TRAINING COURSES AND PROFESSIONAL INTEGRATION OF DOCTORS IN EDUCATION: PATHS AND DESTINATION OF GRADUATES

Authors
DOI:
https://doi.org/10.18675/1981-8106.vol26.n53.p574-594
Keywords:
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Abstract
This study aimed to investigate the trajectories and institutional destinations of graduates of doctoral programs in Education from Brazilian public universities in the last twelve years (2000-2012). The research is characterized as Mixed Methods (CRESWELL and CLARK, 2013) and was developed from data available in the electronic site of the CAPES, referring to graduate programs and Lattes Platform. Of the 3,598 graduates surveyed, a small number represents researchers who went straight to masters and doctorate degrees shortly after undergraduate studies. Almost one-third of respondents obtained doctorate degrees in between 10 and 15 years after graduation. About 15% held a doctorate between 20 and 25 years after graduation. We found that less than 25% of respondents were master's degree students in 2013 and less than 10% have contributed to the training of young doctors. We believe that the development of this research, unprecedented on this scale in the area of education, can contribute to the evaluation of expansion conditions and qualification programs and courses. In addition to taking a look at the activities and the working arrangements of the young doctors in Education in Brazil and prepare analytical frameworks that can contribute to the proposition of strategic funding policies and the setting of teachers in disadvantaged regions. Keywords: Postgraduate studies. Education. Graduate student training. Employability.
Author Biographies
  1. Altair Alberto Fávero, University of Passo Fundo
    Possui Pós-Doutorado (Bolsista Capes) pela Universidad Aunónoma del Estado de México (UAEMéx), Doutorado em Educação (Ufrgs), Mestre em Filosofia do Conhecimento (Pucrs), Especialista em Epistemologia das Ciências Sociais (UPF) e Graduado em Filosofia (UPF). Atua como professor e pesquisador no Curso de Filosofia, no Mestrado e Doutorado em Educação da UPF, onde coordena os projetos de Pesquisa Pragmatismo, filosofia e educação: as interfaces entre experiência, reflexão e políticas de ensino (em andamento desde 2008) e o projeto Improvisação docente no contexto da expansão da Educação Superior (em andamento desde março de 2012). Além de diversas publicação em várias editoras, pela Mercado de Letras é autor do livro Educar o educador: reflexões sobre formação docente (em coautoria com Carina Tonieto, lançado em 2010) e é organizador da Coletânea Leituras sobre John Dewey e a educação (lançado em 2011). E-mail: altairfavero@gmail.com
  2. Gionara Tauchen, Universidade Federal de Rio Grande
    Possui graduação em Pedagogia (UFSM), mestrado em Educação (UFSM), doutorado em Educação (PUC/RS) e pós-doutorado na Universidade Eduardo Mondlane (UEM/MZ). É professora Adjunta II da Universidade Federal do Rio Grande – FURG; Coordenadora de Acompanhamento à Pós-Graduação, junto à Pró-reitora de Pesquisa e Pós-graduação; professora permanente dos Programas de Pós-Graduação em Educação e em Educação em Ciências: Química da Vida e Saúde; líder do grupo Rede de Estudos e Pesquisas em Educação Superior e integrante do Núcleo de estudos em Epistemologia e Educação em Ciências. E-mail: giotauchen@gmail.com
  3. Catia Viero Piccolo Devechi, University of Brasília
    Professora do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade de Brasília. Faz parte da equipe de editores da revista Linhas Críticas/UnB. É membro dos seguintes grupos de pesquisa certificados pelo CNPq: “Rede de Estudos e Pesquisas em Educação Superior” e “Formação Cultural, Hermenêutica e Educação. Email: devechi@unb.br
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Published
2016-12-12
Issue
Vol. 26 No. 53 (2016)
Section
Artigos
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How to Cite

TRAINING COURSES AND PROFESSIONAL INTEGRATION OF DOCTORS IN EDUCATION: PATHS AND DESTINATION OF GRADUATES. Educação: Teoria e Prática, v. 26, n. 53, p. 574–594, 12 Dec.2016.