2016
DOI: 10.18675/1981-8106.vol26.n53.p574-594
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Abstract: This study aimed to investigate the trajectories and institutional destinations of graduates of doctoral programs in Education from Brazilian public universities in the last twelve years (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012). The research is characterized as Mixed Methods (CRESWELL and CLARK, 2013) and was developed from data available in the electronic site of the CAPES, referring to graduate programs and Lattes Platform. Of the 3,598 graduates surveyed, a small num… Show more

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Cited by 3 publications
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“…Half of the speech-language pathologists with a doctoral degree defended their thesis from 8.0 to 15.9 years after graduation. Comparatively, in a study with professionals with a doctorate degree in Education 16 , a third of them obtained the degree between 10 and 15 years after graduation. Although these periods vary, they are in line with the most scientifically advanced countries, where the average is 14 years 17 , with a possible association with the period that professionals had to have a positive perception of their work and to be professionally stabilized.…”
Section: Discussionmentioning
confidence: 99%
“…Half of the speech-language pathologists with a doctoral degree defended their thesis from 8.0 to 15.9 years after graduation. Comparatively, in a study with professionals with a doctorate degree in Education 16 , a third of them obtained the degree between 10 and 15 years after graduation. Although these periods vary, they are in line with the most scientifically advanced countries, where the average is 14 years 17 , with a possible association with the period that professionals had to have a positive perception of their work and to be professionally stabilized.…”
Section: Discussionmentioning
confidence: 99%
“…Para Silva e Bardagi (2015), no Brasil, o crescente interesse na literatura especializada em se compreender as trajetórias dos/as estudantes do Ensino Superior e seus desafios, incluindo aqui a finalização dos cursos e a inserção profissional, está diretamente relacionado à expansão deste grau de ensino e, consequentemente, da pós-graduação, que passa a contar com um maior número de estudantes que representam, por sua vez, uma diversidade mais acentuada de percursos. No caso da pós-graduação em Educação, por exemplo, entre os anos de 2000 e 2012, o número de doutorados na área triplicou (Fávero, Tauchen & Devechi, 2016), o que corrobora o impacto desse incremento numérico, para os modos como tem sido abordada a questão da formação docente nos programas de pós-graduação desta área (Soares & Cunha, 2010).…”
Section: Desdobramentos Do Estágio De Docência: Um Espaço De Formação Feito De Encontrosunclassified