Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios
Salvato in:
| Autore principale: | |
|---|---|
| Data di pubblicazione: | 2015 |
| Natura: | Master thesis |
| Lingua: | por |
| Fonte: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2473 |
Riassunto: | In this research, we investigated about professors making themselves researchers, in a context of dissemination of post-graduate studies programs evaluation policies, in order to identify and understand the major changes in the world of academic researcher work that acts in postgraduate studies programs, and how such policies interfere in the profile configuration of these professionals and on other domains of social life. Our intention is to identify and understand the major changes in the working world of the professor researcher that works in the strict sense postgraduate programs. Based on this context, the research problem can be configured as follows: what are the main relations established in the work of professor researcher as a result of the evaluation of the strict sense postgraduate programs adopted by Capes in researched context? The main objective of the study is to analyze how Capes evaluation policies interfere in the reconfiguration of the professor researcher s profile in stricto sensu postgraduate. The methodological approach to the research is the qualitative method, using triangulation between the bibliographical research, documental research and study case. For the semi structured interviews, were chosen six teachers, from three postgraduate programs in Education, evaluated with different concepts - 3, 4 and 5 - by the Capes evaluation system in the triennium 2011- 2013, located in different regions of Rio Grande do Sul, maintained by community and public institutions, and with consolidation and accreditation time at the National Postgraduate System. The choice of participants was also based on the experience criterion with at least two evaluations of Capes in their original program. As a result, it was noticed, in relation to the programs, that the lack of a closer look at their peculiarities caused, in part, lose of identity and autonomy. Regarding the professors researchers, it was observed that the lack of time hinders the production of scientific knowledge, considering that they have been assigned with too many tasks on their work environment, generating a practice of "producing at home", abdicating important moments of their lives, system which favored the establishment of a new mode of organization among peers, more founded on the cooperative relation, as strategy of production. In what concerns the dilemma quantity / quality of scientific production, it became clear the wrong understanding that Capes has when uses as quality meter the amount of products produced by the professor researcher, even though it is carried out an evaluation by their peers who also criticize the tools and criteria used to identify the quality of scientific production and also emphasize that the quality of research should be the result of factors that contribute to the advancement of the educational problems solution |
| _version_ | 1871607650448310272 |
|---|---|
| author | Fruscalso, Vanderleia |
| author_browse | Fruscalso, Vanderleia |
| author_facet | Fruscalso, Vanderleia |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Fruscalso, Vanderleia |
| dc.contributor.none.fl_str_mv | Fávero, Altair Alberto http://lattes.cnpq.br/5866881378328643 |
| dc.date.none.fl_str_mv | 2015-08-28 2025-05-07T14:12:41Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | FRUSCALSO, Vanderleia. Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios. 2015. 133 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2015. https://repositorio.upf.br/handle/123456789/2473 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Pós-graduação Avaliação Pesquisadores Universidades e faculdades - Corpo docente Postgraduate studies Evaluation Researchers Universities and Colleges - Faculty CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | In this research, we investigated about professors making themselves researchers, in a context of dissemination of post-graduate studies programs evaluation policies, in order to identify and understand the major changes in the world of academic researcher work that acts in postgraduate studies programs, and how such policies interfere in the profile configuration of these professionals and on other domains of social life. Our intention is to identify and understand the major changes in the working world of the professor researcher that works in the strict sense postgraduate programs. Based on this context, the research problem can be configured as follows: what are the main relations established in the work of professor researcher as a result of the evaluation of the strict sense postgraduate programs adopted by Capes in researched context? The main objective of the study is to analyze how Capes evaluation policies interfere in the reconfiguration of the professor researcher s profile in stricto sensu postgraduate. The methodological approach to the research is the qualitative method, using triangulation between the bibliographical research, documental research and study case. For the semi structured interviews, were chosen six teachers, from three postgraduate programs in Education, evaluated with different concepts - 3, 4 and 5 - by the Capes evaluation system in the triennium 2011- 2013, located in different regions of Rio Grande do Sul, maintained by community and public institutions, and with consolidation and accreditation time at the National Postgraduate System. The choice of participants was also based on the experience criterion with at least two evaluations of Capes in their original program. As a result, it was noticed, in relation to the programs, that the lack of a closer look at their peculiarities caused, in part, lose of identity and autonomy. Regarding the professors researchers, it was observed that the lack of time hinders the production of scientific knowledge, considering that they have been assigned with too many tasks on their work environment, generating a practice of "producing at home", abdicating important moments of their lives, system which favored the establishment of a new mode of organization among peers, more founded on the cooperative relation, as strategy of production. In what concerns the dilemma quantity / quality of scientific production, it became clear the wrong understanding that Capes has when uses as quality meter the amount of products produced by the professor researcher, even though it is carried out an evaluation by their peers who also criticize the tools and criteria used to identify the quality of scientific production and also emphasize that the quality of research should be the result of factors that contribute to the advancement of the educational problems solution |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_fda720dbe3d5a6750f21be12052b616e |
| identifier_str_mv | FRUSCALSO, Vanderleia. Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios. 2015. 133 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2015. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2473 |
| publishDate | 2015 |
| publishDateSort | 2015 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafiosPós-graduaçãoAvaliaçãoPesquisadoresUniversidades e faculdades - Corpo docentePostgraduate studiesEvaluationResearchersUniversities and Colleges - FacultyCNPQ::CIENCIAS HUMANAS::EDUCACAOIn this research, we investigated about professors making themselves researchers, in a context of dissemination of post-graduate studies programs evaluation policies, in order to identify and understand the major changes in the world of academic researcher work that acts in postgraduate studies programs, and how such policies interfere in the profile configuration of these professionals and on other domains of social life. Our intention is to identify and understand the major changes in the working world of the professor researcher that works in the strict sense postgraduate programs. Based on this context, the research problem can be configured as follows: what are the main relations established in the work of professor researcher as a result of the evaluation of the strict sense postgraduate programs adopted by Capes in researched context? The main objective of the study is to analyze how Capes evaluation policies interfere in the reconfiguration of the professor researcher s profile in stricto sensu postgraduate. The methodological approach to the research is the qualitative method, using triangulation between the bibliographical research, documental research and study case. For the semi structured interviews, were chosen six teachers, from three postgraduate programs in Education, evaluated with different concepts - 3, 4 and 5 - by the Capes evaluation system in the triennium 2011- 2013, located in different regions of Rio Grande do Sul, maintained by community and public institutions, and with consolidation and accreditation time at the National Postgraduate System. The choice of participants was also based on the experience criterion with at least two evaluations of Capes in their original program. As a result, it was noticed, in relation to the programs, that the lack of a closer look at their peculiarities caused, in part, lose of identity and autonomy. Regarding the professors researchers, it was observed that the lack of time hinders the production of scientific knowledge, considering that they have been assigned with too many tasks on their work environment, generating a practice of "producing at home", abdicating important moments of their lives, system which favored the establishment of a new mode of organization among peers, more founded on the cooperative relation, as strategy of production. In what concerns the dilemma quantity / quality of scientific production, it became clear the wrong understanding that Capes has when uses as quality meter the amount of products produced by the professor researcher, even though it is carried out an evaluation by their peers who also criticize the tools and criteria used to identify the quality of scientific production and also emphasize that the quality of research should be the result of factors that contribute to the advancement of the educational problems solutionNa presente pesquisa, investigou-se sobre o fazer-se pesquisador docente, em um contexto de disseminação de políticas de avaliação dos programas de pós-graduação stricto sensu, com o objetivo de identificar e compreender as principais mudanças ocorridas no mundo do trabalho do pesquisador docente que atua nos programas de pós-graduação stricto sensu, e como tais políticas interferem na reconfiguração do perfil desse profissional e sobre outros domínios da vida social. Com base nesse contexto, o problema de pesquisa foi configurado da seguinte maneira: quais as principais relações estabelecidas no trabalho do pesquisador docente em decorrência das políticas de avaliação dos programas de pós-graduação stricto sensu adotadas pela Capes? A abordagem metodológica da pesquisa é de cunho qualitativo, utilizando-se da triangulação entre a pesquisa bibliográfica, pesquisa documental e estudo de caso. Para a entrevista semiestruturada, foram escolhidos seis docentes, oriundos de três programas de pós graduação em Educação, avaliados com diferentes conceitos 3, 4 e 5 pelo sistema de avaliação Capes no triênio 2011-2013, situados em diferentes regiões do Rio Grande do Sul, mantidos por instituições comunitárias e pública, e com tempo de consolidação e de credenciamento junto ao Sistema Nacional de Pós-Graduação. A escolha dos participantes baseou-se, ainda, no critério de experiência com, no mínimo, duas avaliações da Capes em seu programa de origem. Como resultados, percebeu-se, em relação aos programas, que a falta de um olhar voltado às suas peculiaridades fez com que perdessem parcialmente sua identidade e sua autonomia. A respeito dos pesquisadores docentes, observou-se que a falta de tempo dificulta a produção do conhecimento científico, levando em consideração que lhes foram atribuídas muitas tarefas no seu ambiente de trabalho, gerando uma prática de produzir em casa, abdicando de momentos importantes da sua vida. Por outro lado, estabeleceu-se um sistema que favoreceu a emergência de um novo modo de organização entre os pares, mais pautado na relação de cooperação, como estratégia de produção. No que diz respeito ao dilema quantidade/qualidade da produção científica, ficou evidente o entendimento errôneo que a Capes tem ao usar como medidor da qualidade a quantidade de produtos produzidos pelo pesquisador docente. Os próprios pares que avaliam essa produção fazem críticas às ferramentas e/ou aos critérios utilizados para identificar a sua qualidade e destacam, ainda, que a qualidade da pesquisa deveria ser o resultado de fatores que colaboram para o avanço da solução dos problemas educacionais.Universidade de Passo FundoEducaçãoBRUPFPrograma de Pós-Graduação em EducaçãoFávero, Altair Albertohttp://lattes.cnpq.br/5866881378328643Fruscalso, Vanderleia2025-05-07T14:12:41Z2015-08-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfFRUSCALSO, Vanderleia. Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios. 2015. 133 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2015.https://repositorio.upf.br/handle/123456789/2473porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:03:44Zoai:repositorio.upf.br:123456789/2473Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:03:44Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios Fruscalso, Vanderleia Pós-graduação Avaliação Pesquisadores Universidades e faculdades - Corpo docente Postgraduate studies Evaluation Researchers Universities and Colleges - Faculty CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| title_full | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| title_fullStr | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| title_full_unstemmed | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| title_short | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| title_sort | Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios |
| topic | Pós-graduação Avaliação Pesquisadores Universidades e faculdades - Corpo docente Postgraduate studies Evaluation Researchers Universities and Colleges - Faculty CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2473 |