Stricto Sensu Graduate Programs Research Articles

As implicações da pandemia Covid-19: Repercussões sobre as atividades acadêmico-científicas de docentes de pós-graduação stricto senso em Engenharia de Produção da região sudeste do Brasil

The Covid-19 pandemic has brought a series of challenges and transformations to various sectors of society, including higher education. This article presents part of the results of a study that investigated the implications of this phenomenon on the work of a group of faculty members assigned to stricto sensu graduate programs in Industrial Engineering in the Southeast region. These programs play a direct role in training highly specialized professionals, either for the field of scientific research and/or the business environment. On a national scale, the Southeast region significantly accounts for 57% of these programs. By analyzing the changes, adaptations, challenges, learning experiences, and gains in the context of the pandemic, the study sheds light on the various facets of the manifestation of this event, covering topics and situations typical of the work of faculty members operating at this educational level. The article highlights the repercussions on the teaching, research, and outreach activities of the faculty by identifying the need for adaptations and revisions, as well as implications related to the development of remote work. The study was conducted with the support of a literature review and a qualitative field survey. It involved 55 faculty members from 11 programs in the mentioned region. Data collection took place online under the supervision of one of the article's authors and was carried out in May 2023. The study is linked to research investigating the impact of the Covid-19 pandemic on the work of faculty members, specifically in the field of Industrial Engineering in stricto sensu postgraduate programs.

Self-assessment in a professional master's degree in health promotion: the perception of graduates

The Stricto Sensu Graduate Programs in the Professional modality, as well as the Master's Program in Health Promotion at the Centro Universitário Adventista de São Paulo (UNASP), are committed to presenting social, scientific and technological relevance in the processes of professional training. This article aims to investigate the biannual result of the evaluation process in a Professional Master's Degree in Health Promotion carried out by the Self-Assessment Committee. In 2020 and 2021, questionnaires formulated based on CAPES evaluation guidelines were sent to graduates of the Master's degree in Health Promotion. The graduates responded and sent their responses to the survey via email, which were statistically analyzed from the graduates' perspective on the quality experienced in the Stricto Sensu Graduate Program in the Program, Training and Impact on Society dimensions. The Self-Assessment questionnaires were applied electronically in 2020 and 2021, with the respective feedback organized by the Self-Assessment Commission in 2021 and 2022. The results show a significant increase in the proportion of technical and technological productions - from regular to good and from good to very good were p=0.004 and p=0.003, respectively. We understand, therefore, that the evaluation process subsidizes reflections and changes in the direction of qualitative results agreed upon by all.

Application of scientific knowledge: knowledge translation in an institute of science and technology in public health

Knowledge translation (KT) aims at the practical use of scientific research results and at the monitoring of the benefits caused to the population's health. In health, the government and especially society expect that investments in research will produce results that go beyond the production and publication of knowledge, provoking outcomes such as public policies, systems, products, and technologies to benefit the health of the population. However, closing the gaps between research and application requires overcoming a number of challenges. This study aimed to propose strategies to foster the process of transforming the scientific knowledge generated in research into actions and products that contribute to improving the population's health based on the identification of barriers and facilitating factors of a health science and technology institute. The reports of interviews conducted with 16 researchers showed 10 categories of barriers, especially: "limited funding to the science and technology institute" and "insufficient technical support for knowledge translation". "Infrastructure and institutional support" was the facilitating factor category participants mentioned the most. Finally, we developed the artifact "strategies and approaches for overcoming barriers to implement research results". Among the strategies, we suggest the inclusion of a knowledge translation discipline in stricto sensu graduate programs and the creation of an instance in the organizational structure of the science and technology institute to technically and managerially support the application of research results.

Analyzing the relationship between the objectives of the stricto sensu graduate programs in Science teaching and teacher training for Higher Education

Resumo: Este artigo traz uma análise da consonância entre as disciplinas oferecidas pelos programas acadêmicos de pós-graduação stricto sensu da área de Ensino de Ciências, ou que possuem linhas de pesquisa nessa área, os quais abordam em suas ementas a docência no ensino superior e os objetivos dos programas. Para isso, foi feita uma busca dos programas das instituições públicas de ensino superior, leitura de seus objetivos e ementas, dentre aqueles que ofereciam disciplinas centradas na docência no ensino superior, no período de junho a agosto de 2021. Os resultados foram analisados por meio da metodologia de análise de conteúdo e indicam que alguns programas com o objetivo na formação de professores, não apresentam disciplinas sobre a docência no ensino superior. Conclui-se que o percurso histórico de consolidação da pós-graduação stricto sensu, legislação específica e o escasso processo avaliativo da qualidade do ensino estimulam a priorização da pesquisa em detrimento ao ensino.

Digital literacy, remote teaching and access during COVID-19 pandemic: Impacts on postgraduate female in Brazilian Amazon

The aim of this article is to understand how digital literacies, the usage of digital technologies and emergency remote teaching during the COVID-19 pandemic have affected the life of women participating in stricto sensu Graduate Programs of Universities in the Brazilian Legal Amazon. This study is based on the perspective of digital literacies, which considers the social uses of reading and writing. This is a mixed approach, exploratory and applied research. The data has been collected during August and September, 2021, by means an online platform, based on a 30-item semi-structured questionnaire. The data set comprises 218 valid answers from female professors (n = 100) and students (n = 118) (age 18+) of the surveyed Universities. The results show that the respondents have faced many challenges in emergency remote teaching during the pandemic, in particular, work overload, scarce interaction with colleagues, limitations in the use of digital technologies, difficulties in accessing digital technologies, mental/physical health problems and lack of boundaries between academic and family activities performed in the household environment. Nonetheless, the digital technologies have enabled them to participate in events (livestreams, webinars, conferences, courses), meeting research groups and proceed with classes and research. In a geographically large and economically disadvantaged region, as is the case of the Brazilian Legal Amazon, public policies are essential in order to promote literacy events and activities.

Os Dilemas de Crescer com Propósito: Caso Mancha Orgânica

ABSTRACT The case presents the dilemma faced in November 2018 by Mancha Orgânica, a startup from Rio de Janeiro that produces organic paints. Mancha Orgânica is guided by principles of sustainability, producing a non-toxic paint from natural elements. Despite the recognition and good commercial results, the founding partners Amon and Pedro along with P&D consultant Martina wondered how to stimulate growth without losing the purpose of a more conscious consumption, considering the productive challenges. The case of Mancha Orgânica aims to propose a discussion about purpose and the challenges faced by purpose-driven companies. The case can be used in the disciplines of Branding or Marketing of lato or stricto sensu graduate programs. With the case, students are expected to develop the necessary skills to examine and differentiate the positioning and challenges of purpose-driven companies.

Analysis of the dissemination of Accounting theses in Brazil

The purpose of this research was to analyze the dissemination of scientific knowledge generated in theses in Accounting Sciences in Brazil defended in stricto sensu graduate programs, between 2009 and 2018. It is a study with a qualitative approach of descriptive character, based on bibliographical and documentary. For data collection, the repositories of theses and dissertations and the regulations of graduate accounting programs in Brazil were used, in addition to the collection available on the CNPq lattes platform. Data recorded in the lattes curriculum of PhDs in each graduate program were analyzed. The data show that the most relevant institutions in research projects, FEA USP and FURB are among those that publish the most. It was found that the theses studied are largely disseminated through annals in congresses and academic events. Among the articles published in scientific journals, 38.0% were in a Qualis A2, B1, and B2 journal, in which FEA USP was the university responsible for the largest number of publications. It was also found that of the 302 articles published with direct relation to doctoral theses, there were 2,382 citations in other scientific research. Of the grand total of theses defended and their respective publications in periodical articles, it appears that the Southeast region was the one with the highest rates of publications. There was a limitation in passing on these data from the accounting area to society in general, and one of the suggestions is to change the form of disclosure and writing, for example, in the format of lectures and workshops.

Admission of alumni from Multiprofessional Residency Programs into the SUS.

ABSTRACTINTRODUCTION:The Multiprofessional Health Residency Programs (PRMS) were set up as a strategy for training workforce for the Brazilian Unified Health System (SUS).OBJECTIVE:To investigate the proportion of alumni from Primary Health Care Multiprofessional Residency Programs admitted into the SUS and associated factors.METHODS:This is a sectional study developed with alumni from Primary Health Care Multiprofessional Residency Programs from all over Brazil, encompassing the period from 2015 to 2019. Participants answered an online questionnaire with general personal information, admission into stricto sensu graduate school, the labor market and, specifically, the SUS. We applied Pearson's chi-square test for bivariate analyses and Poisson's regression for multiple analysis.RESULTS:A total of 365 alumni from Programs from all Brazilian regions participated in the study. Of those, 80.2% reported entry into the labor market and 47.9% reported being employed in the SUS. Admission into the SUS has been associated with the professions that make up the Reference Team for Primary Health Care (PHC) (PR = 1.87; 95% CI 1.54–2.28) and non-admission into stricto sensu graduate programs (PR = 0.77; 95% CI 0.61–0.97). Regarding admission characteristics, the PHC scenario (47.4%) and work focused on health care (84.9%) were prevalent. Almost 40% of alumni who entered the SUS are working with unstable contracts. Besides, being a residency alumnus is often undervalued in recruitment (56.9%). Among those admitted into the SUS, 8.7% reported being selected to work in the Covid-19 pandemic effort.CONCLUSIONS:The results of this study reinforce the need for a policy to encourage the maintenance, creation and valorization of the PRMS. They also warn about the possibility that admission into the SUS for workers is increasingly difficult due to the current underfunding of the health system.

O ESTADO DO CONHECIMENTO SOBRE AS SALAS DE RECURSOS MULTIFUNCIONAIS: AS PRODUÇÕES ACADÊMICAS DOS PROGRAMAS DE PÓS-GRADUAÇÃO

This article aims to present the State of Knowledge of academic productions, stricto sensu graduate programs in Brazil, which has as its object the Multifunctional Resource Rooms. For this survey, we sought the academic production in the Digital Library of Theses and Dissertations (BDTD) and the casting was performed through categories related to the use and current situation of the resource rooms. It was evidenced that few works bring the resource rooms as a theme, and out of the analyzed works, most of them present the subject of teaching training.

Absenteeism as a mechanism of repression of demand in the Brazilian public sector: accounting reflex in federal education public institutions

Absenteeism is seen as a critical problem in public organizations, since the factors that generate it negatively impact the productivity of organizations. In this sense, considering that Federal Institutions of Higher Education represent almost half of the entire workforce existing in the Federal Executive Branch, this article aims to identify absenteeism, as well as its typification, in addition to measuring its accounting reflex. The methodology adopted was panel data analysis, through the analysis of the absenteeism index with time series from 2008 to 2018. The research findings reinforce that absenteeism is more representative when it is due to a stricto sensu graduate program and medical licenses. Furthermore, it was found that the absenteeism rate doubles every 5 years.

Quem me Ensina a Ensinar? Atividades para o Exercício da Docência

O objetivo do presente estudo foi identificar quais atividades de ensino e aprendizagem são desenvolvidas na pós-graduação stricto sensu em contabilidade e administração para o exercício das atividades docentes. A pesquisa foi realizada por meio de um questionário aplicado em 167 programas de pós-graduação em contabilidade e administração, obtendo o total de 244 respostas válidas. Os resultados evidenciam que a maioria dos respondentes possui experiência na área de ensino e percepção de que os programas de pós-graduação aos quais estão vinculados os preparam para o exercício da docência. No entanto, infere-se, a partir da identificação do contato com atividades de ensino e aprendizagem para o exercício da docência, que estas são pouco desenvolvidas nos discentes por parte dos programas de pós-graduação analisados, sendo que aquelas com maiores médias estão concentradas em instrumentos de avaliação. Assim, parecem haver atividades de ensino e aprendizagem negligenciadas, com exceção dos instrumentos de avaliação, o que pode demonstrar uma inversão de valores da atividade docente, visto que a formação de professores de ciências contábeis e administração parece enfatizar e concentrar seus esforços mais em desenvolver aspectos avaliativos para o exercício da atividade docente, do que desenvolver os processos que precedem esta etapa.

O ENSINO DE CIÊNCIAS EXATAS E NATURAIS NA EDUCAÇÃO BÁSICA: CONTRIBUIÇÕES DOS OBJETOS DE APRENDIZAGEM

O presente trabalho foi concebido a partir dos estudos e pesquisas suscitadas na disciplina intitulada Objetos de Aprendizagem aplicados ao Ensino de Ciências Exatas e Naturais do programa de Pós-Graduação Stricto Sensu, de uma Instituição de Ensino Superior (IES) do interior do Rio Grande do Norte. A pesquisa teve como objetivo avaliar as potencialidades pedagógicas e cognitivas dos objetos de aprendizagem (OA) para o ensino de ciências exatas e naturais na Educação Básica e foi pautada metodologicamente nos pressupostos da abordagem de pesquisa qualitativa do tipo exploratória, desenvolvida a partir da avaliação das potencialidades pedagógicas e cognitivas dos OA com a participação de um grupo composto por de (quinze) professores alunos da disciplina, a análise dos resultados foi realizada a partir de um questionário. Ressalta-se que o trabalho foi fundamentado nos pressupostos teóricos da aprendizagem significativa ausubeliana e aportes teóricos que fundamentam o uso dos OA digitais e das Tecnologias Digitais da Informação e Comunicação (TDIC). Por meio deste estudo, foi possível perceber indícios relativo aos aspectos teóricos, metodológicos e práticos da avaliação das ferramentas digitais que possibilita o auxílio aos professores e aos alunos no processo de ensino e aprendizagem de forma reflexiva, assim como, verificar como ocorrem as implicações do seu uso no âmbito do ensino das Ciências Exatas e Naturais.

Post-Graduation Professors and Coordinators with Special Needs: Perceptions about Teaching, and Working during COVID-19 Pandemic

The challenge of implementing new teaching strategies as well as innovating in the academic environment is a task demanded during this global humanitarian health problem named COVID-19 pandemic. It demanded that most countries adjust their education systems to meet the needs of all students isolated in their houses, requiring even more from professors and coordinators. In this article, we collected and evaluated the perceptions of professors and coordinators of Brazilian postgraduate courses, self-declared with special needs on the impacts of the COVID-19 pandemic in the period 2020/2021. For that purpose, after being approved by the ethical committee, we applied a questionnaire answered by 87 participants with special needs, including professors (n = 14) and coordinators (n = 73) of post-graduation programs from all five Brazilian regions. Among the 87 participants, there were people with blindness/visual impairment (n = 35), deafness/hearing impairment (n = 15), as well as TDHA/Dyslexia/Autism (n = 11), or physical disability (n = 8), among others. Our work revealed that COVID-19 not only impacted the academic level but also the personal and psychological levels of these professionals with the development of anxiety and depression similar to other professional classes (e.g., health area). Thus, strategies of attending this group from these Brazilian Lato Sensu and Stricto Sensu graduate programs should be planned to help their psychological and mental health and consequently assure their good performance as professors and researchers in the near future.

PEDAGOGICAL TRAINING IN NURSING GRADUATE COURSES IN BRAZIL

ABSTRACT Objective to analyze how professors’ education takes place in Graduate Programs in Nursing in Brazil. Method this is an exploratory and descriptive study that used as a technique document analysis of data obtained from the examined programs. Data collection was carried out in May 2020. Numerical data were analyzed using simple and relative frequency. Course description and other information of the available courses were grouped according to the themes addressed. Results fifty-three stricto sensu graduate programs in nursing were identified that offered 61 courses related to pedagogical training. Of these, 28 had a course description/information available online, and they were analyzed. The themes emerging from the analyzes were grouped into two dimensions: “The pillars of faculty training” and “Didactics” both indicate essential elements for faculty training. The training of professors who work in higher education, especially in the health area, is of fundamental importance due to today’s demands, which require competent and versatile professionals, capable of solving problems and working as a team. Conclusion pedagogical training is inherent to teaching and requires educational intentions, in addition to encouraging self-reflection processes on new ways of planning and executing the teaching and learning process. In nursing, it is necessary to encourage professor trainers to expand the offer of pedagogical training courses, make course descriptions available and produce knowledge in the area aiming at exchanging experiences.

PROFESSORALIDADE: PERSPECTIVAS EM FABULAÇÃO

Este artigo apresenta um estudo sobre o termo professoralidade, parte do léxico de dois grupos baianos de pesquisa em Educação. Tal termo é investigado com a intenção de se compreender como o mesmo tem sido operado conceitualmente nos trabalhos produzidos nos programas de pós-graduação stricto sensu no Brasil. A revisão sistemática utiliza, como banco de dados, o Catálogo de Teses e Dissertações da CAPES, no espaço temporal de 2010 a 2019. O critério de inclusão do corpus do estudo são dissertações, Trabalhos Finais de Conclusão de Curso (TFCC) e teses de doutoramento que têm o descritor “professoralidade(s)” no título, resumo e/ou palavras-chave. Assim, são encontrados vinte e dois trabalhos: 12 dissertações, 6 TFCC e 4 teses. Com a revisão sistemática de literatura, são cartografadas as desconstruções presentes nas perspectivas de professoralidade fabuladas pelos diversos autores.

A educação física do ensino médio integrado: uma revisão das publicações científicas no Brasil

Resumo: Com o objetivo de avaliar as principais temáticas relacionadas às pesquisas que envolvem a Educação Física do ensino médio integrado no Brasil, este estudo foi feito a partir de uma revisão bibliográfica das publicações científicas nos programas de Pós-Graduação stricto sensu e de artigos científicos. O levantamento de teses e de dissertações utilizou como fonte a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). A busca de artigos científicos foi feita a partir da base de dados Scielo. Os estudos selecionados compreendem as publicações entre os anos de 2012 a 2019 e apresentam temáticas que se referem ao histórico da Educação Profissional dos Institutos Federais, ao histórico da Educação Física e sua relação com a Educação Profissional e Tecnológica, à análise da Educação Física na dinâmica curricular e às propostas de práticas pedagógicas para o ensino médio integrado. Constatamos que a baixa quantidade de produção científica pode levar ao entendimento da necessidade de maior discussão e pesquisa em relação à temática. Portanto, sugerimos que as pesquisas futuras apresentem propostas didático-pedagógicas que contribuam com a prática docente na Educação Física do ensino médio integrado. Palavras-chave: Educação física. Ensino médio integrado. Estado da arte. Educação integrada. Educação profissional.

Culture of organizational learning and innovation in business incubators: an analysis of the incubators associated with the Ceará Network of Business Incubators (RIC)

The main objective of this study is to analyze the culture of learning and innovation in the Ceara Network of Business Incubators (RIC) incubation environment, which can contribute to foster innovation in business incubators. To achieve this goal, seven incubators were analyzed, in addition to the network itself. Qualitative research of a descriptive and exploratory nature performed data collection via semi-structured interviews with open questions, following a pre-set script. After that, the interviews were analyzed with content analysis technique and adaptations for Core Analysis of the Meaning. Regarding results, it was possible to understand that the service portfolio offered to business incubators is often through the Ceara Network of Incubators, with resources coming from development lines, and the support of the incubators to incubated companies is not enough to satisfy the demands that the incubation environment needs. Five of the researched incubators are technology-based, and only four of those have adequate laboratory infrastructure for R&D activities and partnerships with researchers and stricto sensu graduate programs, which favor the culture of learning and innovation. We conclude, then, that the incubation environment does not often present proper infrastructure for the culture of learning and innovation to happen.

Sistema 4Ps adotado no processo de aprendizagem durante a formação de pós-graduandos, professores e pesquisadores

Com o avanço do ensino e crescente disputa por emprego, tem-se notado que a graduação não é mais garantia de inserção no mercado de trabalho. Isso tem aumentado o número de pessoas que busca a pós-graduação. Programas de pós-graduação Stricto-Sensu buscam atender critérios de qualidade de ensino, na formação de mestres, professores e pesquisadores, baseando-se em diretrizes da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Entretanto, é necessário que o candidato à pós-graduação possua um perfil para a pesquisa científica, além da afinidade com área em questão. Estudos que mostrem as principais características do perfil desejado de pós-graduandos ainda são incipientes. Atividades como estágio em docência, qualificação e defesa de projeto, além da convivência com o orientador, professores e colegas, geram no discente uma série de expectativas e adaptação a uma nova realidade. Esses pontos são considerados no momento da escolha da área e da linha de pesquisa. Conhecer atividades atribuídas aos pós-graduandos é fundamental na tomada de decisão. Os pós-graduandos mantem-se evolvidos em atividades e pesquisas científicas que demandam frequências e tarefas, as quais exigem, uma postura baseada em atitudes, maturidade intelectual, rigor, inflexibilidade, disciplina, organização e ritmo. Dessa forma, faz-se necessário estudar sistemas organizacionais para o cotidiano acadêmico. O objetivo desse estudo foi nortear características relacionadas ao perfil de alunos ingressantes na pós-graduação Stricto-Sensu, denominadas aqui como sistema 4Ps; descrever atividades de pós-graduandos; e, desenvolver um sistema estratégico adotado no processo de aprendizagem durante a formação de mestres, professores e pesquisadores a partir de experiências vividas.

Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations

Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.

Precarização do trabalho do assistente social no Brasil recente

Este artigo apresenta resultados contidos na dissertação de mestrado que buscou caracterizar o estado da arte acerca do trabalho do assistente socialno Brasil recente. Para tanto,traça um retrato da realidade atual em que se inserem os trabalhadores assistentes sociais. Está assentado na análise de dissertações e teses defendidas no período de 2012 a 2016, vinculadas a programas de pós-graduação stricto sensu em Serviço Social que integram as universidades sediadas no estado do Rio de Janeiro: PUC-Rio, Uerj, UFFe UFRJ.