O discurso, a prática e a formação para a pesquisa na Pós-Graduação Stricto Sensu em Educação

• Ano de defesa: 2019
• Autor(a) principal: Isaac, Juliana Alves
• Orientador(a): Cunha, Célio da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Pesquisa; Educação; Universidade; Pós-graduação
• Palavras-chave em Inglês: Postgraduate; Education; Research; University
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2658

This quali-quantitative and exploratory research investigated the institutional discourse and compared research perceptions among strictly sensitive graduate students, considering the master's and doctorate degrees. Specifically, this study aimed to: (i) Analyze the institutional discourse on research; (ii) Explore as perceptions of strict graduate students in Education, which refer to research training in the disciplines, research groups and the orientation process for the preparation of dissertations and theses; and (iii) Identify and compare institutional discourse and research perceptions and practices among master and doctoral students of a strictly education sensitive postgraduate program. Sixty students, seven professors and one coordinator of a strict graduate program at the private university of the Federal District were investigated. The data generation instruments used were a documentary research, a semi-structured interview and a mixed format questionnaire. The data obtained through documentary research and semi-structured interviews were analyzed through content analysis, and the questionnaires through the software Statistical Packpage for the Social Sciences (SPSS) version 23. The results were organized into categories according to the research objectives: the institutional discourse present in documents and speech of the coordinator; the practice translated into the strategies and perceptions of teachers and the formation reflected in the perceptions and ears of students. The findings of this study indicated that a research has been privileged by the program investigated since the selection of teachers until the formation of the student, also contemplating an inheritance of relationship with graduates. In addition, the documents are tried and prepared to work with a research, however, some restrictions are allowed such as the time of the subjects and the student profile. Regarding the students' perceptions, the results demonstrated by the PhD students have more research-related knowledge and feel more prepared to do it, but students in both groups have quantitative research and field research difficulties. From these results, the evidence is a differentiation in the training offered to masters and doctoral students and a need to work on aspects related to quantitative research with students from both groups.