Formação docente na pós-graduação em engenharia: uma análise na plataforma sucupira

Abstract

Teacher training plays an important role in quality engineering education around the world. When the focus is on teaching in higher education courses, this training is directed towards sensu stricto graduate studies and in Brazil this is explained in the Law of Directives and Bases of National Education of 1996. However, teaching training in master’s and doctoral courses has been questioned nationally and internationally. Considering that Brazilian graduate programs are subject to a four-yearly evaluation carried out by the Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES), using data present on the Sucupira Platform, this thesis aims to identify, in the data available on the platform, evidence of that master’s and doctorate courses in engineering have shown little concern with the areas of teaching and education, thus contributing to the teaching training of their students. The theoretical framework of this thesis brings discussions about teacher training, with a greater focus on training to work in higher education, the evaluation of Brazilian graduate studies, the Brazilian Graduate System and the Sucupira Platform. As a research methodology, which has a theoretical, experimental and descriptive nature, with a mixed approach, data available on the Sucupira Platform of the 970 graduate programs that operated between 2013 and 2021 were downloaded, and a Minimum Viable Product was developed through a PowerBI platform, filled at the National Industrial Property Institute (INPI), that allowed organizing, filtering and analyzing approximately 49 million rows of collected data. The organization of this data made it possible to search for a series of terms in the area of teaching and education in the titles of the subjects taught, course completion works, names of research lines and projects and intellectual productions, which range from articles in periodicals to property records intellectual, including publishing books, organizing events, among others. The results found were compared with programs in the areas of Administration and Medicine, which together total approximately 20% of Brazilian graduate studies, to better understand the phenomenon studied. The data analysis demonstrated that although these two areas do not present numbers considered high, the Engineering area had the lowest results among these three areas in the vast majority of analyses. Among the results found, it is highlighted that only 2.41% of the subjects in Engineering courses have any relationship with the area researched and that 45% of the programs did not offer any subject in the area. Only 1.92% of intellectual productions in Engineering programs contain terms from the area of teaching or education and 0.18% of final works are connected to the central theme of this thesis. Even considering that any discussion in the area of education or teaching contributes to teacher training, it was possible to observe that in graduate courses in the three areas investigated and more specifically in the four sub-areas of engineering, it cannot be said that there is sufficient evidence that the master’s and doctoral courses are offering adequate teaching training to Brazilian students.