Academic literature on the topic 'Brazil - Coordination of Improvement of Personnel in Higher Education - Evaluation'

The education development in Brazil has been influenced by government policies, especially those directed at higher learning. To judge the effectiveness of these policies it is necessary to evaluate the quality of the teaching offered, particularly with respect to public education. In this context, there have been many initiatives for new postgraduate programs. To be accredited, these programs must be approved by the Coordination for the Improvement of Higher Education Personnel (CAPES), part of the Ministry of Education. Among the many criteria considered by CAPES, the academic production is the most important. Many works proposing approaches to classify college programs based on faculty bibliographical output have been published; among these, those based on data envelopment analysis stand out. The present work uses grey relational analysis based approach. Another difference is that the information is considered on a master’s program not yet accredited, that is, one that still needs to be evaluated by CAPES. A classification is established for this program in relation to the ones already accredited along with a way to identify the improvement points and an improvement factor for each attribute considered. The results indicate that the approach is efficient in relation to that based on traditional data envelopment analysis and suggest areas for future research in this area.

The evaluation of graduate courses is revealed as one of the most important areas for the application of data envelopment analysis (DEA). However, to use this method it is necessary to select the set of variables: the inputs and outputs as a basis for application of the method. In Brazil, the entity responsible for evaluating postgraduate courses is the CAPES (Higher Education Personnel Improvement Coordination), whose assessment is based on grading that can vary from 1 to 5 (in the case where there is only the master) or 7 (when IES presents the doctoral program). Given the real need to check the efficiency of the engineering III postgraduate programs. This article suggests the use of DEA based on the criteria defined by CAPES. They identify situations programs with high concept given by CAPES appearing with low efficiency.

OBJECTIVE: to identify, among the Academic Master's courses, run by Brazilian post-graduate nursing programs, analyzed in the three-yearly evaluation (2007-2009) of the Coordination for the Improvement of Higher Education Personnel (CAPES), the course load stated by the programs for training Master's degree students. METHOD: a descriptive, quantitative, documental study, with data collected in July 2010, through consulting the above-mentioned Coordination's reports in the item "Programs' Proposals", in the Table of Indicators, available on the Internet. RESULTS: discrepancies were found between the course loads of the 32 Academic Master's courses in the different regions of Brazil, with the smallest having a course load of 315 hours and the largest, 1530 hours. CONCLUSIONS: greater discussion is needed about the course load necessary for training the competencies and skills for the profile desired for the students on graduating from the course. The study provides advances in nursing knowledge, as previous investigations on the same issue were not identified. It is hoped that Academic Master's courses in nursing may see themselves in this process and may review their pedagogical decisions in the light of the new models of training/qualification of nursing professionals, centered in science, technology and innovation in the area.

Resumo: No Brasil, a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) propõe à produção científica, avaliação da qualidade dos periódicos, por meio de um sistema denominado Qualis. Buscamos descrever os periódicos da área de Ensino na especificidade de Educação/Ensino em Ciências e/ou Matemática, presente na edição Qualis CAPES (2013-2016). A partir do estudo dos periódicos A1 a B1 da área de Ensino. Aferimos 506 títulos, desconsiderando duplicidades na plataforma Sucupira. A Análise foi qualitativa e descritiva com uso do Formulário Google. Os dados pesquisados foram relacionados à fundação, disponibilização pela internet, bases de indexadores e citações. Encontramos um quadro de 82 revistas com escopo voltado a área de Ensino de Ciências e Matemática. Do total de periódicos, 46 em Ciências, 27 em Matemática e 9 periódicos Mistos. Os dados foram organizados conforme a caracterização das revistas. Realizamos análise e discussão, e por fim sugerimos recomendações sobre a qualidade.Palavras-chave: Periódicos; Ensino de Ciências; Educação Matemática; Qualis. Analysis of qualis/CAPES periodicals: overview of the area in of Science and Mathematics educationAbstract: In Brazil, the Coordination of Improvement of Higher Education Personnel (CAPES in portuguese) proposes to the scientific production, evaluation of the quality of journals, through a system called Qualis. We seek to describe the journals of the Teaching area in the specificity of Education / Teaching in Science and / or Mathematics, present in the edition Qualis CAPES (2013-2016). From the study of the periodicals A1 to B1 of the Teaching area. We checked 506 titles, disregarding duplications on the Sucupira Platform. Qualitative and descriptive analysis using the Google Form. The data surveyed were related to the foundation, availability by intenet, bases of indexers and citations. We found a table of 82 journals with scope focused on the area ofScience and Mathematics Teaching. Of the total periodicals, 46 in Science, 27 in Mathematics and 9 in Mixed Periodicals. The data were organization according to the characterization of the journals. We carry out analysis and discussion, and finally we suggest recommendations on quality.Keywords: Periodicals; Science Education; Mathematical Education; Qualis.

Purpose The study aims to propose the use of the semiotics inspection method (SIM) which is an interpretative and qualitative method from semiotics engineering (SE) for the evaluation of the communicability of systems and to evaluate digital libraries and information retrieval systems (IRS). The paper presents the results of the application of this method in the evaluation of the quality of the communicability of the interface and search system of the Coordination for the Improvement of Higher Education Personnel (CAPES) Portal of e-Journals, a major scientific digital library in Brazil. There are proposed solutions to improve this system included. Design/methodology/approach The study used the SIM to evaluate the system. Two evaluators inspected the system. They performed the comparison and the analysis of three types of metamessages (metalinguistic, static and dynamic). The metamessages generated by the evaluators were contrasted to find inconsistencies and ambiguities in the CAPES Portal of e-Journals. Finally, the last step of the method was the final assessment about the inspection. Findings The evaluators identified 52 problems of communicability. These problems were ranked according to severity ratings established by Nielsen (1994). They were grouped in ten types of problems present in the interface and in the search system of the CAPES Portal of e-Journals. Originality value This research contributes theoretically to the field of information retrieval and to the area of human–computer interaction and, in particular, to the theory of SE by adapting SE methods that allow the evaluation of communicability to the context of the scientific IRS. Results obtained through scientific methods should contribute to development of the interface and search tools of IRS to better support query formulation and retrieval of relevant information and more efficiently satisfy the information needs of individuals.

This article examines the expansion of undergraduate and graduate programs in Brazil, characterizing the convergences and divergences between the two educational levels in the last 15 years. This is a document study based on data available on the websites of the Ministry of Education and the Coordination for the Improvement of Higher Education Personnel (CAPES). Undergraduate studies in social work are currently offered by 575 institutions, distributed among Brazil's five geographical regions, particularly in the Southeast and South. These institutions are for the most part private and provide both classroom-based and distance learning formats. Graduate studies programs continue to expand at a different pace. They are primarily linked to public institutions, with classroom-based teaching and a higher number of PhD holders among their professors.

In the field of human research, researchers are faced with unexpected moral dilemmas, as a result of the development of technologies applied to health. Due to the great importance of this issue, our objective was to evaluate bioethics instruction in the education of researchers in Brazilian graduate programs in dentistry. Eighty-seven graduate programs in dentistry, recognized by CAPES (Coordination for the Improvement of Higher Education Personnel) were evaluated in this study. Data were extracted independently by two researchers from the CAPES website, and from the websites of the graduate programs, directly or via links to the programs available at the CAPES website. Forty-eight out of 87 programs had an ethics/bioethics course as part of their curricula. Of the graduation programs graded 5, 6 or 7 by CAPES, 38% included bioethics courses, while 62% of the programs graded 3 or 4 by CAPES had bioethics courses as part of their curricula. These findings are an alert to those involved in dental research education, as they showed that, although resolution 196/96 by the National Council of Health regulating human research in Brazil was published ten years ago, bioethics instruction in Brazilian graduate programs in dentistry is still at an incipient stage. This situation indicates a need for ethics pedagogy in the education of young researchers.

Due to the central role that ITs have played in transforming society and the knowledge economy, it is essential to understand IT Governance (ITG), a subject that is evolving worldwide. When considering Brazil only, this research domain stands out in academia along with the United States and China. In this context, the objective of this study is to identify and describe the panorama of scientific capital, based on the final product of Brazilian graduate programs, theses and dissertations, concerning ITG. From a qualitative and quantitative approach, an exploratory and descriptive research was carried out through documentary and bibliometric research, with data extracted from the Lattes Platform and the Sucupira Platform of the Coordination for the Improvement of Higher Education Personnel (CAPES). The main results evidenced that more than half of the studies in ITG come from graduate programs in Administration, among other areas such as Engineering and Computing. It is concluded that ITG is an interdisciplinary subject, not adhering to only a certain field of knowledge within Brazil. It is noted that ITG has a scientific capital set up and that it is still developing in this country.

Purpose This paper aims to understand, in the state of São Paulo academic environment, the differences between the profiles of academic entrepreneurs, nonacademic entrepreneurs and non-entrepreneurs. Design/methodology/approach The authors collected data from a more comprehensive research, whose objective was to evaluate the scholarship programmes of São Paulo Research Foundation (FAPESP). For data collection, the authors used an online questionnaire, pre-filled with information from the Lattes Curriculum of the sample individuals, as well as information obtained from FAPESP and from coordination for the improvement of higher education personnel. The response rate of the questionnaires was 21 per cent. The authors sought to explore the variables regarding entrepreneurial activities carried out by former scholarship holders, by relating them to other key variables identified in the literature review and explained in the hypotheses. Findings The results indicate that entrepreneurship rates decrease with the higher academic level of the researcher; in general, academic entrepreneurs come from families with a good financial situation, and applied sciences are the areas of knowledge with more entrepreneurs. Originality/value Despite the great number of theoretical and empirical studies found in the literature on entrepreneurship and academic entrepreneurship, there is still a shortage of practical studies on this latter topic in Brazil. This gap is even more evident when the authors consider the significant growth of entrepreneurial activity in the country in the past years. This paper contributes to fill this gap, and it aims to understand, in the state of São Paulo academic environment, the differences between the profiles of academic entrepreneurs, nonacademic entrepreneurs and non-entrepreneurs.

OBJECTIVES: The Millennium Development Goals are centered around combatting poverty and other social evils all over the world. Thus, this study seeks to identify the Millennium Development Goals as an object of study in theses from Postgraduate Nursing Programs in Brazil scoring 5 (national excellence) and 6 or 7 (international excellence), and evaluate the association between the score for the program and achieving the Millennium Development Goals.METHOD: Exploratory descriptive document research. Data were collected from the Notes on Indicators/Coordination for Higher Education Personnel Improvement for the 15 Postgraduate Nursing Courses scoring between 5 and 7 in the three-year-period of 2010/2012.RESULTS: of the 8 Millennium Development Objectives, 6 were dealt with in the theses. There was an association (Fisher's exact test p-value=0.0059) between the distribution of the theses and the program scores in relation to the Millennium Development Objectives (p-valor=0.0347)CONCLUSION: the doctoral theses were slightly related to the Millennium Development Objectives, covering the population's economic development, health conditions and quality of life. It is recommended that Postgraduate Programs in Nursing pay closer attention to the Millennium Development Objectives..

Orientadores: Newton Cesar Balzan, Elisabete Monteiro de Aguiar Pereira
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T08:06:59Z (GMT). No. of bitstreams: 1 Wassem_Joyce_D.pdf: 2817012 bytes, checksum: 978a103d03bd921ec6995381d18de72a (MD5) Previous issue date: 2014
Resumo: A criação de Programas de Pós-Graduação (PPG) stricto sensu no Brasil há aproximadamente 50 anos tem sido fundamental para o crescimento, desenvolvimento e consolidação da pesquisa e qualificação de mestres e doutores no país. A preocupação com a qualidade desses programas, sua expansão e produção tem sido enfatizada na comunidade acadêmica e a principal referência quanto a isso é a avaliação empreendida pela Coordenação de Aperfeiçoamento de Pessoal em Nível Superior (CAPES), que avalia os programas classificando-os em uma escala de 3 a 7. Nesta escala os conceitos 6 e 7 são exclusivos para programas que ofereçam doutorado com nível de excelência. Esta pesquisa tem como objeto de estudo 8 (oito) Programas de Pós-Graduação em Educação (PPGE) que tiveram conceitos 6 e 7 no triênio 2007-2009. Como objetivo geral procurou conhecer a visão dos coordenadores desses programas sobre o processo desenvolvido para o alcance do nível de excelência, isto é, para ser alcançado os conceitos 6 e 7. Buscou levantar junto aos coordenadores os elementos que contribuíram para a construção da excelência de seus programas. O desenvolvimento da pesquisa se deu por meio de entrevistas realizadas com os coordenadores dos programas pesquisados e pela análise das fichas de avaliação disponibilizadas pela CAPES de cada um deles. Como resultados observou que cada programa possui características e condições de produção distintas, mesmo sendo classificados com conceitos semelhantes. Neste sentido, nem todos os coordenadores demonstram ter em seus PPGE condições adequadas para a realização de atividades acadêmicas (recursos acadêmicos, estruturais e financeiros). A respeito dos elementos que contribuem para a construção da excelência de seus programas destacam aspectos como: Padrões de qualidade da própria Instituição de Ensino Superior (IES); Grupos de pesquisa; Linhas de pesquisa bem definidas; Liderança acadêmica nas áreas de especialidades; Gestão do programa; e, Participação ativa do corpo discente. Quanto ao processo avaliativo da CAPES, analisam importante que se avalie a qualidade dos programas, porém, apontam sugestões e contribuições para seu aperfeiçoamento e melhoria, o que envolve o respeito às especifidades da área e dos programas de pós-graduação, particularmente, em educação
Resumo: WASSEM, J. A Excelência nos Programas de Pós-Graduação em Educação: visão de coordenadores. 2014. Tese (Doutorado) - Faculdade de Educação, Universidade Estadual de Campinas, Campinas, 2014. A criação de Programas de Pós-Graduação (PPG) stricto sensu no Brasil, há aproximadamente 50 anos, tem sido fundamental para o crescimento, desenvolvimento e consolidação da pesquisa e qualificação de mestres e doutores no país. A preocupação com a qualidade desses programas, sua expansão e produção têm sido enfatizada na comunidade acadêmica e a principal referência quanto a isso é a avaliação empreendida pela Coordenação de Aperfeiçoamento de Pessoal em Nível Superior (CAPES), que avalia os programas classificando-os em uma escala de 3 a 7. Nesta escala os conceitos 6 e 7 são exclusivos para programas que ofereçam doutorado com nível de excelência. Esta pesquisa tem como objeto de estudo 8 (oito) Programas de Pós-Graduação em Educação (PPGE) que tiveram conceitos 6 e 7 no triênio 2007-2009. Como objetivo geral procurou conhecer a visão dos coordenadores desses programas sobre o processo desenvolvido para o alcance do nível de excelência, isto é, para ser alcançado os conceitos 6 e 7. Buscou levantar junto aos coordenadores os elementos que determinaram a construção da excelência de seus programas. O desenvolvimento da pesquisa se deu por meio de entrevistas realizadas com os coordenadores dos programas pesquisados e pela análise das fichas de avaliação disponibilizadas pela CAPES de cada um deles. Como resultados observou que cada programa possui características e condições de produção distintas, mesmo sendo classificados com conceitos semelhantes. Neste sentido, nem todos os coordenadores demonstram ter em seus PPGE condições adequadas para a realização de atividades acadêmicas (recursos acadêmicos, estruturais e financeiros). A respeito dos elementos que corroboram para a construção da excelência de seus programas destacam aspectos como: Padrões de qualidade da própria Instituição de Ensino Superior (IES); Grupos de pesquisa; Linhas de pesquisa bem definidas; Liderança acadêmica nas áreas de especialidades; Gestão do programa; e, Participação ativa do corpo discente. Quanto ao processo avaliativo da CAPES, analisam importante que se avalie a qualidade dos programas, porém, apontam sugestões e subsídios para seu aperfeiçoamento e melhoria, o que envolve o respeito às especifidades da área e dos programas de pós-graduação, particularmente, em educação.
Abstract: The creation of stricto sensu Graduate Programs (PPG) in Brazil approximately 50 years ago was critical to the growth, development and consolidation of research and qualification of masters and doctors in the country. Concern about the quality of these programs, their expansion and production has been emphasized in the academic community and the main reference in this regard is the evaluation undertaken by the Coordination of Improvement of Personnel in Higher Education (CAPES), which evaluates the programs classifying them in a scale ranging from 3 to 7. In this scale the grades 6 and 7 are exclusive to programs that offer excellence level doctoral programs. This research aims to study eight (8) Graduate Programs in Education (PPGE) whose grades were 6 and 7 in the 2007-2009 triennium. As a general objective it sought to meet the vision of the coordinators of these programs on the process developed to achieve the level of excellence, i.e., to reach grades 6 and 7. It sought to raise with the coordinators of the elements that contributed to building the excellence of their programs. The development of the research was done through interviews with coordinators of the surveyed programs and the analysis of evaluation sheets of each program provided by CAPES. The results revealed that each program has different characteristics and conditions of production, even though they are equally ranked. In this sense, not all coordinators say their programs (PPGE) have adequate conditions to perform academic activities (academic, structural and financial resources). Regarding the elements which contribute to the construction of excellence in their programs they highlight aspects such as: Quality patterns of their High Education Institution (IES); Research groups; Well defined research lines; Academic leadership in specialty areas; Program management; and student¿s engagement. As for the CAPES evaluation process, they consider it is important to evaluate the quality of the programs, however, they point out suggestions and contributions to its improvement, which involve respect for the specificities of the area and graduate programs, particularly in education
Abstract: WASSEM, J. The Excellence in Graduate Programs in Education: coordinators' view. 2014. Thesis (Ph.D.) - Faculty of Education, State University of Campinas, Campinas, 2014. The creation of stricto sensu Graduate Programs (PPG) in Brazil, approximately 50 years, ago was critical to the growth, development and consolidation of research and qualification of masters and doctors in the country. Concern about the quality of these programs, their expansion and production has been emphasized in the academic community and the main reference in this regard is the evaluation undertaken by the Coordination of Improvement of Personnel in Higher Education (CAPES), which evaluates the programs classifying them in a scale ranging from 3 to 7. In this scale the grades 6 and 7 are exclusive to programs that offer excellence level doctoral programs. This research aims to study eight (8) Graduate Programs in Education (PPGE) whose grades were 6 and 7 in the 2007-2009 triennium. As a general objective it sought to meet the vision of the coordinators of these programs on the process developed to achieve the level of excellence, i.e., to reach grades 6 and 7. It sought to raise with the coordinators of the elements that determined to building the excellence of their programs. The development of the research was done through interviews with coordinators of the surveyed programs and the analysis of evaluation sheets of each program provided by CAPES. The results revealed that each program has different characteristics and conditions of production, even though they are equally ranked. In this sense, not all coordinators say their programs (PPGE) have adequate conditions to perform academic activities (academic, structural and financial resources). Regarding the elements which corroborate to the construction of excellence in their programs they highlight aspects such as: Quality patterns of their High Education Institution (IES); Research groups; Well defined research lines; Academic leadership in specialty areas; Program management; and student's engagement. As for the CAPES evaluation process, they consider it is important to evaluate the quality of the programs, however, they point out suggestions and subsidies to its improvement, which involve respect for the specificities of the area and graduate programs, particularly in education.
Doutorado
Ensino e Práticas Culturais
Doutora em Educação