O rei está nu: formação científico-docente em programas de pós-graduação de excelência
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Data
2022-05-23
Autores
Guazi, Taísa Scarpin
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, a pós-graduação stricto sensu foi instituída formalmente em 1965, com objetivo de formar professores de nível superior, cientistas e outros quadros técnico-administrativos importantes para o desenvolvimento do país. Embora a pós-graduação tenha, ao longo dos anos, incorporado outros objetivos, a formação de professores e de cientistas permanece como sua principal finalidade. Desde 1976, a CAPES avalia periodicamente os cursos de mestrado e doutorado existentes no país, com vistas a certificar a qualidade desses cursos e gerar dados que orientem a distribuição de recursos entre eles. Por meio dessa avaliação os programas são ranqueados e recebem, atualmente, notas de 1 a 7; as notas mais altas, 6 e 7, são atribuídas exclusivamente aos programas de excelência. O “sucesso” e a “qualidade” atuais da pós-graduação nacional são frequentemente creditados a essa sistemática avaliativa. Tendo no horizonte esses aspectos (i.e., os objetivos da pós-graduação e os objetivos da avaliação conduzida pela CAPES), este estudo teve por finalidade avaliar a formação científico-docente de alunos matriculados em programas nota 7 do estado de São Paulo. Para tanto, 10 doutorandos foram submetidos a uma avaliação comportamental dos comportamentos que caracterizam o fazer docente e o fazer científico; nessa avaliação, buscou-se identificar se, como e em que medida os comportamentos de interesse foram aprendidos. Informações sobre a relação orientador-orientando, os cortes orçamentários na área de C&T, o crescimento de práticas negacionistas e anticientíficas e a influência desses fenômenos sobre a formação científico-docente também foram coletadas. Esses dados, obtidos por meio de entrevistas semiestruturadas, foram transcritos e submetidos à interpretação analítico-comportamental. A análise dos dados sugere que a formação científico-docente a que os participantes tiveram acesso é falha e deficiente. Os participantes não foram expostos a contingências de ensino do fazer docente e do fazer científico, mas foram expostos diretamente a contingências do fazer docente e do fazer científico. O contexto de aprendizagem prioritário do fazer docente foram os estágios supervisionados em docência e, do fazer científico, a relação orientador-orientando. Os comportamentos que tipificam o fazer docente foram aprendidos, principalmente, por meio de imitação e, os que caracterizam o fazer científico, via regras e reforçamento diferencial. Os dados também indicam que o grau de aprendizagem dos participantes em relação aos comportamentos avaliados é baixo, o que sinaliza que as contingências a que eles foram expostos tiveram baixa efetividade em favorecer as aprendizagens devidas. Em síntese, sendo alunos de programas de excelência, os respondentes não tiveram acesso a uma formação excelente; dessa forma, os dados sugerem que a sistemática de avaliação dos programas não é capaz de avaliar, satisfatoriamente, a formação ofertada nesses espaços. Quanto à relação orientador-orientando, embora os participantes tenham avaliado positivamente a relação com seus respectivos orientadores, as informações coletadas evidenciam os efeitos da desprofissionalização da orientação acadêmica. Outrossim, os dados também indicam os efeitos deletérios que a crise orçamentária da ciência brasileira e a expansão do negacionismo científico e da anticiência têm sobre a formação stricto sensu.
In Brazil, the stricto sensu postgraduate course was formally instituted in 1965, with the objective of training higher education professors, scientists and other technical-administrative staff important for the country’s development. Although the postgraduate degree has, over the years, assumed other objectives, the training of professors and scientists remains its main purpose. Since 1976, CAPES periodically evaluates the master and doctoral courses existing in the country, with a view to certifying the quality of these courses and generating data that guide the distribution of resources among them. Through this evaluation, programs are ranked and currently receive grades from 1 to 7; the highest grades, 6 and 7, are awarded exclusively to programs of excellence. The current “success” and “quality” of national postgraduate degree are often credited to this evaluation system. With these aspects on the horizon (i.e., the objectives of the postgraduate course and the objectives of the evaluation conducted by CAPES), this study aimed to evaluate the scientific-teacher training of students enrolled in programs of excellence in the state of São Paulo (i.e., programs that received grade 7 in the last CAPES evaluation). To this end, 10 doctoral students underwent a behavioral assessment of the behaviors that characterize teaching practice and scientific practice; in this evaluation, we sought to identify if, how and to what extent the behaviors of interest were learned. Information on the mentor-student relationship, budget cuts in the area of S&T, the growth of denialist and antiscientific practices and the influence of these phenomena on scientific-teacher training were also collected. These data, obtained through semi-structured interviews, were transcribed and submitted to behavior-analytic interpretation. Data analysis suggests that the scientific-teacher training to which the participants had access is flawed and deficient. Participants were not taught to teach or produce scientific knowledge but were directly exposed to contingencies of teaching practice and scientific practice. The priority learning context of the teaching practice was the supervised teaching internship and, of the scientific practice, the mentor-student relationship. The behaviors that typify the teaching practice were learned, mainly, through imitation and, those that characterize the scientific practice, through rules and differential reinforcement. The data also indicate that the participants’ degree of learning in relation to the evaluated behaviors is low, which indicates that the contingencies to which they were exposed had low effectiveness in favoring the proper learning. In summary, being students of excellent programs, the respondents did not have access to excellent training; thus, the data suggest that the postgraduate degree evaluation system is not capable of satisfactorily evaluating the training offered in these spaces. As for the mentor-student relationship, although the participants have positively evaluated the relationship with their respective professors, the information collected shows the effects of the deprofessionalization of academic guidance. Furthermore, the data also indicate the deleterious effects that the budget crisis of Brazilian science and the expansion of scientific denialism and antiscience have on stricto sensu training.
In Brazil, the stricto sensu postgraduate course was formally instituted in 1965, with the objective of training higher education professors, scientists and other technical-administrative staff important for the country’s development. Although the postgraduate degree has, over the years, assumed other objectives, the training of professors and scientists remains its main purpose. Since 1976, CAPES periodically evaluates the master and doctoral courses existing in the country, with a view to certifying the quality of these courses and generating data that guide the distribution of resources among them. Through this evaluation, programs are ranked and currently receive grades from 1 to 7; the highest grades, 6 and 7, are awarded exclusively to programs of excellence. The current “success” and “quality” of national postgraduate degree are often credited to this evaluation system. With these aspects on the horizon (i.e., the objectives of the postgraduate course and the objectives of the evaluation conducted by CAPES), this study aimed to evaluate the scientific-teacher training of students enrolled in programs of excellence in the state of São Paulo (i.e., programs that received grade 7 in the last CAPES evaluation). To this end, 10 doctoral students underwent a behavioral assessment of the behaviors that characterize teaching practice and scientific practice; in this evaluation, we sought to identify if, how and to what extent the behaviors of interest were learned. Information on the mentor-student relationship, budget cuts in the area of S&T, the growth of denialist and antiscientific practices and the influence of these phenomena on scientific-teacher training were also collected. These data, obtained through semi-structured interviews, were transcribed and submitted to behavior-analytic interpretation. Data analysis suggests that the scientific-teacher training to which the participants had access is flawed and deficient. Participants were not taught to teach or produce scientific knowledge but were directly exposed to contingencies of teaching practice and scientific practice. The priority learning context of the teaching practice was the supervised teaching internship and, of the scientific practice, the mentor-student relationship. The behaviors that typify the teaching practice were learned, mainly, through imitation and, those that characterize the scientific practice, through rules and differential reinforcement. The data also indicate that the participants’ degree of learning in relation to the evaluated behaviors is low, which indicates that the contingencies to which they were exposed had low effectiveness in favoring the proper learning. In summary, being students of excellent programs, the respondents did not have access to excellent training; thus, the data suggest that the postgraduate degree evaluation system is not capable of satisfactorily evaluating the training offered in these spaces. As for the mentor-student relationship, although the participants have positively evaluated the relationship with their respective professors, the information collected shows the effects of the deprofessionalization of academic guidance. Furthermore, the data also indicate the deleterious effects that the budget crisis of Brazilian science and the expansion of scientific denialism and antiscience have on stricto sensu training.
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Palavras-chave
Formação científica, Formação docente, Programas de pós-graduação de excelência, Psicologia da ciência, Análise do comportamento, Scientific training, Teacher training, Postgraduate programs of excellence, Psychology of science, Behavior analysis