Abstract
Brazil has an extensive program for graduate studies with about 6.400 courses in various fields of study throughout the country. The institutions offering these courses have to send annual reports of data related to professors, students, and projects among other things to the Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES). This agency is responsible for collecting and processing the data through the Sucupira platform. At this time, CAPES is in the process of developing and implementing a Current Research Information System (CRIS) to improve the quality of data received and accessibility to end users.
Highlights
IntroductionPNPG was designed as a route for accelerating the formation of human resources suitable to supply the urgent need for qualified personnel capable of improving the quality of teaching and strengthening the research activity at universities and other institutions
The Brazilian Program for Graduate Studies (PNPG) was officially organized at the end of 1960s, formalizing existing initiatives already going on in universities and research centers (Guimarães & Humann, 1989).PNPG was designed as a route for accelerating the formation of human resources suitable to supply the urgent need for qualified personnel capable of improving the quality of teaching and strengthening the research activity at universities and other institutions
It was expected that the PNPG would contribute to the technological development of the country by supplying it with welltrained scientists and technologists, meeting the needs of both public and private industrial sectors and research centers for human resources dedicated to R&D (Guimarães & Humann, 1989)
Summary
PNPG was designed as a route for accelerating the formation of human resources suitable to supply the urgent need for qualified personnel capable of improving the quality of teaching and strengthening the research activity at universities and other institutions. It was expected that the PNPG would contribute to the technological development of the country by supplying it with welltrained scientists and technologists, meeting the needs of both public and private industrial sectors and research centers for human resources dedicated to R&D (Guimarães & Humann, 1989). Brazilian graduation improved in training of university professors; integration of research developed concern with performance and quality; improvement of the evaluation system; combating the asymmetries and the impact of graduate activities in the productive sector and in the society, resulting in the incorporation of innovation in the SNPG and in the inclusion of societal parameters (CAPES, 2010).
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