Políticas de avaliação da pós-graduação da Capes e a (re)configuração do perfil do pesquisador docente : paradoxo e desafios

• Ano de defesa: 2015
• Autor(a) principal: Fruscalso, Vanderleia
• Orientador(a): Fávero, Altair Alberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Pós-graduação; Avaliação; Pesquisadores; Universidades e faculdades - Corpo docente
• Palavras-chave em Inglês: Postgraduate studies; Evaluation; Researchers; Universities and Colleges - Faculty
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://10.0.217.128:8080/jspui/handle/tede/615

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