Thesis (MSocialWork)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This research investigates the utilisation of group supervision in the practice education with undergraduate social work students. Supervision is an component in practice education, as it is the process whereby students are guided and prepared for beginner practice in social work. The practice educator is responsible to plan and organise the students' work, provide leadership in the group supervision sessions and evaluate the work performance of students as set out in the practice education programme. The practice educators grant students the opportunity to learn to integrate theory and practice in social work. The learning needs of the students are assessed and compiled within an educational assessment. These learning needs become the points for discussion for the content of the educational programme. The educational programme is presented in the supervision sessions. Literature strongly supports the utilisation of group supervision in addition to individual supervision. It is necessary that the practice educator determine the individual learning needs of the group of students. The mutual learning needs of the students are addressed within the group supervision sessions, once the learning needs of the group are determined. Group supervision is not utilised in isolation as the practice educator may have to consolidate the knowledge, skills and attitudes of students gained in the individual supervision sessions. The empirical study involved the use of qualitative and quantitative methods in order to explore the theoretical part of the research. The sample consisted of sixteen practice educators (N=16) who are presently supervising undergraduate students at the Department of Social Work at the University of Stellenbosch. This section can be divided into four sections: the nature of the training of practice educators, the knowledge, skills and attitudes of practice educators with regard to the supervision functions of group supervision, the process in group supervision and the general experiences of practice educators when utilising group supervision in practice education. The findings and responsesof the practice educators were analysed and compared with the findings from previous research undertaken by various authors. The study found that although practice educators have a minimum of training in group supervision, they have positive experiences of group supervision. The important aspects of group supervision: the planning phase, the beginning phase and the ending phase in the processof group supervision are dutifully practiced by practice educators. The utilisation of group supervision links effectively with the education system of outcomes based learning and teaching which has been adopted by the Department of Education in Higher Education. The findings of this study can be utilised to apply group supervision to a greater extent in the practice education with undergraduate social work students. / AFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek die gebruik van groepsupervisie in die praktykonderrig van voorgraadse studente in Maatskaplike Werk. Supervisie is 'n komponent van praktykonderrig waarlangs die studente deur die praktykopleier gelei word tot beginnerspraktyk. Die praktykopleier is verantwoordelik vir die beplanning en organisering van studente se werk; moet die leierskap voorsien in die groepsupervisie sessies en moet ook die studente se werkverrigting evalueer soos saamgestel in die onderrigprogram. Die praktykopleier stel studente instaat om teorie en praktyk in Maatskaplike Werk te integreer. Die leerbehoeftes van die studente word gesamentlik bepaal deur die studente en die praktykopleier en word binne die onderrigevaluering uiteengesit. Die leerbehoeftes van die studente is die punte vir bespreking van die onderrigprogram. Die onderrigprogram word aangebied in die supervisiesessies. Literatuur ondersteun die gebruik van groepsupervisie gesamentlik met individuele supervisie. Die praktykopleier bepaal die individuele leerbehoeftes van die studente in individuele supervisie. Die ooreenstemmende leerbehoeftes van die studente word in die groepsupervisie sessies aangespreek, nadat die leerbehoeftes van die groep vasgestel is. Groepsupervisie word nie in isolasie aangebied nie, aangesien die praktykopleier die leemtes ten opsigte van kennis, vaardighede en houdings in die individuele supervisie sessies assesseer. Die leerbehoeftes word in die groepsupervisie sessies aangespreek. Die teoretiese doel van die navorsingsverslag word uitgebrei in die empiriese ondersoek deur middel van die voltooiing van 'n vraelys. Die steekproef het bestaan uit praktykopleiers (N=16) wat tydens 2001 voorgraadse studente van die Departement Maatskaplike Werk van die Universiteit van Stellenbosch geakkommodeer het vir praktykonderrig. Die empiriese studie word in vier afdelings bespreek: die aard van opleiding in groepsupervisie van praktykopleiers: die kennis, vaardighede en houding van praktykopleiers met betrekking tot die supervisiefunksies van groepsupervisie; die uitvoering van die proses in groepsupervisie en die algemene ervaringe van praktykopleiers wanneer hulle groepsupervisie in praktykonderrig toepas. Die bevindinge en response van die praktykopleiers is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die studie het bevind dat praktykopleiers groepsupervisie positief ervaar, ten spyte van 'n minimum opleiding in groepsupervisie. Die belangrike aspekte van die beplannings-, begin- en die eindfases in groepsupervisie, word baie deeglik deur die praktykopleiers aangewend in groepsupervisie. Die benutting van groepsupervisie in die praktykonderrig van voorgraadse studente ondersteun die onderrigsisteem van Uitkomsgebaseerde onderrig en leer wat deur die Departement van Onderwys in Hoër Onderwys aanvaar is. Die bevindinge van die studie kan gebruik word om groepsupervisie meer effektief in die praktykonderrig van voorgraadse studente in Maatskaplike Werk te benut.

Acompanha: Plágio: não copie essa ideia / O presente estudo teve como objetivo verificar se as instituições de ensino superior (IES) desenvolvem políticas e ações para combater o plágio nos trabalhos acadêmicos, permitindo a criação de publicações relevantes. Para isso, definiu-se a seguinte hipótese básica: As políticas adotadas no combate ao plágio e as ações desenvolvidas pelas IES não o eliminam, contudo, gerando publicações pouco relevantes e com reduzido índice de citações. Como variáveis dependentes da hipótese básica, tem-se: publicações relevantes e quantidade de citações. As variáveis independentes da hipótese básica envolvem as políticas e as ações institucionais. Em se tratando dos objetivos, o estudo realizou uma pesquisa exploratória, efetuando uma análise predominantemente qualitativa do problema. Com relação aos procedimentos técnicos, adotou-se um levantamento, no qual o corpus documental foi constituído de 330 documentos (dissertações e teses) apresentados, no período de 2010 a 2012, junto aos cursos de Pós-Graduação (Mestrado, Mestrado Profissional e Doutorado) na área de Ensino, ofertados em 45 instituições de ensino superior. A coleta de dados foi efetuada utilizando a ferramenta de busca Google, sendo analisados 50 trechos (compostos de sentenças de até seis palavras), retirados das seções: introdução - cinco trechos; referencial teórico - 30 trechos; metodologia - cinco trechos; e, resultados e discussão - 10 trechos. A análise dos dados foi efetuada por meio de estatística descritiva. Constatou-se que a hipótese básica foi confirmada, pois as ações institucionais implementadas não eliminam os problemas decorrentes de plágio, em virtude da proporção de plágio obtido (1.942 trechos com plágio - acima de 11,0% dos trechos analisados). Adicionalmente, a divulgação dos resultados de algumas pesquisas foi realizada em periódicos sem indexação no Qualis da Capes (33,1%). Confirma-se que, apesar das recomendações encaminhadas pela Capes em 2011, poucas medidas foram implementadas nas IES para combater o plágio acadêmico. Conclui-se que, se as IES implementassem normativos internos e, periodicamente, orientassem a comunidade, efetuassem uma análise mais rigorosa dos documentos encaminhados, penalizassem severamente os responsáveis e intensificassem ações e medidas para o combate sistemático da desonestidade científica, o volume de plágio seria mitigado. / This study aimed at verifying whether Higher Education Institutions (IES, Brazilian Portuguese abbreviation) develop policies and actions to prevent plagiarism in academic works enabling the creation of relevant publications. To achieve such aim, the following basic hypothesis was defined: Policies adopted to prevent plagiarism and actions developed by IES do not eliminate it, therefore, generate publications of little relevance and reduced reference indicators. The variables dependent on the basic hypothesis were relevant publications and number of appearance in references. The basic hypothesis independent variables involved policies and institutional actions. Regarding the objectives, the study was developed as exploratory research, carrying out a predominantly qualitative analysis of the problem. In relation to technical procedures, a survey was carried out, in which the corpus comprised 330 documents (dissertations and thesis) presented from 2010 to 2012, from the Graduate Courses (Masters, Professional Masters and PhD programs) in the teaching area offered by 45 higher education institutions. Data was collected using the Google search tool, and 50 excerpts were analyzed (containing sentences of up to six words) from the sections: introduction, five excerpts; theoretical background, 30 excerpts; methodology, 5 excerpts; and results and discussion, 10 excerpts. The data was analyzed by employing descriptive statistics. The basic hypothesis was confirmed, since the institutional actions implemented did not eliminate the problems resulting from plagiarism as confirmed by the proportion of plagiarism found (1,924 excerpts with plagiarism – over 11.0% of the excerpts analyzed). In addition, the report of some research results was published in journals which are not indexed in the Qualis system by Capes (33.1%). Despite recommendations made by Capes in 2011, very few measures were implemented by the IES to prevent academic plagiarism. The results led to the conclusion that the IES should implement internal norms and instruct the community periodically. They should also carry out a stricter analysis of the documents sent, punishing severely those responsible for plagiarism and intensifying actions and measures to systematically fight scientific dishonesty. Such measures might mitigate the plagiarism volume.

Capes / Integrando a política do Programa de Integração da Educação Profissional à Educação Básica na Modalidade de Jovens e Adultos – PROEJA, a SETEC/MEC inicia em junho de 2006 o fomento à formação docente por meio de Cursos de Especialização em PROEJA. Esta tese analisa a oferta e os resultados das três primeiras edições do referido curso ofertado na Região Sul do Brasil, na percepção de cursistas. O objetivo da investigação foi verificar como a organização curricular do curso de especialização possibilitou aos docentes cursistas apropriarem-se das concepções, dos conceitos e princípios do PROEJA, tais como: concepção de formação inicial e continuada; concepção de integração e trabalho como princípio educativo; e conceito de professor pesquisador. Analisou-se a política em seu aspecto contraditório pela hipótese de que se, por um lado, houve a certificação de um expressivo número de professores especialistas em PROEJA, por outro, este curso não rompeu com a prática de formação pragmática, pontual, precária, frágil e superficial que historicamente caracterizou a formação de professores para atuar na EJA e na EPT no Brasil. Para compreender a política de formação docente do PROEJA, fez-se o estudo do Documento Base e da Proposta de Curso de Especialização, ambos da SETEC/MEC. Para o estudo da oferta dos cursos de Especialização PROEJA foram analisados os Editais de Abertura de Turmas, os Projetos Pedagógicos dos Cursos e os Relatórios Circunstanciados dos três Unidades-Polo. Para o estudo dos resultados, foram entrevistados dois profissionais docentes cursistas de cada uma das dezenove cidades campi que ofertaram tal formação no sul do Brasil. A análise dos dados evidenciou que a formação docente em tela foi pragmática e instrumental, pela vinculação a outro programa educacional específico; foi pontual pela sua oferta descontínua; foi uma oferta precária pela extensão de carga horária, sobrecarga e intensificação da jornada do trabalho aos docentes, e pelo seu processo de seleção em que prevaleceram os critérios de seleção excludentes; foi superficial pela importância marginal dada ao Documento Base do PROEJA; foi frágil pela desarmonia entre unidades curriculares, ementas, eixos, objetivos e princípios nos PPP dos cursos, pela falta de conexão entre a teoria e a prática no curso, e pela fragmentação dos conteúdos programáticos dos eixos curriculares que descaracterizou a proposta e determinou uma formação superficial sobre os conceitos e concepções do PROEJA, comprometendo os resultados desta formação. Neste sentido, confirmamos a hipótese da pesquisa. Contraditoriamente, a formação teve o mérito de aproximar docentes de duas modalidades da educação básica marcadas historicamente por lacunas e precariedade de formação inicial específica; a produção de monografias contribuiu com o avanço da área; possibilitou ampliar a compreensão dos docentes cursistas sobre o público da EJA/PROEJA; e impulsionou a continuidade de estudos de muitos docentes, em Mestrado e Doutorado. / Integrating the policy of the Integration Program of Professional education and basic education for Adult and Young People – PROEJA, in June 2006 SETEC/MEC started to promote Teacher education through Specialization Courses for PROEJA teachers. This thesis analyzes the offer and the results of the first three editions of this course offered in southern Brazil at the perception of course participants. The research’s goal was to verify how the curriculum’s organization of the specialization course allowed the docent participants to assimilate ideas, concepts and principles of PROEJA, such as: comprehension of initial and continuing formation; comprehension of integration and work as an educational principle; the concept of researcher teacher. The policy was analyzed in its contradictory aspect by the hypothesis that if, on one hand there was the certification of a large number of PROEJA’s specialist teachers, on the other hand, this course did not break with the practice of a pragmatic, occasional, precarious, fragile and superficial formation that historically characterized the teachers’ formation to act on the education for Adult and Young people and on EPT in Brazil. To understand the policy of PROEJA’s teacher formation, the Base Document and the PROEJA’s Specialization Course Proposal were analyzed, both developed by SETEC/MEC. To study the offer of PROEJA’s specialization courses, were analyzed the Opening Classes Edicts, the Courses’ Pedagogical Projects, and the three poles Detailed Reports. For the analysis of the study’s results, were interviewed two professional coursing teachers participants from each of the nineteen cities/campi who offered such training in southern Brazil. The data analysis showed that the teacher formation was pragmatic and instrumental, because of its binding to another specific educational program; it was occasional because of its discontinuous offer; it was an precarious offer due its load extension, overload and work journey intensification for the teachers; and due its selection process in which prevailed the exclusionary selection criteria; it was superficial due the marginal importance given by the PROEJA’s Base Document; it was fragile because of the inconsistency among curricular units, axes, goals and principles in PPP courses, due the lack of connection between theory and practice in the course, and due the fragmentation of the programmatic contents of the curricular axes, which misread the proposal and determined a superficial formation about the concepts and conceptions of PROEJA, compromising the results of this formation. On this way, we confirmed the hypothesis of the research. Contradictorily, the formation had the merit of bringing together teachers from two modalities of basic education, historically marked by gaps and precariousness of initial specific formation; the production of monographies contributed to the improvement of the subject; it allowed to enlarge the coursing teacher’s understanding about the public of EJA/PROEJA; and boosted the ulterior formation with the continuity of studies of many teachers in Master’s and Doctoral Programs.

Capes / O presente estudo teve como objetivo investigar a configuração das redes de colaboração científica dos Programas de Pós-Graduação em Educação localizados no Sudeste do Brasil. Utilizou-se de duas metodologias, a Análise de Redes Sociais e a Bibliometria. A produção científica foi coletada na Plataforma Lattes oriunda dos currículos de docentes de credenciados em 15 programas de pós-graduação considerando dados das duas últimas avaliações da Capes (triênios 2007-9 e 2010-2). Os registros bibliográficos de 4.826 artigos foram extraídos através do software ScriptLattes. Os softwares Vantage Point® e UCINET foram usados para sistematização e análise dos resultados. Constatou que a área publicou em média 60% dos artigos em colaboração e há uma diminuição (5%) nos artigos com autores individuais. Há uma distribuição uniforme dos artigos entre os estratos Qualis, com variação entre 10% e 15%. De acordo com o Qualis da área, 14% dos artigos não somam pontuação para o programa. Existe uma diversidade no perfil de colaboração dos programas, alguns possuem mais de 70% da sua produção em colaboração, e outros com no máximo 40%. Os protagonistas na colaboração científica são os programas nível 6 (UFSCar-EE) e nível 5 (UFSCar). Os de nível 7 e maioria do nível 6 não aparecem com destaque. Não há uma maior aproximação entre os docentes dos programas para publicação, por terem maior nível. Quanto maior a média de artigos por programa, maior a possibilidade de publicação conjunta. Áreas específicas da educação com outras áreas de conhecimento (psicologia, saúde, biologia, etc.), impactam a forma da produção científica. / The present study has the objective to investigate the network conformation of scientific collaboration's postdegree program in Sducation located in Brazil's Southwest. Use it in two methodologies, the social media analysis and the bibliometry. The scientific production was collected in lattes plataform deriving from curriculum of accredited teachers in 15 postdegree programs. Considering datas by two last tests of Capes (triennia 2007-9 2010-2). The bibliographic records was extracted between scriptlattes software. The Vantage Point® software and UCINET was used to systematization and analysis of the results. Found that the area published on average 60% of articles in collaboration and there is a decrease (5%) in articles with authors individual. there is a uniform distribution of articles between the strata Qualis, ranging from 10% to 15%. according to the Qualis area, 14% of articles not total score for the program. there is a diversity in the profile of collaboration of the programs, some have more than 70% of its production in collaboration, and others with a maximum of 40%. the protagonists in collaboration scientific are programs level 6 (ufscar-and and) and level 5 (ufscar). the level 7 and most of the level 6 do not appear prominently. there are no greater approach between teachers of the programs for publication, for having higher level. the higher the average articles by program, the greater the possibility of publication joint. specific areas of education with other areas of knowledge (psychology, health, biology, etc.), impact the shape of the scientific production.

Acompanha: Plágio: não copie essa ideia / O presente estudo teve como objetivo verificar se as instituições de ensino superior (IES) desenvolvem políticas e ações para combater o plágio nos trabalhos acadêmicos, permitindo a criação de publicações relevantes. Para isso, definiu-se a seguinte hipótese básica: As políticas adotadas no combate ao plágio e as ações desenvolvidas pelas IES não o eliminam, contudo, gerando publicações pouco relevantes e com reduzido índice de citações. Como variáveis dependentes da hipótese básica, tem-se: publicações relevantes e quantidade de citações. As variáveis independentes da hipótese básica envolvem as políticas e as ações institucionais. Em se tratando dos objetivos, o estudo realizou uma pesquisa exploratória, efetuando uma análise predominantemente qualitativa do problema. Com relação aos procedimentos técnicos, adotou-se um levantamento, no qual o corpus documental foi constituído de 330 documentos (dissertações e teses) apresentados, no período de 2010 a 2012, junto aos cursos de Pós-Graduação (Mestrado, Mestrado Profissional e Doutorado) na área de Ensino, ofertados em 45 instituições de ensino superior. A coleta de dados foi efetuada utilizando a ferramenta de busca Google, sendo analisados 50 trechos (compostos de sentenças de até seis palavras), retirados das seções: introdução - cinco trechos; referencial teórico - 30 trechos; metodologia - cinco trechos; e, resultados e discussão - 10 trechos. A análise dos dados foi efetuada por meio de estatística descritiva. Constatou-se que a hipótese básica foi confirmada, pois as ações institucionais implementadas não eliminam os problemas decorrentes de plágio, em virtude da proporção de plágio obtido (1.942 trechos com plágio - acima de 11,0% dos trechos analisados). Adicionalmente, a divulgação dos resultados de algumas pesquisas foi realizada em periódicos sem indexação no Qualis da Capes (33,1%). Confirma-se que, apesar das recomendações encaminhadas pela Capes em 2011, poucas medidas foram implementadas nas IES para combater o plágio acadêmico. Conclui-se que, se as IES implementassem normativos internos e, periodicamente, orientassem a comunidade, efetuassem uma análise mais rigorosa dos documentos encaminhados, penalizassem severamente os responsáveis e intensificassem ações e medidas para o combate sistemático da desonestidade científica, o volume de plágio seria mitigado. / This study aimed at verifying whether Higher Education Institutions (IES, Brazilian Portuguese abbreviation) develop policies and actions to prevent plagiarism in academic works enabling the creation of relevant publications. To achieve such aim, the following basic hypothesis was defined: Policies adopted to prevent plagiarism and actions developed by IES do not eliminate it, therefore, generate publications of little relevance and reduced reference indicators. The variables dependent on the basic hypothesis were relevant publications and number of appearance in references. The basic hypothesis independent variables involved policies and institutional actions. Regarding the objectives, the study was developed as exploratory research, carrying out a predominantly qualitative analysis of the problem. In relation to technical procedures, a survey was carried out, in which the corpus comprised 330 documents (dissertations and thesis) presented from 2010 to 2012, from the Graduate Courses (Masters, Professional Masters and PhD programs) in the teaching area offered by 45 higher education institutions. Data was collected using the Google search tool, and 50 excerpts were analyzed (containing sentences of up to six words) from the sections: introduction, five excerpts; theoretical background, 30 excerpts; methodology, 5 excerpts; and results and discussion, 10 excerpts. The data was analyzed by employing descriptive statistics. The basic hypothesis was confirmed, since the institutional actions implemented did not eliminate the problems resulting from plagiarism as confirmed by the proportion of plagiarism found (1,924 excerpts with plagiarism – over 11.0% of the excerpts analyzed). In addition, the report of some research results was published in journals which are not indexed in the Qualis system by Capes (33.1%). Despite recommendations made by Capes in 2011, very few measures were implemented by the IES to prevent academic plagiarism. The results led to the conclusion that the IES should implement internal norms and instruct the community periodically. They should also carry out a stricter analysis of the documents sent, punishing severely those responsible for plagiarism and intensifying actions and measures to systematically fight scientific dishonesty. Such measures might mitigate the plagiarism volume.

Capes / Integrando a política do Programa de Integração da Educação Profissional à Educação Básica na Modalidade de Jovens e Adultos – PROEJA, a SETEC/MEC inicia em junho de 2006 o fomento à formação docente por meio de Cursos de Especialização em PROEJA. Esta tese analisa a oferta e os resultados das três primeiras edições do referido curso ofertado na Região Sul do Brasil, na percepção de cursistas. O objetivo da investigação foi verificar como a organização curricular do curso de especialização possibilitou aos docentes cursistas apropriarem-se das concepções, dos conceitos e princípios do PROEJA, tais como: concepção de formação inicial e continuada; concepção de integração e trabalho como princípio educativo; e conceito de professor pesquisador. Analisou-se a política em seu aspecto contraditório pela hipótese de que se, por um lado, houve a certificação de um expressivo número de professores especialistas em PROEJA, por outro, este curso não rompeu com a prática de formação pragmática, pontual, precária, frágil e superficial que historicamente caracterizou a formação de professores para atuar na EJA e na EPT no Brasil. Para compreender a política de formação docente do PROEJA, fez-se o estudo do Documento Base e da Proposta de Curso de Especialização, ambos da SETEC/MEC. Para o estudo da oferta dos cursos de Especialização PROEJA foram analisados os Editais de Abertura de Turmas, os Projetos Pedagógicos dos Cursos e os Relatórios Circunstanciados dos três Unidades-Polo. Para o estudo dos resultados, foram entrevistados dois profissionais docentes cursistas de cada uma das dezenove cidades campi que ofertaram tal formação no sul do Brasil. A análise dos dados evidenciou que a formação docente em tela foi pragmática e instrumental, pela vinculação a outro programa educacional específico; foi pontual pela sua oferta descontínua; foi uma oferta precária pela extensão de carga horária, sobrecarga e intensificação da jornada do trabalho aos docentes, e pelo seu processo de seleção em que prevaleceram os critérios de seleção excludentes; foi superficial pela importância marginal dada ao Documento Base do PROEJA; foi frágil pela desarmonia entre unidades curriculares, ementas, eixos, objetivos e princípios nos PPP dos cursos, pela falta de conexão entre a teoria e a prática no curso, e pela fragmentação dos conteúdos programáticos dos eixos curriculares que descaracterizou a proposta e determinou uma formação superficial sobre os conceitos e concepções do PROEJA, comprometendo os resultados desta formação. Neste sentido, confirmamos a hipótese da pesquisa. Contraditoriamente, a formação teve o mérito de aproximar docentes de duas modalidades da educação básica marcadas historicamente por lacunas e precariedade de formação inicial específica; a produção de monografias contribuiu com o avanço da área; possibilitou ampliar a compreensão dos docentes cursistas sobre o público da EJA/PROEJA; e impulsionou a continuidade de estudos de muitos docentes, em Mestrado e Doutorado. / Integrating the policy of the Integration Program of Professional education and basic education for Adult and Young People – PROEJA, in June 2006 SETEC/MEC started to promote Teacher education through Specialization Courses for PROEJA teachers. This thesis analyzes the offer and the results of the first three editions of this course offered in southern Brazil at the perception of course participants. The research’s goal was to verify how the curriculum’s organization of the specialization course allowed the docent participants to assimilate ideas, concepts and principles of PROEJA, such as: comprehension of initial and continuing formation; comprehension of integration and work as an educational principle; the concept of researcher teacher. The policy was analyzed in its contradictory aspect by the hypothesis that if, on one hand there was the certification of a large number of PROEJA’s specialist teachers, on the other hand, this course did not break with the practice of a pragmatic, occasional, precarious, fragile and superficial formation that historically characterized the teachers’ formation to act on the education for Adult and Young people and on EPT in Brazil. To understand the policy of PROEJA’s teacher formation, the Base Document and the PROEJA’s Specialization Course Proposal were analyzed, both developed by SETEC/MEC. To study the offer of PROEJA’s specialization courses, were analyzed the Opening Classes Edicts, the Courses’ Pedagogical Projects, and the three poles Detailed Reports. For the analysis of the study’s results, were interviewed two professional coursing teachers participants from each of the nineteen cities/campi who offered such training in southern Brazil. The data analysis showed that the teacher formation was pragmatic and instrumental, because of its binding to another specific educational program; it was occasional because of its discontinuous offer; it was an precarious offer due its load extension, overload and work journey intensification for the teachers; and due its selection process in which prevailed the exclusionary selection criteria; it was superficial due the marginal importance given by the PROEJA’s Base Document; it was fragile because of the inconsistency among curricular units, axes, goals and principles in PPP courses, due the lack of connection between theory and practice in the course, and due the fragmentation of the programmatic contents of the curricular axes, which misread the proposal and determined a superficial formation about the concepts and conceptions of PROEJA, compromising the results of this formation. On this way, we confirmed the hypothesis of the research. Contradictorily, the formation had the merit of bringing together teachers from two modalities of basic education, historically marked by gaps and precariousness of initial specific formation; the production of monographies contributed to the improvement of the subject; it allowed to enlarge the coursing teacher’s understanding about the public of EJA/PROEJA; and boosted the ulterior formation with the continuity of studies of many teachers in Master’s and Doctoral Programs.

Capes / O presente estudo teve como objetivo investigar a configuração das redes de colaboração científica dos Programas de Pós-Graduação em Educação localizados no Sudeste do Brasil. Utilizou-se de duas metodologias, a Análise de Redes Sociais e a Bibliometria. A produção científica foi coletada na Plataforma Lattes oriunda dos currículos de docentes de credenciados em 15 programas de pós-graduação considerando dados das duas últimas avaliações da Capes (triênios 2007-9 e 2010-2). Os registros bibliográficos de 4.826 artigos foram extraídos através do software ScriptLattes. Os softwares Vantage Point® e UCINET foram usados para sistematização e análise dos resultados. Constatou que a área publicou em média 60% dos artigos em colaboração e há uma diminuição (5%) nos artigos com autores individuais. Há uma distribuição uniforme dos artigos entre os estratos Qualis, com variação entre 10% e 15%. De acordo com o Qualis da área, 14% dos artigos não somam pontuação para o programa. Existe uma diversidade no perfil de colaboração dos programas, alguns possuem mais de 70% da sua produção em colaboração, e outros com no máximo 40%. Os protagonistas na colaboração científica são os programas nível 6 (UFSCar-EE) e nível 5 (UFSCar). Os de nível 7 e maioria do nível 6 não aparecem com destaque. Não há uma maior aproximação entre os docentes dos programas para publicação, por terem maior nível. Quanto maior a média de artigos por programa, maior a possibilidade de publicação conjunta. Áreas específicas da educação com outras áreas de conhecimento (psicologia, saúde, biologia, etc.), impactam a forma da produção científica. / The present study has the objective to investigate the network conformation of scientific collaboration's postdegree program in Sducation located in Brazil's Southwest. Use it in two methodologies, the social media analysis and the bibliometry. The scientific production was collected in lattes plataform deriving from curriculum of accredited teachers in 15 postdegree programs. Considering datas by two last tests of Capes (triennia 2007-9 2010-2). The bibliographic records was extracted between scriptlattes software. The Vantage Point® software and UCINET was used to systematization and analysis of the results. Found that the area published on average 60% of articles in collaboration and there is a decrease (5%) in articles with authors individual. there is a uniform distribution of articles between the strata Qualis, ranging from 10% to 15%. according to the Qualis area, 14% of articles not total score for the program. there is a diversity in the profile of collaboration of the programs, some have more than 70% of its production in collaboration, and others with a maximum of 40%. the protagonists in collaboration scientific are programs level 6 (ufscar-and and) and level 5 (ufscar). the level 7 and most of the level 6 do not appear prominently. there are no greater approach between teachers of the programs for publication, for having higher level. the higher the average articles by program, the greater the possibility of publication joint. specific areas of education with other areas of knowledge (psychology, health, biology, etc.), impact the shape of the scientific production.

This study describes the experiences of doctoral students in education at Historically Black Colleges and Universities (HBCUs). The study focused only on the 14 HBCUs that offer doctoral degrees in education. Twelve of the 14 eligible institutions agreed to participate in the study. A total of 47 doctoral students who were in their third year of study or close to completion participated in the study. These doctoral students completed a survey that was utilized in a national study of doctoral students at predominately white institutions and Ivy League institutions conducted by Golde and Dore in 2001. The purpose of this study was to determine if doctoral students in education at HBCUs are receiving a quality education and if they are being adequately prepared for their careers. This study offers 368 findings from which the doctoral experience in education at HBCUs can be comprehensively evaluated. It was determined that doctoral students in education at HBCUs do receive a quality education and are being effectively prepared for their careers.

Students of accredited social work programs are expected to demonstrate ten core competencies, including the ability to "engage in policy practice to advance social and economic well-being and to deliver effective social work services" (Council on Social Work Education, 2008). Despite this expectation, almost half of licensed social workers surveyed disagreed with the notion that they were adequately prepared for political engagement by their social work education (Ritter, 2007). Because social welfare policy courses are the primary curricular means for preparing generalist social workers for political advocacy, this study explores how undergraduate students respond to social welfare policy instructors' efforts to prepare them for political engagement. Quantitative and qualitative data from social work students in two distinct social welfare policy courses support the idea that participation in such a course can contribute to an increase in political interest and internal political efficacy. Based on surveys (n=31), focus groups (n=28), and interviews (n=11) with students, a model for social welfare policy instruction is proposed, which includes 11 recommended teaching methods and 7 key aspects of the students' learning experience. By listening to the voices and experiences of social work students, this study begins to fill a gap in the social work education and policy practice literature. The final conclusions of the study help clarify for social work educators methodologies by which they can more effectively support students in the development of political interest, internal political efficacy, and ultimately policy practice.

The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.