Building a national system of research and graduate education: how did the university become the house of science in Brazil?

Abstract

The Brazilian science system is a direct result of decades of consistent public policy connecting research and education in ways that are unprecedented in the world. As a unique outcome, most of the science conducted in Brazil takes place within a National System of Graduate Education (SNPG), mainly installed in the country's universities. The present study seeks to provide a comprehensive understanding of the system's conception, investigating conjunctures and policy decisions shaping its evolution. Furthermore, the paper will also provide a panorama of the SNPG today: how large is the system; how is it organised and distributed across the country; what are the characteristics of the faculty and student body, and more. The results of this study are essential for Brazilian academics and policymakers, but the unique approach to science and highlevel education in Brazil can serve as an inspiration for the international community, both from its successes and failures.

Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system

“…Leite et al (2020) see evaluation as a political act that interferes in the life and existence of the evaluated, whether they are people, courses, institutions. CAPES and the evaluation community are aware of that responsibility, so they have strived to evolve assessment strategies continuously, sometimes through minor adjustments to match the dynamic nature of the Brazilian National System of Graduate Education, but other times as fundamental paradigm shifts (Brasil, 2020;CAPES, 2010).…”

“…This system was conceived based on the core idea that science and education should be strongly connected. As a consequence, most of the country's science and technology research is conducted within graduate programs, both at the master's and doctoral levels (Balbachevsky, 2005;Brasil, 2020;CFE, 1965;Martins, 2018). ANDRÉ BRASIL DOI: 10.22163/fteval.2022.546 MULTIDIMENSIONALITY THROUGH SELF-EVALUATION: possible inspiration.…”

“…A grading system on a 1 to 7 scale applies, with grades one and two insufficient for accreditation renewal. Superior grades guarantee not only program continuity but may lead to additional funding, access to a broader set of grants, added institutional prestige, and more (Brasil, 2020; Ferreira and Moreira, 2002).In 2017, the national evaluation assessed the 2013-2016 performance of 4175 graduate programs, with a total of 6303 doctoral and master's courses. The effort involved nearly 2000 panel members, organised in 49 disciplinary committees, in a large-scale endeavour to combine qualitative and quantitative methods to assess the whole SNPG (CAPES, 2018a).As the evaluation results were announced, Faljoni-Alario et al ( 2018) formulated a report with critical suggestions to improve the evaluation model for the 2017-2020 cycle and beyond.…”

“…A grading system on a 1 to 7 scale applies, with grades one and two insufficient for accreditation renewal. Superior grades guarantee not only program continuity but may lead to additional funding, access to a broader set of grants, added institutional prestige, and more (Brasil, 2020; Ferreira and Moreira, 2002).…”

As políticas e as dinâmicas da interiorização da pós-graduação em Santa Catarina

“…A centralidade exercida pelo setor público no regime de oferta da PG nos obriga a dirigir um olhar mais acurado sobre as políticas de expansão e de interiorização das instituições públicas, especialmente as implementadas nas últimas duas décadas, período em que ocorreu os maiores percentuais de crescimento dos cursos e de matrículas de PG. Entre essas políticas, cabe destacar os Planos Nacionais de Educação (PNE 2001-2010e PNE 2014-2024, os Planos Nacionais de Pós-Graduação (IV PNPG 1990-2004, V PNPG 2005-2020e VI PNPG 2011-2020 Artigo 7 matrículas de educação superior para jovens entre 18 a 24 anos e oferta de, no mínimo, 40% das matrículas pelo setor público (BRASIL, 2001).…”