Interfaces e contextos emergentes na inserção social de mestrados profissionais da área da educação

Abstract

This thesis was produced in the context of the Doctorate in Education of the Pos Graduation Program in Education (PPGE), of the Federal University of Santa Maria (UFSM), in a partnership with the Group of Studies and Research in Public Policies and Educational Management (GESTAR/CNPq/UFSM). It aimed to understand the interfaces and emerging contexts related to the social insertion of Professional Master Degrees in the area of Education (MPE) in federal universities in Rio Grande do Sul. The specific objectives were: a) to situate the historical, political and social context of the MPE in the formation and evaluation of the pos graduation policies in Brazil; b) to identify the main actors, profiles, contexts and partnerships of the MPE graded 4 in the four-year evaluation (2017-2020) developed by the Coordination for the Improvement of Higher Education Personnel (CAPES) in federal universities in Rio Grande do Sul and c) to analyze the social insertion processess of the MPE that are offered in federal universities in Rio Grande do Sul graded 4 in the four-year evaluation (2017-2020) by CAPES. Methodologically, this is a qualitative approach research, through the study of multiple cases, encompassing the Pos Graduation Program in Education (Professional Master Degree) of the Federal University of Pampa and the Pos graduation Program in Public Policies and Educational Management (Professional Master Degree) of the Federal University of Santa Maria. In order to collect the data, it was used a bibliographic research, document analysis and semi-structured interview with the coordinators of both Programs. The data were analyzed using the Theory of Enactment (BALL; MAGUIRE; BRAUN, 2016) and also the Discursive Textual Analysis (MORAES; GALIAZZI, 2016). As main results, we highlight that in the contexts considered, it was observed that both Pos Graduation Programs (PGP) have academic and administrative capabilities that foster the development of a quality and consistent formative process, as well as the material contexts that offer adequate support for the development of research and educational products. The professional cultures of both coordinators contribute for the improvement of their PGP and for the quality obtained in the external evaluation. As of external contexts, the partnerships with national and international institutions, as well as the participation in research networks demonstrated to be a factor of maximization in the social insertion. The implied and applied research makes the dialog between Higher Education and Basic Education possible and impacts directly on the demands by the professionals. The dissemination of the knowledge produced by the professional PGP is crucial to reach those professionals that have not developed their continuous training yet, as well as other PGP. Concerning the university extension, it was observed its transforming potential, once it is through these several extension modalities that the PGP get inserted in a number of socio educational contexts. Based on these results, it is possible to affirm the thesis that the interfaces and emergencies of the social insertion of the MPE are fundamentally related to the applied and implied research, to the production and shared socialization of knowledge and university extension activities in their multiple modalities, thus requiring the commitment and protagonism of the programs, pos graduate students and pos graduate graduates and institutions of professional operation.