A avaliação da pós-graduação brasileira: a produção discente nos Programas de Pós-Graduação em Educação

• Autor(a) principal: Russo, Cristiane Regina Fairbanks
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/19040
• topic: Avaliação; Pós-graduação; Racionalidade tecnológica; Evaluation; Post-graduate studies; Critical theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The object of this reseach is the periodic evaluation of post-graduate programs carried out by the organization responsible for the coordenation of higher education professionals known as Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Considering that the model developed by CAPES to evaluate post-graduate studies in Brazil has undergone constant alterations, furthering changes to the design and direction of evaluation policies for this level of instruction in the country, the objectives of this research are to identify, analyze and discuss the meaning attributed to these evaluations by students in their dissertations and theses. The study further aims to determine how the theme of postgraduate program evaluation has been dealt with by the academy itself. As an exercise in selfreflection, the study seeks to identify the approaches adopted, which themes have been dealt with, and what questions are reccurrent in the student productions. In order to reach these objectives, two doctoral theses and three master’s dissertations were selected. The texts, elaborated from within post-graduate programs in education in the Southeastern region of the country and located in the repositories of institutions of higher education or in the CAPES database of theses, were written between 2009 and 2014. Evaluation forms, related documents for the evaluation of post-graduate programs elaborated by CAPES, and the legislation which deals with the national system of post-graduate studies were used to subsidize the research. The research was guided by questions such as why evaluate, what purpose does evaluation serve, what are the impacts of evaluation on post-graduate studies generally, and what are the specific impacts on students enrolled in post-graduate programs. It investigates whether evaluation is related to scientific production by students, and if it is, in what way. Analysis of student production pointed out two apparently opposite tendencies which coexist in the studies selected for analysis. The first affirms the existence of a contradictory position regarding the evaluation model currently proposed by CAPES, with an explicit and varied gamut of criticisms. The second tendency considers evaluation as useful and necessary for the improvement of post-graduate studies despite disapproving of the model being used to carry it out. Evaluation is considered to be natural and correct, and therefore unquestionable. This finding from the data analysis made it possible to elaborate, develop and test the hypothesis that evaluation of post-graduate programs has been converted into technology. The theoretical foundation used critical theory, primarily the work of Herbert Marcuse on the concept of technological rationality