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Purpose: To analyze the impact of the Covid-19 pandemic on the speed of journals that publish articles in the accounting sciences area in the light of contingency theory. Methodology: This is documentary research. 31 journals were mapped and explored within the pandemic period from 2019 to 2022, with a total of 2,290 articles analyzed individually. As a strategy for data analysis, descriptive data analysis and content analysis were adopted in this research. Results: In the main findings of the research, it was found that the impact of the Covid-19 pandemic on the investigated journals was 47% in relation to the average of days between the submission delivery and the acceptance of the research by the journal. In addition, it was found that in general, journals had an increase in average days in reviews of over 20%. Furthermore, when investigating these findings, it was found that the claims of the contingency theory for this phenomenon were confirmed, since Covid-19 brought a scenario of insecurity and new adaptations for all entities. Contributions of the Study: This research contributed to confirm the relationship between contingency theory and the speed of evaluations of journals in the field of accounting sciences, especially in relation to uncertainties and adaptations found by organizations during the Covid-19 pandemic. In addition, the evidence collected is of great value to students, professors, researchers, journal managers and the general public, because through the results found, there will be guidance for choosing to send articles today. [ABSTRACT FROM AUTHOR]

Purpose: To analyze the impact of the Covid-19 pandemic on the speed of journals that publish articles in the accounting area through contingency theory. Methodology: This is documentary research. 31 journals were mapped and explored within the pandemic period from 2019 to 2022, with a total of 2,290 articles analyzed individually. As a strategy for data analysis, descriptive data analysis and content analysis were used in this research. Results: In the main findings of the research, it was found that the impact of the Covid-19 pandemic on the investigated journals was 47% in relation to the average of days from the submission delivery and the acceptance of the research by the journal. In addition to it, it was found that in general, journals had an increase in average days in reviews of over 20%. Furthermore, when investigating these findings, it was found that the claims of the contingency theory for this phenomenon were confirmed, since Covid-19 brought a scenario of insecurity and new adaptations for all entities. Contributions of the Study: This research contributed to confirm the relationship between contingency theory and the speed of journal evaluations in Accounting sciences, especially in relation to uncertainties and adaptations found by organizations during the Covid-19 pandemic. Furthermore, the evidence collected has great value to students, professors, researchers, journal managers and the general public, because through the results found, there will be guidance for choosing to send articles today.

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Este artigo propõe analisar como a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) avalia um Programa de Pós-Graduação em Educação. Os objetivos são: problematizar o desempenho do Programa de Pós-Graduação em Educação da Universidade Estadual do Oeste do Paraná (PPGE/UNIOESTE) descritos nos Pareceres finais da Comissão de Área; analisar, através das recomendações dos avaliadores, quais são as melhorias indicadas pelos consultores; apresentar, em perspectiva comparada, sugestões, diretrizes e estratégias que são adotadas por Programas consolidados e, que, eventualmente, possam ser adotados tanto pelo PPGE/UNIOESTE, quanto por outros Programas de Pós- Graduação em situação similar. Os resultados da pesquisa problematizam os comentários positivos, negativos e as sugestões exaradas pelos avaliadores, bem como parte das tendências e dos desafios impostos aos Programas de Pós-Graduação em Educação no Brasil.

Resumo: Este artigo apresenta e discute como o percurso da pós-graduação e sua internacionalização ao longo do tempo auxilia no debate sobre os impactos, benefícios e gargalos do doutorado pleno e sanduíche no exterior. A metodologia empregada foi uma sistematização histórica. O artigo inicia com um histórico do desenvolvimento dos cursos de pós-graduação no Brasil, utilizado como contexto geral para a discussão acerca do emprego e efetividade das bolsas nas modalidades de bolsas doutorado pleno e doutorado sanduíche no exterior. Depois de apresentarmos o histórico destas mobilidades de bolsas de estudos, apresentamos as discussões existentes em torno destes tipos de financiamento de pesquisa. Concluímos que a falta de uma sistematização completa de dados sobre a efetividade das duas formas de fomento para o avanço da produção do conhecimento no Brasil dificulta uma análise mais profunda do impacto destes tipos de financiamento, assim como informar melhor as políticas públicas que visem o desenvolvimento da ciência nacional.

RESUMO O artigo tece considerações sobre o modelo de avaliação da pós-graduação implementado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) no quadriênio 2017-2020, destacando o seu caráter formativo expresso nos seus diferentes quesitos, itens e indicadores. Numa guinada histórica do processo de avaliação, antes centrado em dados quantitativos e privilegiando o que ficou conhecido como viés produtivista da avaliação, o novo modelo de avaliação, fortemente baseado em indicadores qualitativos, sem descurar os dados quantitativos, acentua o caráter pedagógico dos programas, considerando suas dinâmicas internas e sua orientação à formação de quadros competentes para a atuação em pesquisa, objetivando a produção de impacto à sociedade e às suas instituições com vistas à melhoria da vida das pessoas. Para a sustentação dessa leitura e tendo em conta as especificidades da área da educação, o artigo detalha aspectos da nova ficha de avaliação, especialmente no que se refere aos quesitos “formação” e “impacto na sociedade”, destacando as dimensões pedagógico-formativas dos programas, assim como o sentido mais geral de formação humana que se expressa num entendimento de cidadania corresponsável e de orientação à construção de uma vida em comum. De outra parte, tece considerações acerca da nova demanda posta aos programas que necessitam produzir narrativas de si mesmos em relatórios descritivos a serem encaminhados à Capes, o que requer um novo patamar de reflexividade acerca de seus processos e finalidades.

This article aims to introduce the impacts of the courser’s postgraduate requirements on the postgraduate Quality of Life (QL), infer possible impacts and suggestions for referrals. This is an excerpt from an investigation that focused on the training of teachers for higher education, from different angles, approaching results from a qualitative and quantitative perspective. It had as participants a sample (27.12% of the universe) of students entering a postgraduate program in Science and Mathematics Teaching, a reference in the area. The constitution of the data was made at the end of 2019 based on a questionnaire WHOQOL-BREF, validated by the World Health Organization, and by field notes constituted in one offered disciplined. Checked that the QL of the participants: which can be considered a median, close to 60 points (1 to 100); with men's indicators smaller than those offering women's; most had of them felt pain and were using medication and presented difficulties in carrying out daily activities; productivism, the time elements factor, among others, are part of the stressors elements. It is argued that hat programs/universities that monitor these movements need to articulate with the regulatory agencies, improve rating criteria instruments and use welcoming activities targeting students, minimizing stressors in the environment

Esta pesquisa tem como objetivo principal identificar teses e dissertações que abordem em seus estudos o Ensino Desenvolvimental com jovens e adultos no Catálogo de Dissertações e Teses da CAPES. Esta pesquisa é de abordagem quali-quantitativa, de caráter descritivo e bibliográfico. A forma de análise dos dados seguiu a técnica da pesquisa interpretativa. Conseguimos identificar 59 pesquisas sobre Ensino Desenvolvimental (apenas com a palavra-chave “Ensino Desenvolvimental”). Desse total, apenas 2 (1 tese e 1 dissertação) abordam a EJA no Ensino Desenvolvimental. Essas duas pesquisas discutem, respectivamente, a Educação Profissional e questões sócio históricas. É importante compreender a produção bibliográfica acerca da EJA no Ensino Desenvolvimental na literatura científica, para que seja possível entender de que forma esse ensino pode contribuir para o desenvolvimento omnilateral do educando jovem e adulto.

In order to advance and to have new perspectives, science needs diversity. However, women are still underrepresented in various scientific areas, including ecology and conservation. A big gender gap still exists in academia, especially at the highest positions. Here, I investigated gender bias in Brazilian post-graduate programs in Ecology at different hierarchical levels, as well as in project funding and scholarship application success. I found evidence of a scissors effect, where women were the majority among students (56%), while men were among Professors (64%). Furthermore, prestigious scholarship applications submitted by women had higher rejection rates. Female ecologists were only awarded 29% of funded projects and, per grant, received almost half the amount of funding than their male peers. Brazil, like other countries, needs to pay more attention to gender disparities at the highest academic positions in science, and urgently apply measures to reduce them. Actions that support scientist mothers should be implemented, such as considering maternity leave during career evaluations. Increasing the visibility of women and celebrating publicly their achievements could stimulate young women to pursue a career in science and reduce the gender gap. Diversity improves our understanding of ecological phenomena and optimize the success of conservation practices.

O presente artigo deriva de um projeto de pesquisa vinculado ao Grupo de Pesquisa Currículo, Espaço, Movimento, da Universidade do Vale do Taquari - Univates. Esta investigação foi realizada por uma bolsista de iniciação científica, em conjunto com uma bolsista de doutorado do Programa de Pós-graduação em Ensino da mesma Universidade, orientadas pela professora coordenadora do Grupo. O objetivo da pesquisa foi arquivar e arquivizar as teses de doutorado da Área de Conhecimento em Ensino (publicadas no período de 2013 a 2020) que operam com a noção de aula na formação inicial de professores no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Para tanto, utilizou-se, como referencial teórico-metodológico, a noção de arquivo de Michel Foucault. Como procedimentos arquivísticos, operou-se com os dispositivos de arquivamento e arquivização, a partir de Aquino e Val. Dispondo do arquivo e dos demais procedimentos citados, foi possível observar os enunciados correspondentes às noções em destaque – aula e formação inicial de professores. A investigação não tem a intenção de exibir uma definição das noções; todavia, evidenciou o modo como elas emergiram nesse arquivo. Dessa forma, verifica-se, como resultado, uma quase-invisibilidade das noções de “aula” e de “formação inicial de professores” na produção de teses de doutorado da Área de Conhecimento em Ensino no Brasil (período de 2013 a 2020).

This article aims to analyze the way in which CAPES (Coordination for the Improvement of Higher Education Personnel) has evaluated the proposal for a Graduate Program in Education. The main objectives of this text are: to problematize the performance of PPGE / UNIOESTE described in the Final Opinions of the Area Commission; to analyze, through the recommendations of the evaluators, what are the improvements that the consultants have indicated; to present, from examples in a comparative perspective, suggestions, guidelines and strategies that are being adopted by consolidated Programs and that, respecting the idiosyncrasies, may eventually be adopted both by PPGE / UNIOESTE and by other Graduate Programs in a similar situation. The research results problematize the positive and negative comments and suggestions made by the evaluators as well as part of the trends and challenges imposed on the Graduate Programs in Education in Brazil. [ABSTRACT FROM AUTHOR]

In December 2022, a new version of the Brazilian indicator for the evaluation of scientific journals Qualis Periodicos was published, corresponding to the period 2017-2020. This new version of the indicator is the only official version since the previous one was published in 2016, in spite of the leaks in recent years of some estimates and discussions on the new values of the journals according to new criteria, in which citations and values from other bibliometric indicators such as CiteScore, Scopus, and Clarivate-JIF percentiles and Google’s h, h5, or h10 indexes have gained more relevance. Qualis Periodicos, practically ubiquitous in Brazil, corresponds to the main factor and motivation that Brazilian researchers have in deciding where to publish their best papers, so its situation and values are of special interest for journals that want to attract quality research from a country as large as Brazil, where recent political changes are expected to prompt greater investment in its scientific system and more resources for publications. This paper presents the values of the Spanish journals in Communication and Information, based on the Fecyt 2021 list and the Documentation and Communication categories of Dialnet Métricas, and identifies some anomalies in the system that should be considered by editors and authors when publishing their results. [ABSTRACT FROM AUTHOR]

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A Educação Patrimonial é hoje objeto de política nacional, e desperta o interesse de instituições da sociedade civil e da Academia. Este texto apresenta, de maneira breve e exploratória, o processo de “institucionalização da Educação Patrimonial” em tempos recentes no Brasil, tendo como foco principal o papel desempenhado pelo Instituto de Patrimônio Histórico e Artístico Nacional (IPHAN). Ao que tudo indica, assistimos desde então a elevação da Educação Patrimonial em algo mais denso e profundo do que somente uma política de Estado, senão uma pedagogia de ensino, pesquisa e extensão, que, ao longo do tempo, pode contribuir para que se repense o próprio significado da Educação. Trata-se de uma reflexão epistemológica com motivação antropológica.

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Resumo A democratização no acesso à ciência almejada com o Acesso Aberto vem acompanhada do pagamento de Article Processing Charges. Em um contexto de escassez de recursos financeiros, “pagar para publicar” se torna um desafio para países em desenvolvimento como o Brasil. Dada a inexistência de uma política sobre financiamento dessa despesa para as agências de fomento brasileiras e a proliferação de acordos transformativos ao redor do mundo, este artigo apresenta diretrizes para implantar acordos Read and Publish na Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, a partir da análise dos acordos firmados na Alemanha e Colômbia. Entre as diretrizes propostas, sugere-se que os acordos alcancem periódicos de Acesso Aberto e híbridos, considerem o histórico de publicações dos programas de pós-graduação para distribuição de recursos com vistas a financiar Article Processing Charges e funcionem como uma política de qualificação que auxilie os pesquisadores brasileiros a publicar em revistas de alto impacto.

Políticas Públicas (PPs) são instrumentos de gestão em que o governo opera ações para o cumprimento dos seus programas, em que os agentes públicos e organizações investidas de função administrativa são responsáveis pela condução da Gestão Pública do Estado, por meio do Plano Plurianual (PPA). Como modelo da Gestão Pública, este artigo avalia a Gestão Compartilhada entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), o Sistema Universidade Aberta do Brasil (SisUAB) e as Instituições Públicas de Ensino Superior (IES) na consecução dos objetivos descritos no âmbito do decreto 5.800/2006, que estabeleceu a UAB, com relação à formação básica e continuada de professores, bem como de gestores públicos. Pode-se evidenciar a contribuição do SisUAB para as áreas de Educação Básica e gestão pública no país, devendo-se considerar que o princípio de interiorização prescrito permite que esses resultados sejam mais representativos.

Monitoring construction changes is essential for understanding the anthropogenic impacts on the environment. However, mapping construction changes at a medium scale (i.e., 30 m) using satellite time series and deep learning models presents challenges due to their large spectral variability during different phases of construction and the presence of small and isolated change targets. These challenges reduce the effectiveness of feature extraction from deep convolutional layers. To address these issues, we propose a novel Classify Areas with Potential and then Exclude the Stable pixels (hereafter called CAPES) method using a U-net model along with per-pixel-based time series model information derived from the COntinuous monitoring of Land Disturbance (COLD) algorithm (Zhu et al., 2020). Our major findings are as follows: (1) the U-net with time series model information performed best when combining time series model coefficients and RMSE values extracted before and after the change (average F1 score of 70.8%); (2) the CAPES approach substantially improves the accuracy by addressing the loss of spatial information for small and isolated construction change targets in deep convolutional layers; (3) the U-net with time series model information showed better performance than other pixel-based machine learning algorithms for monitoring construction change; (4) our model can be transferred to different time periods and geographic locations with similar performance as the baseline model after fine-tuning. • Construction changes are detected using the U-net model and satellite time series. • A novel solution for using the U-net model on small and isolated change objects. • This approach has the potential for monitoring global construction changes. [ABSTRACT FROM AUTHOR]

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Heritage Education is nowadays the subject of national politics and arouses the interest of civil organizations as well as academic institutions. In a brief and exploratory way, this text presents the process of "institutionalization of Heritage Education" in recent times in Brazil, mainly focusing on the role played by National Historical and Artistic Heritage Institute (IPHAN). It seems that, since then, we have witnessed an increase in Heritage Education into something more dense and profound than just a State policy, but a pedagogy of teaching, research, and extension, which gradually can contribute to rethinking the meaning of education. It is an epistemological reflection with anthropological motivation. [ABSTRACT FROM AUTHOR]

RESUMO Este artigo tem como foco principal o processo de internacionalização da pós-graduação brasileira. Através da análise dos Boletins Informativos da Capes (InfoCAPES) do período de 1994 a 2002 e dos Planos Nacionais de Pós-Graduação (PNPG) de 1975 a 2011, observa-se que a internacionalização foi gradualmente sendo construída, aparecendo inicialmente como “inserção internacional”, como item de avaliação de cursos 6 e 7, até se tornar uma política pública para a pós-graduação brasileira no PNPG 2011-2020. Procura-se demonstrar, também, que algumas questões discutidas desde a década de 1990 ainda hoje são pautas das políticas da Capes para o sistema de pós-graduação, relacionadas à avaliação e à internacionalização.

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Environmental issues emerge in complex dimensions, which require an interdisciplinary framework in Environmental Sciences. Due to the diversity in statistic methods, the graduate programs need to update to form the environmental scientists. We test the hypothesis that QUALIS A1 Journals in the Environmental Science area use more complex statistical analyses. We describe the tests offered by graduate programs with PhD degree in the Environmental Sciences. 33.5% of 1560 papers evaluated, didn’t present statistical analysis. A1 Journals used more T-test, Chi-Square and Mann-Whitney than B1 Journals. There was no difference in the use of univariate, multivariate and Bayesian analyses. In Brazil there are 37 undergraduate programs in Environmental Sciences, of which 10 don’t offer statistics course. Of 38 courses offered, 73.7% provide only univariate statistics and 34.2% provide multivariate statistics. We conclude that the quality in papers doesn’t depend on the complexity of used statistical analyses, but on their theoretical framework.

Internationalization of Higher Education Institutions (HEI) is one of the focuses of attention of university administrators and regulatory agencies, the example of CAPES, responsible for the assessment of graduate studies program. The internationalization of IES can take many facets, such as the exchange of students and teachers, the international scientific publication, the development of joint research with foreign co-authors, among others, and in this article specifically analyzed the implementation of an international module of a master's program professional. We focus on the importance of this program in the internationalization of universities involved - a Brazilian and an American host, noting also the perceptions of participating students and university administrators. The singles case study results indicate that the international module fits the strategic objectives of internationalization. They are also manifest the positive effects for students regarding the sharing of experiences, intercultural immersion learning and international outlook and high-level in the subject of study. This study contributes especially to the understanding of how the incorporation of international modules can be an important action in the internationalization of Brazilian IES, with potential positive implications for appraisal promoted by CAPES.

Neste artigo, analisam-se as condições de trabalho docente a partir das relações definidas com as políticas de avaliação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), em especial, expressas no Plano Nacional de Pós-Graduação (PNPG 2011-2020). A pesquisa contou com a participação de docentes de dois PPG em Educação (PPGE) de universidades públicas mineiras, e a coleta de dados ocorreu por meio de entrevistas semiestruturadas e de análise documental. Como resultados, verificou-se que, apesar de descontentamentos, contradições e estranhamentos na prática docente em PPGE, a capacidade de resistência é arrefecida e os docentes passam a conceber com naturalidade o modo de trabalho e as condições de produção e avaliação.

O sistema de avaliação estabelecido no Brasil é baseado na atribuição de notas (conceitos). O presente trabalho é um estudo evolutivo dos programas stricto sensu da área de Engenharias III. Com a aplicação da metodologia, demonstrou-se que 12 programas de pós-graduação obtiveram eficiência máxima em todo ciclo avaliativo, sendo a maior parte decorrente de instituições públicas. A pesquisa também aponta que as regiões Sul e Sudeste do Brasil são as que apresentam programas com melhores eficiências. Resultados mostraram um aumento considerável do número de programas autorizados e uma baixa correlação do conceito do programa e eficiência, corroborando o pressuposto que nem todos os programas com conceitos elevados terão um alto índice de produção científica.

In the present article we approach the professional postgraduate program (PPG), bringing some elements of the origin, history, and challenges to its implementation. Focus will be given on the professional master’s degree. Since it includes both academic PG and in-service training, it met a series of demands that were addressed at this level of education, especially PG lato sensu. It is a documental study, based on the literature produced since 1996, which discuss all the regulations, and implementation aspects of the PPG within the scope of CAPES, INEP, MCTI and CNPq. The research data were analyzed from a critical perspective through data triangulation, aiming to explain the meaning of the professional PPG. In the scope of postgraduate programs (PPG), depending on their financing policies, this new modality is similar to academic PG, with the prospect of overcoming it.

Apresentação do v. 29, n. 3, ano 2020, contemplando introdutoriamente uma discussão acerca dos critérios de avaliação usados pelas agências de fomento à pesquisa no Brasil para classificar periódicos científicos, além da explicitação do conteúdo do material (artigos e descrição de pesquisas defendidas) que compõem o presente número.

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Purpose -- Higher education institutions have used more and more project management tools to run development projects to create new professional postgraduate programs. The purpose of this research was to propose an adaptive project management model for creating a professional doctoral course in Business Administration, in order to fulfill the goals established by CAPES. Design/methodology/approach -- For such, the qualitative approach was favored with the adoption of the single case study method. Semi-structured interviews were conducted with academic coordinators who are experts in the field in addition to the gathering of documents, thus using data triangulation to explore the phenomenon. The analysis of primary data and the analysis of documents from the Coordinating Agency for Advanced Training of Graduate Personnel (CAPES) served as inputs for analyzing and interpreting the results. Findings -- As a result, we developed an adaptive project management model with the following characteris- tics: a) constant planning of activities, occurring in every cycle of interactions; b) iteration using short activities, allowing for more control of the project; c) validations performed continuously to ensure the goals proposed by CAPES are reached; and d) adaptable to change of scope during the execution phase of the project life cycle. Research limitations/implications -- Among the limitations of the study is the lack of other studies related to the use of adaptive project management methodologies for developing postgraduate programs. And for future researches, we point out the need for applying the proposed model, to verify its efficacy and adherence to the development of a professional doctoral course. Originality/value -- This study contributes to the academy by highlighting the need for project management as a tool and technique for the development of stricto sensu professional graduate programs. In this way, HEIs will be able to use a model of adaptive project management practices to achieve the objectives proposed by the CAPES evaluation process. As a result, HEIs are strengthened in the management, control and monitoring of the progress of their programs. [ABSTRACT FROM AUTHOR]

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Abstract A system called QUALIS was implemented in Brazil in 2009, intended to rank graduate programs from different subject areas and promote selected national journals. Since this system uses a complicated suit of criteria (differing among subject areas) to group journals into discrete categories, it could potentially create incentives to publish in low-impact journals ranked highly by QUALIS. Here I assess the influence of the QUALIS journal ranking system on the global impact of Brazilian science. Brazil shows a steeper decrease in the number of citations per document since the implementation of this QUALIS system, compared to the top Latin American countries publishing more scientific articles. All subject areas showed some degree of bias, with social sciences being usually more biased than natural sciences. Lastly, the decrease in the number of citations over time proved steeper in a more biased subject area, suggesting a faster shift towards low-impact journals. Overall, the findings documented here suggest that the QUALIS system has undermined the global impact of Brazilian science, and reinforce a recent recommendation from an official committee evaluating graduate programs to eliminate QUALIS. A system based on impact metrics could avoid introducing distorted incentives, and thereby boost the global impact of Brazilian science.

Objetivo: avaliar o impacto da colaboração internacional na visibilidade da produção científica indexada na Web of Science do Programa de Pós-Graduação em Ciências Biológicas: Bioquímica, da Universidade Federal do Rio Grande do Sul, de 2007 a 2016. Método: A partir de técnicas bibliométricas (produção, coautoria e visibilidade), avaliaram-se duas questões centrais na política de internacionalização do Sistema de Avaliação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES): 1) o conjunto de docentes atende aos atributos qualitativos de internacionalização quanto à publicação com pesquisadores estrangeiros? 2) as publicações com coautoria internacional estão relacionadas com os estratos mais elevados do Qualis Periódicos? Resultado: O aumento da rede de cooperação com diversos países demostra que foi atingida a dimensão internacional da produção científica dos docentes do Programa, seguindo a atual tendência da ciência brasileira. Em 20,8% da produção com coautoria internacional, foram identificadas assimetrias internas: a maioria dos docentes apresentou de uma a cinco ou nenhuma publicação com cooperação de pesquisadores estrangeiros, enquanto que poucos docentes produziram mais de seis publicações individuais. A política de internacionalização é uma estratégia eficaz de difusão científica: as publicações em periódicos classificados nos estratos mais elevados do Qualis têm coautoria internacional. Conclusões: Os resultados apontam para a necessidade de estratégias institucionais e governamentais para minimizar as assimetrias existentes de produção científica entre os docentes com o fomento e estímulo à internacionalização

o objetivo deste trabalho é realizar uma breve análise do Plano Nacional de Formação de Professores da Educação Básica (Parfor), instituído em 2009 no âmbito da Política Nacional de Formação de Profissionais do Magistério da Educação Básica, sob responsabilidade da Capes. Trata-se de pesquisa bibliográfica e documental, amparada por estudos sobre formação docente no Brasil e sobre o papel da Capes em políticas dessa natureza, bem como nos relatórios de gestão do referido órgão. Constatamos que, embora tal Programa constitua avanço relativamente às necessidades formativas para a docência na Educação Básica, seu caráter pulverizado compromete a abrangência dessa política pública.

O artigo analisa o atual sistema de avaliação da produção científica publicada pelos professores e alunos dos programas de pós-graduação stricto sensu (Mestrados e Doutorados) no Brasil. Em destaque, descreve a política do Qualis Periódicos, elaborando uma visão crítica a respeito dos seus pontos positivos e negativos. Propõe que o Qualis não é meramente um instrumento de avaliação, mas de ampla regulação do setor educacional superior brasileiro. Descreve sinteticamente as bases e indexadores mais importantes atualmente utilizados pelas agências de avaliação. Aponta os principais problemas da avaliação de periódicos na Área do Direito, descrevendo detalhadamente as etapas e os vícios do processo avaliativo de revistas nacionais e estrangeiras no quadriênio 2013-2016 e examinando criticamente os critérios utilizados para a classificação dos periódicos estrangeiros, que acabaram por promover um desestímulo à produção científica internacional na Área. Conclui pela necessidade de uma visão mais ampla da CAPES a respeito do processo regulatório de avaliação, bem como pela necessidade de respeito às singularidades de cada Área. Por fim, afirma a necessidade de cumprimento das normas de Direito Administrativo, para maior eficiência e legitimidade do sistema.

The evaluation of professional master's and doctoral programs in Brazil is going through a period of transition and improvement due to the publication of ordinance no. 60 of March 20, 2019, which regulates and institutes professional master's and doctoral degrees, within the scope of CAPES. In this context, the study on the performance indicators of professional stricto sensu programs is necessary and urgent. This article aims to present a review of the international literature on the subject of performance evaluation of professional stricto sensu programs. This is an exploratory and bibliographic research with a qualitative approach involving the application of the instrument Proknow-C - Knowledge Development Process - Constructivist. As results, we highlight: (i) the research resulted in a bibliographic portfolio composed of 15 scientific articles; (ii) among the authors, no highlight, all present only one article in the bibliographic portfolio; (iii) regarding the most cited articles, Azma, F. (2010) stands out. Qualitative Indicators for the evaluation of universities performance. Innovation and Creativity in Education, with 49 citations, (iv) as far as journals are concerned, none has published more than 1 article. [ABSTRACT FROM AUTHOR]

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Scientific production has increased considerably in the last two decades in Brazil, placing the country as an emerging scientific power. In the field of Education, the same can be observed, with a significant growth in the number of articles published by Brazilian researchers in the recent past. In this article we evaluate Brazilian research output in Education from 2007 to 2016, with the intent to understand how national evaluation standards compare with international parameters dictated by bibliometric indicators. We confront the citation impact of Brazilian publications in the period with their classification in an expert-based journal evaluation system called QUALIS. We used Scopus' SNIP bibliometric indicator for this analysis. The study was carried out using data about 40,825 articles published in 2719 different journals. Results showed that only a small percentage of these articles featured in Scopus indexed journals (13.28%), and most of these journals were published in Brazil (66%). The citation impact of the Scopus indexed publications had a significant growth in the period, but journals with dissimilar citation impact were not distinctively distributed in separate QUALIS categories. These findings show a certain publishing pattern that is likely to be related to the association of the Brazilian research evaluation and funding systems. In addition, they raise questions about how the establishment of evaluation criteria that is mainly subjective and does not include specific metrics may hinder the visibility of research output from a global perspective. [ABSTRACT FROM AUTHOR]

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This study aims to present Brazilian stricto sensu postgraduate panorama, since the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Capes) was created to the present days. Therefore, researches were carried out resorting to institutional reports and public systems, as well as to bibliographic sources, specific legislation and the development of descriptive statistics regarding the national postgraduate studies evolution. Among the main conclusions, it is highlighted that the postgraduate studies emerged, above all, from the national need for personnel qualification to meet public and private companies' demands that would provide the bases to the country development. The trajectory of Brazilian postgraduate studies can neither be dissociated from the creation of CAPES nor from its Coordinators' leadership, specially Anísio Teixeira, its founder. The growth of the number of courses offered stands out, as well as the number of enrollments and qualifications of the national postgraduate program, although asymmetrically in relation to the regions of the country. For future researches, it is suggested that an analysis be carried out of Brazilian postgraduate courses numbers evolution, since its origin, based on evidence and historical events, on the National Postgraduate Plan and on the National Development Strategy. [ABSTRACT FROM AUTHOR]

The research was developed considering the debate on the specificity of the Professional Post-Graduate Studies in the area of Religion and Theology, of Capes (Coordination for the Improvement of Higher-Level Personnel), an organ that in the Brazilian Ministry of Education follows and evaluates the National Post-Graduate Studies System (SNPG). The main objective of the analyses made was to build a panorama of issues around the work done by the professional master courses, including the results achieved by them, added to a list of aspects that have been identified as challenging for the deepening and improvement of these practices as well as the perspectives that are opened for this modality of Graduate Studies in Brazil. Methodologically, we group the data analysis in two moments. The first presents, in summary, a history of Professional Postgraduate Studies in the Sciences of Religion and Theology Area, with emphasis on the set of motivations and objectives that led the Ministry of Education and CAPES to implement the modality of Professional Programs in the country. In particular, the reflection focuses on the vision of a professional practice centered on applied procedures and processes, aiming at the solution of problems that emerge from social reality. The second moment highlights (i) conceptual aspects about the importance of applied research, especially the decolonization task to be developed in the academic environment, (ii) the contribution of the areas and sub-areas of the Knowledge Tree, especially the " "Applied Religious Studies" and the "Practical Theology", (iii) the value of the technical production and the specificity of the Coursework for the Professional Graduation, (iv) the potentialities and limits of the modular structure for the offer of the curricular credits and (v) the profile of the egress in this modality. [ABSTRACT FROM AUTHOR]

The Brazilian system for the evaluation of journals Qualis Periódicos and the main changes announced for the new version are presented. The characteristics of the new criteria based on four principles are discussed: unified classification, classification by main areas, Qualis referencia, and bibliometric indicators. The main criticisms and problems of this new version with special emphasis on the characteristics of the area of Communication and Information and its community of researchers, are reviewed. This article analyzes the new provisional values of the Spanish journals of the area and concludes that, similarly to the Brazilian journals, they overall present lower values in the system. Finally, it is discussed the consequences of this overall drop of values for the relations between the Spanish and Brazilian scientific systems. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the difference in the climate of support for creativity and innovation between two postgraduate programs of a health science and technology institution, performing a comparative analysis of the internal climate between an already consolidated program of excellence and a beginner. Both programs offer masters and doctorate courses, the first with a grade of 7 (seven) in its courses and the second with a grade of 3 (three) in its master's degree and 2 (two) in the doctorate course. The subjects heard for the study in each of the programs were the course coordinator, the academic secretary, a permanent faculty member of the Postgraduate Committee, a permanent non-CPG faculty member, and a teaching staff member. The subjects were selected intentionally and for convenience of availability for the interview, and the data collection took place through in-depth interviews to evaluate the climate oriented to creativity and innovation and the level of support in each program. In addition to the interviews, the Evaluation Papers of the Provisional Programs of the last quadrennium (2013-2016) were evaluated, which allowed to broaden the analysis among the Programs studied. The findings showed that the climate oriented to creativity and innovation contributes to explain Capes' evaluation note. The results of the study allowed to corroborate previous studies and in practical terms, the research offer subsidies for the decision-making process within Stricto Sensu Graduate Programs. [ABSTRACT FROM AUTHOR]