Ivo Luciano da Assunção Rodrigues

REFERENCE: RODRIGUES, Ivo Luciano da Assunção. ANÁLISE BIBLIOMÉTRICA E EPISTEMOLÓGICA DAS DISSERTAÇÕES E TESES DO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO DA UNIVERSIDADE FEDERAL DE MATO GROSSO: CARACTERÍSTICAS E TENDÊNCIAS. 2016. 177 f. Universidade Federal de Goiás, 2016.

AUTHOR: Ivo Luciano da Assunção Rodrigues
TITLE: BIBLIOMETRIC AND EPISTEMOLOGICAL ANALYSIS OF DISSERTATIONS AND THESES OF THE EDUCATION POSTGRADUATE PROGRAM OF THE FEDERAL UNIVERSITY OF MATO GROSSO: CHARACTERISTICS AND TRENDS (ANÁLISE BIBLIOMÉTRICA E EPISTEMOLÓGICA DAS DISSERTAÇÕES E TESES DO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO DA UNIVERSIDADE FEDERAL DE MATO GROSSO: CARACTERÍSTICAS E TENDÊNCIAS)
ADVISOR: Prof. Dr. Michele Silva Sacardo
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DFENSE DATE: 09/09/2016

ABSTRACT:

This work has as object of analysis the dissertations and theses of the Education Postgraduate Program of the Federal University of Mato Grosso (PPGE-UFMT) - Cuiabá Campus. The general objective is to perform the bibliometric and epistemological analysis of these dissertations and theses, identifying their main characteristics and trends, taking into account the socio-political-economic determinations of the Brazilian Education current context. The empirical approach circumscribed the research to the works defended from 1991 to 2014, for bibliometric analysis, and from 2006 to 2014, for epistemological analysis. Regarding the methodological procedures, it's a bibliographic/documentary research of an epistemological-critical nature, since it aimed at the identification and selected scientific production critical analysis. To this end, the following procedures were adopted: a) bibliometric analysis, to treat and quantitatively analyze the scientific production consisting of 469 dissertations and theses; b) content analysis to determine the theoretical and methodological foundation that guided the research techniques, as well as the epistemological assumptions present in the 47 dissertations and theses in this sample. The elements that underpin the epistemological analysis were adapted and included based on the analysis instrument called Epistemological Matrix. The results show a clear predominance of the phenomenological-hermeneutic approach in the scientific production of PPGE-UFMT, since such a paradigm is present in more than half of the sample (55%). Following are the postmodern trend surveys (24%), followed by critical-dialectical (17%), and finally empirical-analytic trends, representing only (4%) of the sample. These classifications took into account what empirical data on epistemological approaches have revealed and referenced the most significant trends in contemporary science. Considering the proximity between the phenomenological-hermeneutic and postmodern approaches, which together reach almost (80%) of the sample, as well as the data collected, it can be concluded that there is evidence in the research developed at the PPGE-UFMT that suppression of deepening theory, pragmatism, subjectivism, relativism (epistemological and ontological), besides the conception of language as an exclusive category of knowledge. These elements can have very serious political, ethical and epistemological implications for educational research. In all National Postgraduate Plans (PNPGs), there's also a motion around the strategic induction of postgraduate development and, above all, a systematic control by CAPES in the process of activities evaluation, in which predominates the spirit of “academic productivism”. This dissertation was developed within the research line Educational Policies, Management and Teacher Training in the Education Postgraduate Program of the Federal University of Goiás - UFG, Jataí Regional under the guidance of Professor Dr. Michele Silva Sacardo.

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