in a calendar distributed to schools. This copy of the drawing was found in the rubble ................................................................... 371 Photo 165 In the ruins of the school, the newspaper Le Nouvelliste, of January 5th, 2010, a week before the earthquake, when the start of school is already heralded as something uncertain and problematic ......................... 371 Photo 166 Ruins of the Sainte-Trinit School headquarters, where the School of Music and Choral Singing used to be 372 Photo 167 Ruins of the Sainte-Trinit School of Music and Choral Singing .................................................................... 372 Photo 168 Ruins of the CEDI. In the background, debris of the Christophe Hotel, where the MINUSTAH operational command was located ................................................................................................................................................. 373 Photo 169 View from inside of the CEDI ruins ................................................................................................................ 373 Photo 170 UNDH administrative headquarters, a historic palace in the central area of the capital. Although it looks intact, its interior was seriously damaged and shall require considerable repairs ...................................................... 374 Photo 171 Entrance of the UNDH administrative headquarters ..................................................................................... 375 Photo 172 Annex building of the UNDH administrative headquarters ........................................................................... 375 Photo 173 Outpatient clinic of the UNDH Faculty of Nursing ......................................................................................... 376 Photo 174 On one of the walls, groups of graduated student of the UNDH School of Nursing. On the other, pictures of Catholic patron saints and miracle workers ................................................................................................................. 376 Photo 175 Rectorate of the University of Fondwa (UNIF), the only rural university in the country, completely destroyed ..................................................................................................................................................................................... 377 Photo 176 Ruins of UNIF rectorate ................................................................................................................................. 377 Photo 177 Front facade of the INUQUA, whose demolition had already begun, because of the imminent risk of collapse ..................................................................................................................................................................................... 378 Photo 178 Back view of the building annex to the INUQUA main building .................................................................... 378 Photo 179 Front yard of the INUQUA, with workers engaged in the demolition of the condemned building ................ 378 Photo 180 INUQUA Main Hall and evangelical church ................................................................................................... 379 Photo 181 INUQUA library .............................................................................................................................................. 379 Photo 182 The remains of one of the INUQUA computer labs ....................................................................................... 379 Photo 183 INUQUA Rector's Office, whose side wall collapsed entirely ......................................................................... 380 Photo 184 Sidewall of the INUQUA, with the Rector's Office seen from outside ............................................................ 380

405

Figura 185 - Andar trreo do prdio do INUQUA .............................................................................................................. 380 Figura 186 - Sede da ANDC................................................................................................................................................ 381 Figura 187 - Sede da ANDC................................................................................................................................................ 381 Figura 188 - Sede da ANDC................................................................................................................................................ 382 Figura 189 - Salo diplomtico da ANDC .......................................................................................................................... 382 Figura 190 - O edifcio da Universidade Jean Price-Mars foi seriamente danificado......................................................... 383 Figura 191 - Escombros dos edifcios do campus central da UNIQ, que havia sido inaugurado cerca de 20 dias antes do terremoto ..................................................................................................................................................................... 384 Figura 192 - Nas runas do campus central da UNIQ, as roupas secando indicam que muitos desabrigados transferiram sua vida cotidiana para o espao do campus .............................................................................................................. 384 Figura 193 - Encontro para discutir a reconstruo, organizado pela UNIQ em tendas montadas na rea de seu campus destrudo ...................................................................................................................................................................... 385 Figura 194 - A paisagem improvisada das tendas revela no apenas espaos onde se vive, mas tambm as novas circunstncias dos locais onde se trabalha. Tendas administrativas instaladas no estacionamento do campus central da UNIQ ....................................................................................................................................................................... 385 Figura 195 - Em meio aos escombros de um anexo da Biblioteca Nacional, Homenagem nossa bandeira, no programa de uma cerimnia comemorativa do Dia da Bandeira, celebrando os lemas de unio nacional, paz e conciliao representados pela bandeira nacional......................................................................................................................... 386 Figura 196 - Remoo do equipamento grfico dos escombros do prdio anexo da Biblioteca Nacional ........................ 387 Figura 197 - O edifcio anexo da Biblioteca Nacional, que abrigava os servios de imprensa, foi completamente destrudo, assim como todos os equipamentos e materiais ......................................................................................................... 387 Figura 198 - O edifcio principal do MENFP ruiu, sem que os corpos das vtimas pudessem ter sido retirados dos escombros .................................................................................................................................................................... 388 Figura 199 - Fila de professores e funcionrios para recolher salrios atrasados na sede do MENFP .............................. 388 Figura 200 - Filas de professores e funcionrios diante do que sobrou do MENFP para recolher seus contracheques..... 389 Figura 201 - Busca aos corpos dos funcionrios soterrados nos escombros do prdio principal do MENFP ..................... 389 Figura 202 - Arquivos escolares e documentos do MENFP ................................................................................................ 390 Figura 203 - Documentos pessoais de funcionrios soterrados sob os escombros ........................................................... 390 Figura 204 Escombros do CNIGS..................................................................................................................................... 391 Figura 205 - Retomada paulatina das atividades no CNIGS para a realizao de estudos do impacto do terremoto sobre a infraestrutura da capital. Instalados em barracas, os pesquisadores alternam turnos de trabalho no interior de um reduzido nmero de contineres.................................................................................................................................. 391

406

Photo 185 Ground floor of the INUQUA building ........................................................................................................... 380 Photo 186 ANDC headquarters ....................................................................................................................................... 381 Photo 187 ANDC headquarters ....................................................................................................................................... 381 Photo 188 ANDC headquarters ....................................................................................................................................... 382 Photo 189 ANDC Diplomatic Hall.................................................................................................................................... 382 Photo 190 The building of the University Jean Price-Mars was badly damaged ............................................................ 383 Photo 191 Ruins of buildings within the UNIQ central campus, which was inaugurated 20 days before the earthquake ..................................................................................................................................................................................... 384 Photo 192 In the ruins of the UNIQ central campus, clothes hung out to dry indicate that many homeless people transferred their everyday life to the space of the campus ......................................................................................... 384 Photo 193 Meeting to discuss the reconstruction, hosted by the UNIQ inside tents pitched in an open area of its destroyed campus ........................................................................................................................................................ 385 Photo 194 A landscape of makeshift tents reveals not only the spaces where people were living, but the new circumstances of the places where they work. Administrative tents installed in the parking lot of the UNIQ central campus ........................................................................................................................................................................ 385 Photo 195 Amid the rubble of an annex building of the National Library, "Tribute to Our Flag", on the program of a ceremony commemorating Flag Day, celebrating the slogans of national unity, peace and reconciliation represented by the national flag...................................................................................................................................................... 386 Photo 196 Removal of equipment from the rubble of the annex building of the National Library ................................ 387 Photo 197 The annex building of the National Library, which housed the press services, was completely destroyed, as well as all the equipment and materials inside............................................................................................................ 387 Photo 198 The MENFP main building collapsed and the victims' bodies had not yet been pulled from the rubble ....... 388 Photo 199 Queue of teachers and employees to collect overdue wages at the MENFP headquarters .......................... 388 Photo 200 Queues of teachers and employees in front of what was left of the MENFP to collect their paychecks ....... 389 Photo 201 Search for bodies of employees buried in the rubble of the MENFP main building ....................................... 389 Photo 202 School records and documents of the MENFP ............................................................................................... 390 Photo 203 Personal documents of employees trapped under the rubble ....................................................................... 390 Photo 204 Ruins of the CNIGS......................................................................................................................................... 391 Photo 205 Gradual resumption of activities at the CNIGS for carrying out studies of the impact of the earthquake on the infrastructure of the capital. Installed in tents, the researchers alternated shifts within a small number of containers ..................................................................................................................................................................................... 391

407

408

Referncias bibliogrficas Bibliographical references

Barthelemy, Grard. Les duvalieristes aprs Duvalier. LHarmattan: Paris, 1992. Blancpain, Fraois. Hati et les tats-Unis (1915 1934). Histoire dune occupation. LHarmattan: Paris, 1999. Castor, Suzi. La ocupacin norteamericana de Hait y sus consecuencias (1915-1934). Mxico: Siglo XXI, 1971. Deshommes, Fritz. Universit e luttes dmicratiques em Hati. dtitions de l'UEH: Port-au-Prince, 2009. Diederich, Bernard. Le prix du sang. La rsistance du peuple hatien la tyrannie. Tome 1: Franois Duvalier (1957 1971). Antillia: Port-au-Prince, 2005. DESRS (Direction de lEnseignement Suprieur et de la Recherche Scientifique). Universits et institutions d'enseignement suprieur em Hati. Projet d'implantation d'une base de donnes. Ministre de l'ducation Nationale et de la Formation Professionnelle (MENFP): Port-au-Prince, 2009. ___. Rapport de constat des dgts enregistrs aprs le sisme du 12 janvier 2010 au niveau des Institutions dEnseignement Suprieur autorises de lOuest. MENFP: Port-au-Prince, 2010. Duvalier, Franois: Dcret crant l'Universit d'tat d'Hati le 16 dcembre 1960 in Mmoires d'un leader du tiers monde. Hachette, Paris, 1969. Etienne, Sauveur Pierre. Hati: misre de la dmocratie. LHarmattan: Paris, 1999. Figueiredo, Regine rika Domingos de. Histrias de uma antropologia de Boa Vizinhana: um estudo sobre o papel

dos antroplogos nos programas interamericanos de assistncia tcnica e sade no Brasil e no Mxico (19421960). Doutoramento em Antropologia Social. PPGAS/ Unicamp: Campinas, 2009.
Fleurimond, Wierner Kerns. Hati de la crise loccupation. Hoistoire dun chaos (2000 2004). Tome I: La chute dAristide. LHarmattan: Paris, 2009. Florival, Jean. Duvalier: la face cache de Papa Doc. Mmoir d'encrier: Montreal, 2008. Georges-Pierre, Anthony. Franois Duvalier: titan ou tyran? ditions Henri-Claude Saint-Fleur: Miami, 2004. Gilot, Rony. Au gr de la mmoire: Farnois Duvalier, le mal aim. Le Bren: Quebec, 2006. Gosselin, Roger and Jean, Pierre. Report of mission conducted from May 22 to June 4, 2005. Acesso em 28/03/2010:

http://solutionshaiti.blogspot.com/2007/11/haiti-dossier-universite-detat-lettre.html
GTEF (Group de Travail sur lducation et la Formation en Hati). Document de consultation: Faonnons lavenir. Port-au-Prince: GTEF, 2009. Acesso em 28/03/2010: http://www.commissioneducation.ht/images/documentspublics/gtef-documentconsultationavenir.pdf Hurbon, Lannec. Culture et dictature em Haiti: limaginaire sous controle. LHarmatta, Paris, 1979. ___. Pour une sociologie dHati au XXI sicle. La dmocratie introuvable. Karthala, Paris, 2001. INURED (Institut Interuniverstiaire de Recherche et Devloppement). The Challenge for Haitian Higher Education: A postearthquake assessment of higher education institutions in the Port auPrince metropolitan area. INURED: Miami & Port au Prince, 2010. Jadotte, Hrard. Le carnaval de la rvolution: de Duvalier Aristide. ditions Fardin, Port-au-Prince, 2005. Mathurin, Creutzer. Lenseignement suprieur em Hati: tat, enjeux et perspectives . Ministre de lducation Nationale de la Jeunesse et des Sports: Port-au-Prince, 1997. McBride, David. Missions for Science. U.S. Technology and Medicine in Americas African World . University Press: New Jersey, 2002. Rutgers

MENFP (Ministre de lEducation Nationale et de la Formation Professionnelle) . La stratgie nationale daction pour lducation pour tous. MENFP: Port-au-Prince, 2007. Acesso em 20/03/2010:

http://planipolis.iiep.unesco.org/upload/Haiti/Haiti_EFA.pdf

409

MENJS (Ministre de lEducation Nationale, de la Jeunesse et des Sports). The development of education: National report. MENJS: Port-au-Prince, 2004. Acesso em 20/03/2010:

http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/haiti.pdf
Pons, Frank Moya. Manual de historia dominicana. Bho: Santo Domingo, 2008. ___. La otra historia dominicana. Bho, Santo Domingo, 2009. Price-Mars, Jean. La Repblica de Hait y la Repblica Dominicana . Biblifilos: Santo Domingo, 2000 (1953). Renda, Mary A. Taking Haiti: Military Occupation and the Culture of U.S. Imperialism, 1915-1940. University of North Carolina Press: Chapel Hill, 2001. Rpublique d'Hati. Haiti Earthquake PDNA: Assessment of damage, losses, general and sectoral needs. Office du Premier-Ministre: Port-au-Prince, 2010. Trouillot, Michel-Rolph. Haiti: state against nation. Origins & legacy of Duvalierism . Monthly Review Press: Nova York, 1990. UNESCO; Rpublique dHati; Agence Canadienne de Dveloppment International. Rpublique dHati. Diagnostique de la chane de production des statistiques dans le secteur de lducation. UNESCO: Port-auPrince, 2004. UEH (Universit dtat dHati). La Rforme de lUniversit dtat dHati. Dispositions Transitoires Relatives lorganisation de ladministration centrale de l'Universit d'tat d'Hat. UEH: Port-au-Prince, 1997. Acesso em 22/03/2010: http://www.ueh.edu.ht/admueh/pdf/Dispositions_transitoires.pdf. ___. Guide du Postulant a l'Universit d'tat d'Hati. UEH: Port-au-Prince, 2009. Vandercook, John W. Majestad negra. La vida Cristophe, rey de Hait. Sociedad Impresora Americana: Bunos Aires, 1943.

410

Este livro foi composto em Sylfaen e Calibri, em maio de 2010, e impresso em papel reciclado eco millenium 75g/m, em outubro de 2013, para huya editorial.

This book has been composed in Sylfaen and Calibri, in May 2010, and printed on 75g/m eco millenium recycled paper, in October 2013, for huya editorial.

Apoio Support UNESCO Organizao das Naes Unidas para Cincia, a Educao e a Cultura United Nations Educational, Scientific and Cultural Organization

UNICAMP Universidade Estadual de Campinas State University of Campinas Instituto de Filosofia e Cincias Humanas Philosophy and Human Sciences Institute Doutorado em Cincias Sociais Social Sciences PhD Program Programa de Ps-Graduao em Antropologia Social Social Anthropology Graduate Program Programa de Ps-Graduao em Histria History Graduate Program Pr-Reitoria de Graduao Prorectorate of Undergraduate Studies Pr-Reitoria de Ps-Graduao Prorectorate of Graduate Studies

CAPES

Coordenadoria de Aperfeioamento de Pessoal de Ensino Superior Coordination for the Improvement of Higher Education Personnel

FAPESP

Fundao de Amparo Pesquisa do Estado de So Paulo Sao Paulo State Research Foundation