Abstract
Resumo: 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.
Highlights
In this study we address teacher work in stricto sensu post-graduate programs, its work conditions, based on the relationships stablished with the assessment policies of Coordination of Improvement of Higher Education Personnel (CAPES), in special those expressed in PNPG (2011-2020) (Brasil, 2010).Ferenc and Ferreira (2012) revealed, among other aspects, that the condition that regulate university teacher work, especially from the 1990’s, period of deep transformations in Brazilian public university (Chauí, 2001; Maués, 2008 and others), brought as consequences elements of intensification, precariousness and relaxation of work
In this study we address teacher work in stricto sensu post-graduate programs, its work conditions, based on the relationships stablished with the assessment policies of CAPES, in special those expressed in PNPG (2011-2020) (Brasil, 2010)
Concerning teacher work in strict sensu post-graduate courses, the studies emphasized the problematic of teacher training, CAPES’ assessment policies, the internationalization of post-graduate programs, the training of Education researchers, the students’ production and profile and the guiding process
Summary
In this study we address teacher work in stricto sensu post-graduate programs, its work conditions, based on the relationships stablished with the assessment policies of CAPES, in special those expressed in PNPG (2011-2020) (Brasil, 2010). In that period (2006-2013), few researches had problematized the influences of the current assessment model of CAPES about the production conditions of teachers in Education post-graduation, in their perspective.
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