This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in NSF-related activities were individually interviewed. Topics of discussion with participants included their prior experiences with NSF, their understanding of the merit review process, and their understanding of their personal and institutional relationships with NSF and the STEM community. Two broad findings emerged from the conversations. The first was that issues of communities and social identity were important to the participants’ work as research scientists. Participants prioritized advancing people and communities over advancing the knowledge of ambiguous, disembodied scientific disciplines, and some participants were motivated by interests in social justice. However, participants maintained strong identities as scientists and the discussions provided no evidence that other social factors influenced their application of the scientific method. The second major finding dealt with the role participants perceived their institutions playing in their involvement with NSF. All participants described challenges associated with pursuing research in HBCU environments and, in some cases, the institutional challenges served as the motivation for participants’ projects, with varying consequences. Finally, this study developed and refined a theoretical framework for explaining the underrepresentation of HBCUs in NSF funding streams. In developing this framework, a brief history of the origination of HBCUs, NSF, and the NSF merit review process is presented.

This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers. / A presente tese de doutorado com o título Políticas Avaliativas da Pós-Graduação em Educação Brasileira: Uma Hermenêutica do Trabalho Docente foi desenvolvida no Programa de Pós-graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM), na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. O trabalho tem como objetivo principal uma análise das possíveis transformações proporcionadas pela construção avaliativa da pós-graduação brasileira em educação na formação docente e produção do conhecimento, através de um olhar hermenêutico. As relações e rumos do processo formativo do pesquisador através da pesquisa acadêmica foram analisados, assim como a produção científica e produtividade como uma característica regulatória do Estado-avaliador. Para tanto, busca-se como base empírica, a contextualização desses índices de avaliação e suas tendências. Portanto, foram analisados os documentos e planilhas emitidos pela área de Educação nos últimos dois triênios de avaliação CAPES (2007-2009; 2010-2012) bem como o Plano Nacional de Pós Graduação (2010-2020). A partir deste contexto avaliativo o texto propõe o seguinte questionamento: Em que medida a política instrumental de avaliação de resultados da pós-graduação brasileira pela CAPES interfere na formação docente e na produtividade da pesquisa acadêmica no Brasil em Educação? Por isso o tema discutido neste trabalho tem como referências teóricas principais as teorias de Jürgen Habermas, a partir de seus livros Verdade e Justificação, Ciência e Técnica como Ideologia e o artigo A Ideia de Universidade: processos de aprendizagem. No tema da reificação, a exposição de Axel Honneth é trabalhada principalmente a partir seu livro Reificación: um estudio en la teoría de reconocimiento e o artigo complementar a este estudo intitulado Observações sobre a reificação. A produção do conhecimento na academia é articulada pelo Estado, como uma poderosa ferramenta para o desenvolvimento econômico do país. Observa-se esse fenômeno quando a formação do docente na pesquisa (sujeito) se manifesta instrumentalmente como um agente empreendedor (objeto), abrindo mão de sua essência social e sua autoconsciência. O posicionamento e a argumentação dos pesquisadores em educação, independentemente de seu forte embasamento, não sensibiliza e penetra efetivamente o tecido político com força suficiente e como fator determinante para modificar esse estado de coisas, através de uma ação efetiva de formação emancipatória. A crítica ao sistema de avaliação realizada por este trabalho sugere uma mudança de paradigma na busca da equidade entre ciência e humanidades e a readequação do olhar avaliativo em relação aos índices de produção. Esta concepção é apresentada a partir de uma visão colaborativa de formação, construção e avaliação do conhecimento acadêmico e seus produtores.

Esta pesquisa tem como objetivo central identificar o que tem sido privilegiado nas pesquisas de mestrado e doutorado desenvolvidas no período de 2005 a 2009 nos Programas de Pós-Graduação em Educação acerca do processo ensino aprendizagem de geometria na educação básica mediada pelas tecnologias digitais. Metodologicamente, o presente estudo, configura-se na concepção de monografia de base proposta por Saviani (1991) que sugere um estudo completo e detalhado que se propõe a esgotar um assunto preciso relativamente restrito em que se organizam as informações disponíveis sobre determinado tema, preparando o terreno para futuros estudos mais amplos e aprofundados. Para o levantamento dos dados da pesquisa foram considerados os estudos realizados nos programas de Programas de Pós-Graduação em Educação com nota igual ou superior a cinco na avaliação da Capes. Alguns indicadores como título, autor, ano de defesa, nível (ME ou DO), orientador, sujeitos da pesquisa, objetivo, problema de pesquisa, metodologia de pesquisa e o foco de cada pesquisa foram coletados para subsidiar o processo de sondagem dos terrenos estudados. Foram escolhidas as seguintes variáveis para o aprofundamento desses estudos: especificidade das pesquisas, ensino da geometria e o uso das tecnologias. No detalhamento das pesquisas das pesquisas foram contabilizadas quinze (15) dissertações com sete (7) diferentes abordagens metodológicas. No terreno do ensino de geometria foram identificadas estratégias de ensino que abordaram (7) sete diferentes conceitos geométricos. Em relação ao uso das tecnologias digitais foram contabilizados onze (11) softwares de geometria dinâmica e três (3) ferramentas da Internet. Os resultados desta pesquisa buscam, desta forma identificar as principais estratégias de ensino de geometria com mediação das tecnologias digitais na educação básica e as lacunas existentes nas produções acadêmicas desta área. / This search has as main purpose identify what has been privileged master´s and doctors degrees searches developed from 2005 to 2009 in the graduate program about mathematics education about the process teaching and learning of geometry on the basic education mediated by digital technologies. methodologically, this study sets up the conception of a monograph based purposed by Saviani (1991) who suggests a whole and detailed study which proposes to exhaust an accurate theme relatively restricted in which organize the available information about given theme, laying the groundwork for future wider and detailed studies.To survey research data were considered the studies done in graduate programs about education which the grades were equates to or greater than five on Capes´ school evaluation. Some indicators as title, author, year of defense, Level (Master´s or Doctor´s), advisor, researchers, purpouse, research problems, research methodologies and focus of each research were gathered in order to subsidize the process of exploration of the studied groundworks. Were chosen the following variable to the deepening on these studies: specificities of the researches, teaching of geometry and the use of technologies. In the detailing of the survey were accounted fifteen (15) dissertations with seven (7) diferent methodological approaches. In the geometry groundwork were identified teaching strategies which approach seven (7) different geometric concepts. About the use of the digital Technologies were accounted eleven (11) softwares of dynamic geometry and three (3) internet tools. The results of these researches aims to identify the main geometry teaching strategy with the digital mediation of the technologies in basic education and the gaps wich there are in this area academic production.

Este estudo originou-se do interesse em investigar a sensibilidade do IRDI-Questionário, adaptação do instrumento IRDI, para detecção de sinais iniciais de TEA (Transtorno de espectro de autismo). O autismo ou TEA caracteriza-se por severos déficits na interação social recíproca, na comunicação e na atividade imaginativa, assim como por padrões repetitivos e limitados de interesses e de comportamentos. Nesse sentido, deve-se ressaltar a indefinição de sua etiologia, pois, se trata de um distúrbio complexo e heterogêneo com graus variados de severidade, resultado provável de uma combinação de fatores ambientais e genéticos. Soma-se à ausência de um marcador biológico a acentuada heterogeneidade das manifestações clínicas do transtorno, daí o conceito de espectro que lhe foi atribuído. Tais condições terão como consequências dificuldades no próprio processo diagnóstico. Isso significa que o diagnóstico do autismo e as condições associadas ainda estão baseados em observações de confluência de anormalidades comportamentais nos campos social, de comunicação, do jogo e da imaginação. É importante pensar que a heterogeneidade do quadro implica que os sintomas podem não se expressar do mesmo modo em todas as crianças, apesar de apresentarem certa regularidade que permite a construção de um diagnóstico. Além disso, algumas crianças vão apresentar sinais de risco desde os primeiros meses de vida e, outras, apresentarão sintomas mais tardios. Nesse contexto, os instrumentos de avaliação são importantes ferramentas de auxílio na avaliação clínica da criança com TEA, sendo que vários pesquisadores ressaltam a importância de se realizarem triagens de crianças de até três anos de idade a fim de propiciar o diagnóstico e a intervenção ainda nos primeiros meses de vida. Com o intuito de instrumentalizar a detecção de sinais iniciais de TEA, diversos pesquisadores têm formulado protocolos com foco em diferentes formas de expressão de tais sinais e os instrumentos especializados para fins de rastreamento/ triagem têm se mostrado eficientes na detecção de sinais iniciais de TEA, além disso, são de fácil e rápida aplicação. Esta pesquisa, portanto, se propôs a investigar a sensibilidade de um instrumento para sinais iniciais de TEA, sendo que, para a investigação, participaram 72 pais de crianças/crianças divididos em 2 (dois) grupos: grupo pesquisa-TEA (32 pais) e grupo controle-típico (40 pais). Para ambos os grupos, foram utilizados o IRDI-Questionário e a CARS-BR, os quais tiverem seus resultados comparados. Utilizou-se o teste de inteligência não verbal SON-R 2½-7 no grupo pesquisa-TEA para controlar a variável DI (deficiência intelectual). Os dados foram submetidos a tratamento estatístico e as análises estatísticas demonstraram que as médias descritas pelo IRDI-Questionário foram diferentes, sendo que os IRDI do grupo TEA (85,09) são, em média, menores que os IRDI do grupo típico (129,32). Os grupos juntos mostraram alta correlação negativa entre os valores do IRDI-Questionário e da CARS-BR. Para o estudo de sensibilidade foi realizada uma análise através da curva ROC, que definiu um ponto de corte do escore gerado pelo instrumento IRDI-Questionário. A sensibilidade do IRDI-Questionário para sinais iniciais de TEA foi de 96,9%, resultado este que também indicou que o instrumento pode ser interessante para um instrumento para o rastreamento da condição estudada. Além do estudo de sensibilidade, apresentou-se, ainda, um breve estudo sobre o conceito de Intersubjetividade e suas rupturas, assim como algumas pesquisas atuais a ele referentes, relacionando-o aos indicadores IRDI e ao TEA. O conceito de intersubjetividade tem sido investigado por vários campos de conhecimento. A Psicologia do desenvolvimento é um desses campos, sendo que diversos autores nos apresentam diferentes interpretações sobre o conceito. Neste trabalho, destacou-se a importância de apresentar o conceito, pois, este guarda uma estreita relação com o autismo / This study originated from the interest in investigating the sensitivity of the IRDI - Questionnaire, adaptation of the IRDI instrument to detect early signs of ASD (autism spectrum disorder). Autism or ASD is characterized by severe deficits in reciprocal social interaction, communication and imaginative activity, as well as repetitive and restricted patterns of interest and behavior. His early appearance, profile and chronicity of symptoms are strong arguments for a biological causality, however, not defined a biological indicator present in all cases. In this sense, it should be noted the vagueness of its etiology, because it is a complex and heterogeneous disorder with varying degrees of severity, likely the result of a combination of environmental and genetic factors. Added to the absence of a biomarker a marked heterogeneity of clinical manifestations of the disorder, hence the concept of spectrum allocated to it. Such conditions will have as consequences difficulties in itself diagnostic process. This means that the diagnosis of autism and associated conditions are still based on observations of confluence of behavioral abnormalities in the social, communication, play and imagination. It is important to think that the heterogeneity of the picture implies that the symptoms can not express themselves in the same way in all children, despite having certain regularity that allows the construction of a diagnosis. In addition, some children will show signs of risk in the first months of life, and others, will present the later symptoms. In this context, the assessment tools are important aid tools in the clinical evaluation of children with ASD, and several researchers emphasize the importance of conducting trials of children under three years of age in order to provide diagnosis and intervention still in first months of life. In order to manipulate the detection of initial signs of TEA, many researchers have made agreements with focus on different ways of expressing such signals and specialized tools for tracking / sorting have been shown to be effective in detecting early signs of TEA, moreover, they are quick and easy application. This research therefore aims to investigate the sensitivity of an instrument for early signs of ASD, and for research, participated 72 parents of children / children divided into two (2) groups: research - TEA group ( 32 parents ) and control group - typical (40 parents). For both groups, we used the IRDI - Questionnaire and the CARS-BR, which have their results compared. We used the non-verbal intelligence test SON- R 2½ -7 in the search -TEA group to control the variable DI (intellectual disability). The data were subjected to statistical analysis and statistical analyzes showed that the average described by IRDI - Questionnaire were different, and the IRDI TEA group (85.09) are on average smaller than the typical group IRDI (129, 32). Groups together showed high negative correlation between the values of the IRDI - Questionnaire and the CARS- BR. For the sensitivity study was carried out through an analysis of the ROC curve, it defined a cutoff score generated by IRDI - Questionnaire tool. The sensitivity of the IRDI - Questionnaire for early signs of ASD was 96.9 %, a result which also indicated that the instrument may be interesting to a tool for tracking the condition studied. In addition to the sensitivity analysis presented is also a brief study on the concept of Intersubjectivity and their breaks, as well as some current research relating thereto, relating it to IRDI indicators and TEA. The concept of intersubjectivity has been investigated by several fields of knowledge. Developmental Psychology is one of those fields, and several authors present us with different interpretations of the concept. In this work, we stressed the importance of presenting the concept, because this is closely related to autism

This information studies dissertation deals with the problem that results from research outside academia risk to receive little or no attention if communicated through reports, instead of in mainstream academic genres like research journal articles. The case in focus is Swedish development-led (DL) archaeology, i.e. state regulated archaeology preceding land development. Swedish DL archaeology is organized as a semi-regulated market. The organizations competing on the market are professional service organizations selling research services to land developers. Regional government departments, county administrative boards, function as intermediaries setting up procurement-like processes. In previous research on archaeological documentation, the problem with non-use of reports has been described as depending on cultural issues of access, possible to solve if individuals make efforts to communicate and use extra-academic results. This dissertation offers an alternative definition of the problem, highlighting a different set of solutions. The aim is to further the understanding of how the distribution of research duties to professional service organizations affects the scholarly documentation in Swedish archaeology. The aim is met through identification, operationalization and analysis of resources available to report writing DL archaeology practitioners, and an analysis of how practitioners draw on these resources. The results further the understanding of how reports are shaped within the DL archaeology institution. In view of these results, efforts to solve issues of access should target the organization of research in the archaeology discipline, and specifically how scholarly documentation is governed on the archaeology market. The dissertation draws on science and technology studies, practice theory, and document theory for the design of the study of documentation resources and contexts in extra-academic research. A mixed methods approach is applied to capture regulative, institutional, and infrastructural resources, and practitioners’ use thereof. Dissertation papers I-III contain analyses of concrete instantiations of the resources: information policy, documentation ideals, and information source use. The fourth paper presents an analysis of how practitioners draw on these resources in their everyday report writing. The dissertation concerns archaeology specifically, but serves as grounds to inquire into the premises for scholarly documentation in other areas of extra-academic research and knowledge-making as well. / Archaeological Information in the Digital Society (ARKDIS)

Many academic decision makers rely on quantified ranking measures to estimate the quality of journal publications. The aim of this study was to map journals in Information Systems (IS) with regard to their topic and their rank and determine whether there is a relationship between the scope of a journal and its rank. The study used content analysis, applying both qualitative and quantitative methods. The results of the analysis show the existence of relationships between the journal rank, the research area, and the type as well as significant differences in ranking on the three lists. The findings illustrate that ranking measures, as indicators for the quality of research published in a journal ought to be considered only in the context of a particular research area and scientific community.

This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka. Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation.

The persistence of socioeconomic outcomes across generations acts as a barrier to a society's ability to exploit its resources efficiently. In order to derive policy measures which aim at accelerating intergenerational mobility, we review the existent body of research on the causes, effects and the measurement of intergenerational mobility. We also present recent empirical works which study intergenerational mobility in Europe, around the Globe, and its relevance for economic growth. We recommend four policy measures to reduce the negative impacts of intergenerational persistence in economic outcomes: universal and high-quality child care and pre-school programs; later school tracking and increased access to vocational training to reduce skill mismatch and facilitate technological development; integration programs for migrants; and simultaneous investment in schooling and later social security programs. / Series: WWWforEurope

A expansão das vagas no ensino fundamental, a democratização e quase universalização do acesso a este nível escolar tiveram entre suas consequências o aumento das polêmicas sobre como proporcionar qualidade à educação pública. Uma das medidas constantemente mencionadas nas políticas públicas e na elaboração acadêmica vem sendo, desde então, maiores graus de autonomia. No entanto, o significado desta palavra assume conotações diversas ou divergentes conforme os contextos históricos e textuais em que ela é empregada. Isto implica dificuldades para a compreensão das soluções indicadas e sobretudo de como devem ser encaminhadas no que toca ao tema da autonomia. Se a organização do trabalho educacional abrange as indissociáveis dimensões técnica, política e pedagógica para representar uma mudança efetiva, as propostas de autonomia deveriam adquirir significações relativas às três. Esta pesquisa lida com a suposição de que, entre 1978 - 2002, no Brasil, as formulações acadêmicas sobre autonomia não trataram daquelas três dimensões de forma articulada e integrada. No quadro das preocupações com a mudança educacional, as polêmicas suscitadas em torno da noção de autonomia interessam na medida em que, sob os diversos sentidos assumidos por esta noção, encontram-se diferentes opiniões a respeito de como as reformas educacionais devem ser conduzidas e como as escolas e redes escolares devem ser geridas. Investigaram-se os principais temas em que a noção é utilizada, as principais divergências explicitadas sobre a adequação das propostas visando à construção ou ampliação da autonomia, as polêmicas suscitadas sobre o caráter ideológico de alguns usos da noção. Uma periodização foi traçada em função dos contextos do uso da noção de autonomia, procurando relacioná-los com a história recente do país e das políticas educacionais. Buscou-se uma reconstrução do quadro das discussões e elaborações especializadas envolvendo a noção. Para tanto, foi levantado um corpus documental de artigos de periódicos e textos acadêmicos e verificaram-se os contextos em que a noção de autonomia foi utilizada, assinalando as diferenças entre os sentidos que a palavra adquire em diferentes momentos, temas e correntes teóricas. As evidências levaram à conclusão de que não há elementos suficientes para afirmar ou negar a hipótese, uma vez que, em uma parcela representativa da produção brasileira no período, priorizam-se os aspectos políticos e técnico-administrativos da questão, não tocando o conteúdo das práticas escolares, mas há exceções. / The expansion of places in elementary education, democratization and almost universal access to this level of education had among its consequences the increase of the controversies about how to provide quality to the public education. One of the measures mentioned constantly in public policy and academic elaboration has been, since then, greater degrees of autonomy. However, the meaning of this word has various or diverging connotations according to the textual and historical contexts in which it is employed. This implies difficulties for the understanding of the solutions presented, and how they should be addressed regarding the issue of autonomy. If the organization of educational work covers the technical, political and pedagogical dimensions inseparably, to represent an effective change, proposals for autonomy should get on the three meanings. This research deals with the assumption that, between 1978 - 2002, in Brazil, the academic formulations on autonomy have not addressed these three dimensions in a coordinated and integrated view. In the context of concerns about educational change, the controversies raised on the notion of autonomy interest in that, under the various directions taken by this notion, there are different views about how educational reform should be conducted and how schools and school systems must be managed. We investigated the main issues on which the concept is used, the main differences explained about the suitability of proposals for the construction or expansion of autonomy, the controversy raised about the ideological nature of some uses of the concept. A timeline was drawn according to the contexts of use of the notion of autonomy, trying to relate them to the country\'s recent history and educational policies, seeking a reconstruction of part of the discussions and specialized elaborations involving the notion. To that end, we raised a corpus of documentary academic articles, and checked the contexts in which they used the concept of autonomy, noting the differences between the meanings that the word acquired at different times, themes and theoretical perspectives. The evidence led to the conclusion that there is no sufficient evidence to affirm or deny the hypothesis, since in a representative portion of the Brazilian production in the period, priority is given to the political and technical-administrative issue, not touching the contents of school practices, even though there are exceptions.

É fato que o livro mudou a forma de organização e transmissão do pensamento e conhecimento ao longo dos séculos, como também é de saber notório que, desde o surgimento da imprensa, seus modos de feitura e circulação se alteraram consideravelmente, passando a interferir na produção artística e intelectual dos escritores. Tomando o livro como objeto central, este trabalho pretende refletir sobre como a composição editorial carrega sentidos anteriores à própria compreensão e leitura do texto; sentidos evidenciados pelos elementos paratextuais que compõem a edição, tais como capa, nome do livro, autoria da obra, release e textos complementares. Para tanto, partiu-se do contexto de recepção da literatura brasileira na Argentina nos anos 2000, no qual se observou o surgimento da coleção Vereda Brasil (Ediciones Corregidor), publicada em uma editora privada cujo contexto de fundação associa-se ao trabalho docente empreendido por Florencia Garramuño e Gonzalo Aguilar na cátedra de Literatura Brasileira e Portuguesa da Universidad de Buenos Aires. A partir da análise dos paratextos dos dois primeiros exemplares que compunham a referida coleção, uma seleta de textos de Oswald de Andrade intitulada Escritos antropófagos e o romance de Graciliano Ramos, Vidas secas, nota-se que tais construções textuais evidenciam tanto o contexto fundacional da coleção, vinculado à cátedra de dita universidade, quanto as premissas do mercado editorial independente argentino, como a segmentação do público e as restrições econômicas para a publicação do livro, aspectos que fazem com que este projeto editorial seja caracterizado pela intersecção entre o mercado editorial e a pesquisa acadêmica. / It is a fact that the book has changed the manners of organization and transmission of thought and knowledge through the last centuries, just as it is well known that, ever since the emergence of press, the means of making and making circulate books have altered considerably, starting to interfere writers artistic and intellectual production. Taking the book as a central object, this work intends to think about how the editorial composition carries older senses than the understanding and reading of a text themselves; aspects highlighted by the para-textual elements which are a part of the edition process, such as cover, title, authorship, release and complementary texts. Therefore, the departure of this Dissertation takes place on the paradigm of Brazilian Literature\'s reception in Argentina during the 2000s, from when comes out the collection Vereda Brasil (Ediciones Corregidor), released by a private publishing house whose founding context is associated with Florencia Garramuño and Gonzalo Aguilar\'s teaching posts on the Brazilian and Portuguese Literature area at Universidad de Buenos Aires. Based on an analysis of the para-texts found in its first two copies, a select of Oswald de Andrade\'s works named Escritos antropófagos and Graciliano Ramos\'s novel Vidas secas, it is possible to verify that such textual constructions evidence not only the foundation circumstances of the referred collection, bounded to that University\'s teaching posts, but also the premises of Argentinian\'s independent publishing market, without mentioning its public\'s segmentation and economic restrictions when it comes to the production process of a book characteristics responsible for making it a publishing project distinguished by the intersection of publishing market and academic research.