Políticas avaliativas da pós-graduação em educação brasileira: uma hermenêutica do trabalho docente

Abstract

This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers.