Significados do modelo CAPES de avaliação: a vez das vozes docentes dos Programas de Pós-Graduação brasileiros

• Ano de defesa: 2016
• Autor(a) principal: Lessa, Lenita Villamarin Lopez
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Políticas Educacionais; Pós-Graduação Brasileira; Modelo de Avaliação da Capes; Educational politics; Brazilian post-graduation; Capes evaluation model; Políticas Educacionales en Brasil; Posgrado Brasileño; Modelo CAPES de Evaluación del Posgrado; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8780

This thesis aims to investigate the CAPES evaluation model for Brazilian post-graduation, degree, accomplishing an interlocution with the teachers of post-graduation programs both in Education and Production Engineering areas, so as to hear their opinions, longings, anxieties and difficulties in the contexts of the influence, practice and results of the evaluation politics. Under a hypothetical-deductive approach, a qualitative, documental, exploratory and exploratory research was carried, considering ten post-graduation programs in both knowledge areas spread in south, southeast and northeast regions of Brazil. Thus, it was possible to hear the voices of 120 teachers, with a representativeness of 67% for Education and 33% for Production Engineering. Conclusions point that teachers of Education programs express widespread dissatisfaction regarding the quantitative criteria, the low attention given to the contribution of research to Basic Education, the inattention given to the specificities of the area and, mainly, the short-sightedness of the system, when not qualifying books the same way newspapers are qualified, which causes the pedagogic function to lose sense. Teachers of Production Engineering also point out that the evaluation ignores the participations in newsstands and events as well as the involvement with the extension that, to them, it´s invisible in the evaluation. They also tell about gravity of the mistaken placement of Production Engineering in the area Engineering III, which causes countless difficulties when publishing in the papers/magazines of that area, once they are not adapted to Production Engineering. The influence context shows that the politics that have been generated along time have caused a historical difficulty to distinguish among what it is an investment to guarantee knowledge autonomy from what has been a mere mirror for neo-liberal politics - and that has been making the programs bend to the market logic and putting aside the emancipatory aspect of knowledge production. Results context show that, in all three studied arenas there are conflicts and criticism about social, political and economic purposes for the post-graduation while it should not be regarded as a factory production system but as a support for knowledge building and spreading as well as lose its punitive aspect and open for the multiplicity of speeches and specificities of each knowledge area, thus guaranteeing a fair evaluation process for all the Programs and in all areas.