Indicadores de avaliação de programas de pós-graduação no Brasil: uma análise multivariada na área de Matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uso dos periódicos do Portal CAPES pelos Programas de Pós-graduação da Faculdade de Odontologia de Araraquara - UNESP - no período de 2000 a 2005

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Uso da entrevista em dissertações e teses produzidas em um programa de pós-graduação em educação

The interview has been a widely used procedure of research in humanities. Despite the frequent use, researches are not always supported in the literature on research methodology. The aim of this study was to analyze how the interview was used in dissertations and theses in a graduate Program in Education at a university in Sao Paulo state. This study examined 167 final papers developed in to period of five years. Variables focused were: justification for the use of interview, type of interview used, guide elaboration and adaptation, kind of analysis, among others. The results showed that it is still necessary to incorporate the contents of the research methodology underlying the use of the interview to achieve the scientific rigor for this procedure.

Análise cientométrica: produção científica e redes colaborativas a partir das publicações dos docentes dos programas de pós-graduação em Fonoaudiologia no Brasil

This study aimed to identify the post-graduation programs in Speech Pathology in Brazil, present the production of professors of these programs in the aspects of documentary typologies and present the evolution of this production up to year 2011, delineate the collaborative networks between professors and between institutions, as well as to present the indicators of networks. By accessing the Capes website, eight post-graduation programs were found, revealing a list with a total of 118 professors in Brazil. Data were extracted from the Lattes Platform using the ScriptLattes. The graphs were created in Excel, the networks were traced using the software Ucinet and the density and centrality indicators were calculated. It was observed that most courses are located in the South and Southeast regions of the country and, even though this is a recent field, it presents a significant collaborative network.

Produção científica dos Programas de Pós-Graduação de excelência no Brasil: colaboração internacional e impacto na área de Zootecnia

This research aimed to study the international scientific collaboration, through co-authorship, and the impact of full papers published in journals Qualis A1 and A2 of Graduate Programs in Animal Science of excellence (2007-2009). Through the indicators of production of graduate evaluation from CAPES, the research gathered the scientific production of three graduate programs, adding up to 125 articles. The citations received were gathered from the SCOPUS database and the impact of journals from the SCImago Journal & Country Rank. In order to investigate the correlation among the indicators analyzed, Pearson’s linear correlation coefficients were calculated. It was observed that the Impact Factor (IF) of the journal may influence the number of citations and that there is a weak trend for association of IFs with the number of coauthor countries. It was not observed a statistically significant correlation between the number of collaborating countries and citations received by the article.

Indicadores de Avaliação de Programas de Pós-Graduação: um estudo comparativo na área da Matemática

The aim of this research is to analyze, in a comparative way, by category of grade, some indicators used by Coordination for the Improvement of Higher Education Personnel (CAPES) in evaluating the performance of Graduate Programs in Mathematics in Brazil, for the triennium 2007-2009, in order to contribute to understanding of the complex methodology involved in triennial evaluations of graduate programs. Based on the indicators present in the Comparative Worksheet of Triennial Assessment, Area Mathematics / Probability and Statistics, from 2007 to 2009, present at CAPES Portal, contingency tables were built for the 26 graduate programs in Mathematics, presenting each indicator and the program concepts. Overall, there was a trend of association of all indicators analyzed and the concept obtained, with older and larger programs with better grades in the assessment. Also, with the exception of journal articles Qualis B5, the article average per professor grows as grows the program grade.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

Educação especial e educação: percepções sobre a formação docente em nível de pós-graduação - EaD em São Paulo e em Lisboa

Pós-graduação em Educação Escolar - FCLAR

Trajetórias educacionais de estudantes de curso de pós-graduação da UNIFRAN na modalidade a distância

Pós-graduação em Educação Escolar - FCLAR

Afetividade na escola: as contribuições das pesquisas e artigos produzidos no Programa de Pós-Graduação da UNESP, UNICAMP e USP, no período de 1999 a 2009

The individuals, mostly born biologically prepared to develop the many different aspects: cognitive, motor and affective, however, only the biological factor doesn’t possible the full development of these. Theories of the different types of knowledge about the process of teaching and learning and your relation with the affective-cognitive aspects intend explain how this individual can to evolve completely. This end of course work presupposes that the interactions of the individual with the physical and civil are essential to the development of learning. In this sense, the educational institution understood as a socializing environment and disseminator of knowledge, historically accumulated, will be then a space where affectivity and learning should be at least theoretically, favored by the relations that are established inside the same. So, the research presented in this study, have how objective, show how to set in the practice educational the relation between affect and learning considering the observations, interviews that search to highlight real situations, where are confirmed a relation between processes. From the presentation of the central ideas of these researches, we are evidencing the concept of affection and how pedagogical practice promotes the relation between affect and cognition

Mapeamento de dados para sistema de informação de Pós-graduação

Pós-graduação em Ciência da Informação - FFC

A produção científica docente nos programas de pós-graduação em Ciência da Informação no Brasil: um estudo bibliométrico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Espaço, território e paisagem: uma leitura teóricometodológica da Geografia Agrária brasileira na pós-graduação a partir dos anos 1970

The aim of this study was to propose a reading of theoretical and methodological geography of Brazilian agriculture in Post-Graduate Studies in Geography (PPGE's) from the Southeast, from the 1970s, trying to present a discussion of the analysis categories (space, territory, landscape, region and place) that has been unleashed over the meetings of Agrarian Geography (ENGA's) and in three meetings of the Research Groups of Agrarian Geography (2005, 2006, 2007). So, we started with the hypothesis that the relativization of scientific concepts may impair development of spatial concepts only. To accomplish our objective we carried out a survey of dissertations and theses supported in the period 1970 to 2009, in Post-Graduate in Geography and UFU UFMG (Minas Gerais), UFRJ, UFF and UERJ (Rio de Janeiro) and USP, UNESP / Rio Claro, UNESP / Presidente Prudente (Sao Paulo). The evaluation dealt with the quantitative and drew a profile of Agrarian Geography. Qualitatively, further analysis, crossing information, contextualizing the themes and especially evaluating the theoretical set referenced in the works, an indication of the possible paths followed by this branch of the Brazilian Geography for which it is observed that the references to the categories space and, more specifically the organization of space, was prioritized in the 1980s and the territory as a reference work after 1990.