Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/3493 |
Resumo: | This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers. |
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2016-03-012016-03-012015-08-17DIAS, Evandro Dotto. EVALUATION POLICIES IN BRAZILIAN POSTGRADUATE EDUCATION: A HERMENEUTICS OF THE TEACHER WORK. 2015. 175 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/3493This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers.A presente tese de doutorado com o título Políticas Avaliativas da Pós-Graduação em Educação Brasileira: Uma Hermenêutica do Trabalho Docente foi desenvolvida no Programa de Pós-graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM), na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. O trabalho tem como objetivo principal uma análise das possíveis transformações proporcionadas pela construção avaliativa da pós-graduação brasileira em educação na formação docente e produção do conhecimento, através de um olhar hermenêutico. As relações e rumos do processo formativo do pesquisador através da pesquisa acadêmica foram analisados, assim como a produção científica e produtividade como uma característica regulatória do Estado-avaliador. Para tanto, busca-se como base empírica, a contextualização desses índices de avaliação e suas tendências. Portanto, foram analisados os documentos e planilhas emitidos pela área de Educação nos últimos dois triênios de avaliação CAPES (2007-2009; 2010-2012) bem como o Plano Nacional de Pós Graduação (2010-2020). A partir deste contexto avaliativo o texto propõe o seguinte questionamento: Em que medida a política instrumental de avaliação de resultados da pós-graduação brasileira pela CAPES interfere na formação docente e na produtividade da pesquisa acadêmica no Brasil em Educação? Por isso o tema discutido neste trabalho tem como referências teóricas principais as teorias de Jürgen Habermas, a partir de seus livros Verdade e Justificação, Ciência e Técnica como Ideologia e o artigo A Ideia de Universidade: processos de aprendizagem. No tema da reificação, a exposição de Axel Honneth é trabalhada principalmente a partir seu livro Reificación: um estudio en la teoría de reconocimiento e o artigo complementar a este estudo intitulado Observações sobre a reificação. A produção do conhecimento na academia é articulada pelo Estado, como uma poderosa ferramenta para o desenvolvimento econômico do país. Observa-se esse fenômeno quando a formação do docente na pesquisa (sujeito) se manifesta instrumentalmente como um agente empreendedor (objeto), abrindo mão de sua essência social e sua autoconsciência. O posicionamento e a argumentação dos pesquisadores em educação, independentemente de seu forte embasamento, não sensibiliza e penetra efetivamente o tecido político com força suficiente e como fator determinante para modificar esse estado de coisas, através de uma ação efetiva de formação emancipatória. A crítica ao sistema de avaliação realizada por este trabalho sugere uma mudança de paradigma na busca da equidade entre ciência e humanidades e a readequação do olhar avaliativo em relação aos índices de produção. Esta concepção é apresentada a partir de uma visão colaborativa de formação, construção e avaliação do conhecimento acadêmico e seus produtores.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoFormaçãoAvaliaçãoConhecimentoEstado-avaliadorPesquisa acadêmicaFormationEvaluationKnowledgeEvaluator stateAcademic researchCNPQ::CIENCIAS HUMANAS::EDUCACAOPolíticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docenteEvaluation policies in brazilian postgraduate education: a hermeneutics of the teacher workinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrevisan, Amarildo Luizhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794804Z1#BancasVeiga, Adriana Moreira da Rochahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701517Y3Rosa, Geraldo Antônio dahttp://lattes.cnpq.br/4290166533847099Ourique, Maiane Liana Hatschbachhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777523T7Oliveira, Valeska Maria Fortes dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728785U2Barcelos, Valdo Hermes de Limahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786092D6http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4210206E3Dias, Evandro Dotto700800000006400300300300300300300300d89eb085-4184-4078-b26a-646eb9ff6d454449db66-c886-49cc-91d7-cfe9b0024c186530f199-1377-4b98-bfb0-8aede4fd1a560b12be29-23b8-49a9-8a7e-4d63877fdf13b8cb0cf9-5502-493e-ba45-9014848196ae21504630-b88c-4afe-88a4-180eae1bdf3d721e0493-9d11-428f-951a-0c840d7f51f4info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIAS, EVANDRO DOTTO.pdfapplication/pdf1598472http://repositorio.ufsm.br/bitstream/1/3493/1/DIAS%2c%20EVANDRO%20DOTTO.pdf082b34d384cef636cd03f31c06c481edMD51TEXTDIAS, EVANDRO DOTTO.pdf.txtDIAS, EVANDRO DOTTO.pdf.txtExtracted texttext/plain439292http://repositorio.ufsm.br/bitstream/1/3493/2/DIAS%2c%20EVANDRO%20DOTTO.pdf.txt709bcfc4b25b996a1f41cde2db960774MD52THUMBNAILDIAS, EVANDRO DOTTO.pdf.jpgDIAS, EVANDRO DOTTO.pdf.jpgIM Thumbnailimage/jpeg5098http://repositorio.ufsm.br/bitstream/1/3493/3/DIAS%2c%20EVANDRO%20DOTTO.pdf.jpgc2823d3a2beb67ade33a94da5e298179MD531/34932021-12-30 08:37:02.64oai:repositorio.ufsm.br:1/3493Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132021-12-30T11:37:02Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
dc.title.alternative.eng.fl_str_mv |
Evaluation policies in brazilian postgraduate education: a hermeneutics of the teacher work |
title |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
spellingShingle |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente Dias, Evandro Dotto Formação Avaliação Conhecimento Estado-avaliador Pesquisa acadêmica Formation Evaluation Knowledge Evaluator state Academic research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
title_full |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
title_fullStr |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
title_full_unstemmed |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
title_sort |
Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente |
author |
Dias, Evandro Dotto |
author_facet |
Dias, Evandro Dotto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Trevisan, Amarildo Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794804Z1#Bancas |
dc.contributor.referee1.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701517Y3 |
dc.contributor.referee2.fl_str_mv |
Rosa, Geraldo Antônio da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4290166533847099 |
dc.contributor.referee3.fl_str_mv |
Ourique, Maiane Liana Hatschbach |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777523T7 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee4Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728785U2 |
dc.contributor.referee5.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.referee5Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786092D6 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4210206E3 |
dc.contributor.author.fl_str_mv |
Dias, Evandro Dotto |
contributor_str_mv |
Trevisan, Amarildo Luiz Veiga, Adriana Moreira da Rocha Rosa, Geraldo Antônio da Ourique, Maiane Liana Hatschbach Oliveira, Valeska Maria Fortes de Barcelos, Valdo Hermes de Lima |
dc.subject.por.fl_str_mv |
Formação Avaliação Conhecimento Estado-avaliador Pesquisa acadêmica |
topic |
Formação Avaliação Conhecimento Estado-avaliador Pesquisa acadêmica Formation Evaluation Knowledge Evaluator state Academic research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Formation Evaluation Knowledge Evaluator state Academic research |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers. |
publishDate |
2015 |
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2015-08-17 |
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2016-03-01 |
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2016-03-01 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
DIAS, Evandro Dotto. EVALUATION POLICIES IN BRAZILIAN POSTGRADUATE EDUCATION: A HERMENEUTICS OF THE TEACHER WORK. 2015. 175 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/3493 |
identifier_str_mv |
DIAS, Evandro Dotto. EVALUATION POLICIES IN BRAZILIAN POSTGRADUATE EDUCATION: A HERMENEUTICS OF THE TEACHER WORK. 2015. 175 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
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http://repositorio.ufsm.br/handle/1/3493 |
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