Selection processes at a stricto sensu level: a discussion about selections for master's and doctorate degrees in education

• Autor(a) principal: Barbosa, Paulo Roberto
• Data de Publicação: 2022
• Outros Autores: Jacques, Cesar Augusto Freitas, Nunes, Joel de Almeida, Souza, Alcione Santos de, Maia, Giselle Carmo, Carneiro, Arlys Jerônimo de Oliveira Lima Lino, Silva, Fábio José Antônio da, Pessano, Rita Freitas Ribeiro, Moleda, Joana Maristela Moreira, Hickmann, Janete
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/38374
• topic: Selection; Master's degree; Doctorate degree; Education.; Selección; Maestría; Doctorado; Educación.; Seleção; Mestrado; Doutorado; Educação.

This article aimed to reflect on the selection processes at a stricto sensu level, attenuating the context of education. For that, an integrative bibliographic research was carried out, which culminated in a theoretical contribution based mainly on Oliveira, Moura e Lima; Balbachevsky; Cordeiro, as well as contributions from Marins. The results were the target of the construction of four categories that outlined the product of this investigation. The first category entitled “Curriculum, training and scores”, highlighted a brief look at the importance of building a career in the selection area so that productions and participation in general are concentrated as a starting point for professional experience. The second category is entitled “Teachers with stricto sensu training: successes in Basic Education?” sought to discuss the importance and insertion of postgraduate teachers at a stricto sensu level for the advancement of Basic Education in general. The third category “The ratio of masters and doctors and access as professors of higher education”, revealed the desire of many professionals completing master's and doctoral courses to enter the professional practice of higher education, however, this process is increasingly disputed and the construction of a good curriculum becomes the great differential. The study concludes by pointing to the possibility of future research involving a field study with the perceptions of master's and doctoral students at the end of their cycle and the expectations of accessing the higher education teaching market.