Atuação de egressos de programas de pós-graduação stricto sensu no cenário da excelência acadêmica

• Ano de defesa: 2022
• Autor(a) principal: Ferreira, Helena Rodrigues de Oliveira Marques
• Orientador(a): Dravet, Florence Marie
• 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: Egresso; Avaliação Capes; Complexidade
• Palavras-chave em Inglês: Capes evaluation; Complexity; Egress
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2976

The research developed was motivated by the existence of groups of stricto sensu graduate programs (PPG) defined from grades that are attributed by the process of evaluation of this level of education operated by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel – Capes) in National territory. The highest category, currently corresponding to grade 7, brings together PPGs known as “of excellence”, which have a high level of internationalization, similar to the best international research centers. In this scenario, the analysis of the PPG gave minimal space to the judgment regarding the formative quality of their students and, therefore, to the monitoring of the graduates in their work with the community that receives them. This research focused on master's and doctoral graduates who started the courses in 2013, with the main objective of verifying if and how the excellence in the training of these professionals and researchers is reflected in achievements with the portion of society in which they work. As a study of this nature contains a significant amount of data, we chose to observe three excellent PPGs and three that achieved a four score to compare them and allow analysis of the performance of graduates. To conduct the intended assessment, the chosen theoretical-methodological focus was the Complexity Theory based on Edgar Morin's discussions. Among the many aspects of Complexity, the proposition that reality is made by a constant relationship between the whole and the parts stands out, which overcomes the multidimensionality of the human being and the environment in which it is inserted in a continuous interrelationship and crumbling of boundaries. In this context, the fragmentation that is observed in the training process adopted in the education system and in the evaluation process - here, specifically referring to graduate studies - leads to a loss of vision of the whole and, therefore, to the overvaluation of some segments of society to the detriment of from others, isolating the academic world from the non-academic world. The research was documentary, carried out through a survey of public data contained in the Sucupira and Lattes Platforms, as well as the application of questionnaires to graduates. In the end, it was found that there is no detectable diversity in the performance of graduates of excellence programs compared to grade 4, except for the quantity of intellectual production, which reflects the evaluation model adopted by Capes until 2017. It should be noted that, whatever the evaluation model to be implemented, the follow-up of graduates must be among the most relevant items, in addition to the need to rethink the link between evaluation and promotion.