Many developing countries do not have in place high quality science education postgraduate programs; consequently, teachers from these countries are enrolling in programs in developed countries such as Australia, the United Kingdom and the United States. A number of authors have raised concerns that these programs are not responsive to the professional development needs of developing country teachers, suggesting that participants remain unaffected by their overseas experiences. There are similar concerns about teachers from developed countries also being unable to implement new ideas for teaching in their classrooms. This may be due to a number of reasons including feelings of powerlessness in overly prescriptive programs, high demands on teachers' time, a lack of resources, and a general lack of encouragement. These issues raise a number of questions about the nature of teacher professional development and in particular about appropriate ways to implement these programs.In response to these concerns, this thesis examines the responsiveness of a science education postgraduate program conducted in Australia to the needs of local and developing country participants and the influences of differences between Australian and developing country science teachers in terms of their professional, personal and social development. The assumption being that programs in developed countries are largely orientated towards the needs of home-country students. The conceptual framework for the thesis is a recent approach to science teacher professional development that provides a holistic perspective on science teacher professional development, focusing not only on individual teachers but also on the educational environment in which they operate. This perspective acknowledges the complexities of school environments and considers teachers' beliefs and feelings.The research focuses on ++ / participants from Australian and Indonesian who have completed a science education postgraduate program in Western Australia at the Science and Mathematics Education Centre (SMEC) located at Curtin University of Technology in Western Australia. These two groups were chosen because between 1988 and 1995 they were the predominant nationalities participating in SMEC programs. The research methodology and use of quantitative and qualitative research instruments was in keeping with the holistic conceptual framework adopted for the study and follows recent trends in teacher professional development research which have seen a broadening of research methodologies. The instruments used included a postal questionnaire, classroom observation schedule and structured interviews.The research findings indicated that the Indonesians have different needs to their Australian counterparts in terms of their professional, personal and social development. These differences included the Indonesians' strong beliefs in and use of didactic and formal teaching methodologies, limitations in Indonesian classrooms on the introduction of new teaching activities, a more centralised and formal education system in Indonesia in contrast to the increasing autonomy seen in Australia, and a more flexible teacher professional development approach in Australia focussing on personal development, as opposed to the curriculum and assessment focus seen in Indonesia. In addition, there are vast differences between the Indonesian and Australian education systems and these differences were seen to reinforce many of the different beliefs and practices between the Indonesian and Australian participants.The study suggests that the Australian participants are able to implement teaching approaches and theoretical frameworks included in their postgraduate studies at SMEC; however, the conclusions highlight the ++ / limitations of expecting that this can occur for developing country participants. In examining approaches in overcoming these limitations, it was concluded that a range of minor interventions or modifications to program design and content would be insufficient and a number of key indicators were identified that point to the responsiveness of programs for developing country participants. These indicators included the need for host institutions to be fully conversant with the classrooms and social contexts of developing country participants, constructivist pedagogical approaches to program design, planning and implementation, and the necessary flexibility to maintain academic rigour in postgraduate science education programs while incorporating unfamiliar education notions and frameworks from developing countries.

Purpose: The aims of this study were to: (1) evaluate the prevalence of compliance of Postgraduate Pediatric Dentistry Programs (PPDPs) in the United States with the current American Academy of Pediatric Dentistry (AAPD) sedation guidelines and Commission On Dental Accreditation (CODA) sedation curriculum requirements and identify barriers to and facilitators for implementation of such guidelines; (2) identify changes to-date in sedation practices of PPDP since the previously published AAPD sedation guidelines (2011); and (3) determine the independent association of compliance of PPDP with program setting. Methods: A 40-item questionnaire was emailed to all postgraduate pediatric dentistry program directors (PPDPDs) of CODA accredited programs in the U.S. (n=74). Bivariate analysis, chi-square, Monte Carlo simulation and Kruskal-Wallis tests were used to analyze the data. Results: 70% of surveyed participants responded (n=52). On average, PPDPs were found to be compliant with both AAPD and CODA sedation standards. The bivariate analysis showed that both current setting of PPDPs and PPDPDs training setting did not affect the compliance of the program with the AAPD and the CODA sedation guidelines. Directors that stated receiving an “excellent sedation training” were more likely to be compliant with the CODA sedation standards (p=0.01). In this study, a major perceived barrier for increasing the number of non-IV conscious sedation cases per residents was a lack of patient pool (37%). When comparing changes in the sedation practice of PPDPs between 2009 and 2011, more sedation emergency drills were found to be performed in 2015 (p=0.05). Conclusion: Most PPDPs were compliant with both the AAPD and CODA sedation standards. Most PPDPDs were in favor of the 2013 increase number of sedation required by CODA. Both PPDPD training setting and PPDP setting did not affect the compliance of the programs with the AAPD sedation guidelines and the CODA sedation standards. PPDPs with PPDPDs who reported an excellent sedation training were more likely to be more compliant with the CODA sedation guidelines. Finally, PPDP setting did not affect the number of patients receiving non-IV conscious sedation or the number of sedation ER experienced per year.

O sistema de pós-graduação trouxe contribuições para as universidades, principalmente no âmbito da melhoria da qualidade do ensino e da produção de conhecimento. Implantada na década de 60, com o propósito de qualificar profissionais, maioria docentes da própria universidade, visava a ampliar sua formação para a pesquisa e, consequentemente, incentivar a produção de conhecimento. Neste movimento, docência e pesquisa foram fortalecidos. Ao final da década de 90, a CAPES reconhece o Mestrado Profissional - stricto senso - como modalidade de pós-graduação. Com foco nos profissionais atuantes no mercado de trabalho, propõe sua aproximação com a pesquisa, com o compromisso de alcançar e modificar o ambiente de trabalho. Paralelamente, em 1990, é fundado o Hemocentro do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo. Com proposta inicial de assistência e atendimento ao público, este centro de saúde conviveu com a pesquisa realizada na academia, possibilitando conciliar a produção de conhecimento com a prática desenvolvida em sua rotina. Em 2012, inaugura o mestrado profissional em Hemoterapia e Biotecnologia, com o objetivo de formar e qualificar profissionais desta área. Neste trabalho, objetivou-se estudar este programa, com a proposta de investigar os mecanismos de interação estabelecidos entre o centro de pesquisa e as unidades de trabalho parceiras, a partir da perspectiva dos egressos (1ª e 2ª turmas). Por ter um caráter exploratório e inicial, buscou-se trabalhar com indicadores exclusivos da modalidade profissional, permitindo fortalecer o acompanhamento e avaliação do programa oferecido, principalmente àqueles relacionados à aplicabilidade dos projetos e o impacto do curso realizado para a atuação profissional do egresso. Dessa forma, o presente trabalho é um estudo exploratório-descritivo com abordagens quantitativas e qualitativas, com seis tópicos principais de investigação: o programa oferecido; os projetos de pesquisa realizados; as produções intelectuais; os desdobramentos da convivência em grupo de profissionais de diferentes estados brasileiros; as contribuições do orientador para o desenvolvimento dos projetos de pesquisa e as contribuições decorrentes da aproximação dos alunos com a pesquisa. Com característica de formação específica e direcionada, com possibilidade de reunir profissionais da área da Hemoterapia de nove regiões do Brasil, o programa tem permitido alcançar objetivos previstos na modalidade profissional (stricto sensu) e almejados pelo projeto de criação de 2011. Parte destes resultados deve-se principalmente à três mecanismos de interação identificados: o projeto de pesquisa, a convivência em grupo de profissionais e o orientador, cada um com contribuições específicas para o processo de formação e aprendizagem dos alunos, permitindo alcançar mudanças nas unidades de trabalho e nas condutas e competências profissionais. Essa primeira caracterização da proposta permite criar um ponto de comparação para o programa recém implantando e que passará por sua primeira avaliação quadrienal em 2017. Dificuldades e limitações também foram diagnosticadas e necessitam ser revistas, reestruturadas e trabalhadas, como o conteúdo prático do curso, o quadro de profissionais técnico-administrativos e o tempo de titulação, com média de 35,4 meses, que exige reflexão. O acompanhamento regular dos egressos e a criação de uma plataforma contínua de construção de dados, permitirá intervir e ajustar o programa, possibilitando perceber fases de amadurecimento e crescimento, com especial atenção aos indicadores relacionados à modalidade profissional. / The postgraduate system brought contributions to universities, mainly for the improvement in the quality of education and knowledge production. Established in the decade of 1960s, with the purpose of qualifying professionals, mostly professors of the university itself, it aimed at expanding their training in research and, as a result, encouraging knowledge production. In this sense, teaching and research have been strengthened. By the end of the decade of 1990, CAPES recognized the Professional Master - stricto sensu - as a postgraduate modality. Focusing on the professionals in business, it proposes an approach to research, with the commitment of reaching and modifying work environment. In parallel, in 1990, the Blood Center of the Clinical Hospital of the Ribeirão Preto Medical School of the University of São Paulo was founded. With the initial proposal of providing assistance and care to the population, this health center has lived with the research carried out in the academy, what enabled to reconcile knowledge production with the practice developed in its daily routine. In 2012, it launched the professional master in Hemotherapy and Biotechnology, with the aim of training and qualifying professionals in this field. In this work, the objective was to study this program, proposing to investigate the mechanisms of interaction established between the research center and partner work units, from the perspective of egress students (1st and 2nd classes). Because it has an exploratory and initial character, we planned to work with indicators exclusive to the professional modality, allowing to strengthen the follow-up and evaluation of the program offered, mainly those indicators related to the applicability of projects and to the impact of the course done on the professional act of the egress student. Therefore, the present work is an exploratory-descriptive study using quantitative and qualitative approaches, with six major investigation topics: the program offered; the research project developed; intellectual production; the unfolding of the experience of groups of professionals from different states of Brazil; the contribution of the supervisor for the development of research projects; and the contribution resulting from the approach of students to research. With the features of specific training and possibility of gathering professionals of the area of Hemotherapy from the nine regions of Brazil, the program has enabled to accomplish the objectives expected in the professional modality (stricto sensu) and established in the project creation in 2011. Part of these results is owed primarily to three mechanisms of interaction identified: the research project, experience of living as a group, and supervisor, each one with specific contributions to the process of students\' training and learning, enabling to achieve changes in work units and in professional conduct and competences. This first characterization of the proposal allows to create a comparison point for the recently implemented program, which will go through its first four-yearly assessment in 2017. Difficulties and limitations have also been diagnosed and must to be reviewed, restructured and managed, such as the practical content of the course, the chart of technical administrative professionals and the time for titling, with an average of 35.4 months, what demands some thoughts. The regular follow-up of egress students and creation of a continuous platform for data construction will allow to intervene and adjust the program, making possible to notice maturation and growth phases, with special attention to indicators related to the professional modality.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O Desenvolvimento SustentÃvel surge como uma alternativa ao atual modelo de desenvolvimento, mas para ser efetivo precisa adentrar nos diversos setores da sociedade, sobretudo nas InstituiÃÃes de Ensino Superior (IES). Para isto, as Universidades devem inserir teorias e prÃticas da sustentabilidade que possam compreender as variÃveis que influenciam a transiÃÃo à sustentabilidade, dentre elas o avanÃo cientÃfico que reduza as incertezas e uma melhor comunicaÃÃo de anÃlises cientÃficas para a sociedade. No Brasil a ciÃncia nÃo à desvinculada das InstituiÃÃes de Ensino Superior (IES), pelo contrÃrio, sÃo por meio de seus Programas de PÃs-GraduaÃÃo que geram e difundem conhecimentos, alÃm de qualificarem recursos humanos de alta qualidade. A CiÃncia da Sustentabilidade solicita uma visÃo holÃstica para encontrar soluÃÃes aos problemas existentes, multiplicidade de mÃtodos, interdisciplinaridade, estÃmulo ao processo participativo na tomada de decisÃo e sua aplicabilidade do local para o global, formando-se assim profissionais conectados com uma realidade multifacetada que influencia a transiÃÃo à sustentabilidade. Neste caminhar a Universidade, ao longo dos anos, tem inovado, quanto a essa necessidade, ao inserir Programas de PÃs-GraduaÃÃo voltados ao estudo do desenvolvimento sustentÃvel, em uma perspectiva interdisciplinar, contribuindo assim para a consolidaÃÃo da CiÃncia da Sustentabilidade no Brasil. Essa pesquisa partiu do pressuposto que esses avanÃos da CiÃncia da Sustentabilidade nos Programas de PÃs-GraduaÃÃo brasileiros sÃo melhor visualizados, inclusive de forma comparativa, quando se utiliza um conjunto de Ãndices e indicadores. Para tal, foi proposta uma sequÃncia de indicadores e Ãndices que revelasse a contribuiÃÃo dos Programas de PÃs-GraduaÃÃes brasileiros pioneiros em interdisciplinaridade no avanÃo da CiÃncia da Sustentabilidade. Foram analisados doze Programas de PÃs-GraduaÃÃo, por meio de um conjunto de nove dimensÃes e quarenta e dois indicadores a comporem o Ãndice CiÃncia da Sustentabilidade (ICS). O conjunto de indicadores e Ãndices cumpriu com o seu papel: refletiu os avanÃos e limites obtidos pelos Programas referentes à CiÃncia da Sustentabilidade, tornando-se uma ferramenta importante aos gestores. Dois foram os principais resultados encontrados. O primeiro apresentou a necessidade de reestruturaÃÃo dos designs dos Programas, principalmente com a inserÃÃo de maior ligaÃÃo entre Ãrea de concentraÃÃo, linhas de pesquisas e competÃncias formadas. O segundo revelou a importÃncia desses Programas melhor trabalharem suas informaÃÃes comunicadas necessitando haver uma uniformidade e valorizaÃÃo de seus principais produtos â teses e dissertaÃÃes. Sugere-se uma melhor parceria entre os grupos de pesquisas desses doze Programas analisados, afinal por ser a Universidade tambÃm parte interessada nesse processo, bem como formadora de grande parte dos tomadores de decisÃes, possui uma parcela significativa de responsabilidade na transiÃÃo à sustentabilidade. / Sustainable Development is an alternative to the c urrent model of development, but to be effective it must be inside in the several sectors of society, especially in Higher Education Institutions (HEIs). However, for this, the universities have to internalize theories and practices of sustainability that can be able to understand the each one of the variables that influence in the process of transition to sustainability, among them: the scientific breakthrough that reduces uncertainties and a better communication of scientific analysis to society. In Brazi l, the science is not decoupled of the Higher Education Institutions (HEIs), on the contrary, are through their Graduate Programs that knowledge are generated and disseminated, besides this it's the place where human resources are qualified with quality. The Sustainability Science calls for a holistic point of view to find solutions to the existing problems, multiplicity of methods, interdisciplinarity, stimulating participatory process in decision making and its applicability of the local to the global, thus forming connected professionals witha a multifaceted reality that influences the transition to sustainability.The journey to University, over the years, has enabled innovations as this need to insert Postgraduate Programs geared to the study of sustainability in an interdisciplinary perspective contributing to consolidate the Sustainability Science in Brazil. This research assumed that these advances in Sustainability Science in the Brazilian Postgraduate Programs are best viewed, including a comparative way, when is used a set of indices and indicators. To fulfill this goal it was proposed a methodological sequence of indicators and indices that reveal the contribution of Brazilian Postgraduate Programs pioneers in the interdisciplinary to the advancement of Sustainability Science. Were analyzed twelve Postgraduate programs through a set of nine dimensions and forty-two indicators, resulting in the Index of Sustainability Science (ISS).The set of indicators and indices comply with its role: reflected the advances and limits obtained by programs related to Sustainability Science, becoming an important tool for managers. There were found two main results. The first showed the need for restructuring the designs of the programs, especially with the inclusion of a greater connection between concentration area, and formed lines of research skills.The second revealed the importance of these programs improve their communication and the need to have an uniformity of such information and especially an appreciation o f its main products: Thesis and Dissertations. It is suggested a better partnership between the research groups of these twelve programs analysed, after all is the the University a stakeholder in these proceedings, as well as trainer of a large part of the decision makers, so the University has a great responsibility in this transition to sustainability.

O sistema de pós-graduação trouxe contribuições para as universidades, principalmente no âmbito da melhoria da qualidade do ensino e da produção de conhecimento. Implantada na década de 60, com o propósito de qualificar profissionais, maioria docentes da própria universidade, visava a ampliar sua formação para a pesquisa e, consequentemente, incentivar a produção de conhecimento. Neste movimento, docência e pesquisa foram fortalecidos. Ao final da década de 90, a CAPES reconhece o Mestrado Profissional - stricto senso - como modalidade de pós-graduação. Com foco nos profissionais atuantes no mercado de trabalho, propõe sua aproximação com a pesquisa, com o compromisso de alcançar e modificar o ambiente de trabalho. Paralelamente, em 1990, é fundado o Hemocentro do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo. Com proposta inicial de assistência e atendimento ao público, este centro de saúde conviveu com a pesquisa realizada na academia, possibilitando conciliar a produção de conhecimento com a prática desenvolvida em sua rotina. Em 2012, inaugura o mestrado profissional em Hemoterapia e Biotecnologia, com o objetivo de formar e qualificar profissionais desta área. Neste trabalho, objetivou-se estudar este programa, com a proposta de investigar os mecanismos de interação estabelecidos entre o centro de pesquisa e as unidades de trabalho parceiras, a partir da perspectiva dos egressos (1ª e 2ª turmas). Por ter um caráter exploratório e inicial, buscou-se trabalhar com indicadores exclusivos da modalidade profissional, permitindo fortalecer o acompanhamento e avaliação do programa oferecido, principalmente àqueles relacionados à aplicabilidade dos projetos e o impacto do curso realizado para a atuação profissional do egresso. Dessa forma, o presente trabalho é um estudo exploratório-descritivo com abordagens quantitativas e qualitativas, com seis tópicos principais de investigação: o programa oferecido; os projetos de pesquisa realizados; as produções intelectuais; os desdobramentos da convivência em grupo de profissionais de diferentes estados brasileiros; as contribuições do orientador para o desenvolvimento dos projetos de pesquisa e as contribuições decorrentes da aproximação dos alunos com a pesquisa. Com característica de formação específica e direcionada, com possibilidade de reunir profissionais da área da Hemoterapia de nove regiões do Brasil, o programa tem permitido alcançar objetivos previstos na modalidade profissional (stricto sensu) e almejados pelo projeto de criação de 2011. Parte destes resultados deve-se principalmente à três mecanismos de interação identificados: o projeto de pesquisa, a convivência em grupo de profissionais e o orientador, cada um com contribuições específicas para o processo de formação e aprendizagem dos alunos, permitindo alcançar mudanças nas unidades de trabalho e nas condutas e competências profissionais. Essa primeira caracterização da proposta permite criar um ponto de comparação para o programa recém implantando e que passará por sua primeira avaliação quadrienal em 2017. Dificuldades e limitações também foram diagnosticadas e necessitam ser revistas, reestruturadas e trabalhadas, como o conteúdo prático do curso, o quadro de profissionais técnico-administrativos e o tempo de titulação, com média de 35,4 meses, que exige reflexão. O acompanhamento regular dos egressos e a criação de uma plataforma contínua de construção de dados, permitirá intervir e ajustar o programa, possibilitando perceber fases de amadurecimento e crescimento, com especial atenção aos indicadores relacionados à modalidade profissional. / The postgraduate system brought contributions to universities, mainly for the improvement in the quality of education and knowledge production. Established in the decade of 1960s, with the purpose of qualifying professionals, mostly professors of the university itself, it aimed at expanding their training in research and, as a result, encouraging knowledge production. In this sense, teaching and research have been strengthened. By the end of the decade of 1990, CAPES recognized the Professional Master - stricto sensu - as a postgraduate modality. Focusing on the professionals in business, it proposes an approach to research, with the commitment of reaching and modifying work environment. In parallel, in 1990, the Blood Center of the Clinical Hospital of the Ribeirão Preto Medical School of the University of São Paulo was founded. With the initial proposal of providing assistance and care to the population, this health center has lived with the research carried out in the academy, what enabled to reconcile knowledge production with the practice developed in its daily routine. In 2012, it launched the professional master in Hemotherapy and Biotechnology, with the aim of training and qualifying professionals in this field. In this work, the objective was to study this program, proposing to investigate the mechanisms of interaction established between the research center and partner work units, from the perspective of egress students (1st and 2nd classes). Because it has an exploratory and initial character, we planned to work with indicators exclusive to the professional modality, allowing to strengthen the follow-up and evaluation of the program offered, mainly those indicators related to the applicability of projects and to the impact of the course done on the professional act of the egress student. Therefore, the present work is an exploratory-descriptive study using quantitative and qualitative approaches, with six major investigation topics: the program offered; the research project developed; intellectual production; the unfolding of the experience of groups of professionals from different states of Brazil; the contribution of the supervisor for the development of research projects; and the contribution resulting from the approach of students to research. With the features of specific training and possibility of gathering professionals of the area of Hemotherapy from the nine regions of Brazil, the program has enabled to accomplish the objectives expected in the professional modality (stricto sensu) and established in the project creation in 2011. Part of these results is owed primarily to three mechanisms of interaction identified: the research project, experience of living as a group, and supervisor, each one with specific contributions to the process of students\' training and learning, enabling to achieve changes in work units and in professional conduct and competences. This first characterization of the proposal allows to create a comparison point for the recently implemented program, which will go through its first four-yearly assessment in 2017. Difficulties and limitations have also been diagnosed and must to be reviewed, restructured and managed, such as the practical content of the course, the chart of technical administrative professionals and the time for titling, with an average of 35.4 months, what demands some thoughts. The regular follow-up of egress students and creation of a continuous platform for data construction will allow to intervene and adjust the program, making possible to notice maturation and growth phases, with special attention to indicators related to the professional modality.

Submitted by Amanda Godoi Audi (amanda.audi@unesp.br) on 2018-08-03T12:39:42Z No. of bitstreams: 1 Dissertação_Amanda Godoi Audi.pdf: 3420716 bytes, checksum: 44ab586bd9cb3ec7ce72ab46e49a570e (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-08-03T16:29:27Z (GMT) No. of bitstreams: 1 audi_ag_me_bauru.pdf: 3236153 bytes, checksum: 4267c7ab6f8dcc05f3d98ba9359dcac6 (MD5) / Made available in DSpace on 2018-08-03T16:29:27Z (GMT). No. of bitstreams: 1 audi_ag_me_bauru.pdf: 3236153 bytes, checksum: 4267c7ab6f8dcc05f3d98ba9359dcac6 (MD5) Previous issue date: 2018-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem como objeto de estudo o Programa de Pós-graduação em Educação para a Ciência da Unesp/Bauru. A questão a ser respondida é _Qual é o perfil formativo, técnico-acadêmico e profissional dos egressos do programa de Pós-graduação em Educação para a Ciência da Unesp/Bauru?. O objetivo geral é traçar um perfil formativo, técnico-acadêmico e profissional de pesquisadores da Área de Ensino de Ciências, utilizando como foco de pesquisa o PPGEC, tendo como amostra os mestres formados no período de 1997 a 2014 e os doutores, formados de 2003 a 2013, sendo um total de 494 egressos. Os dados foram levantados em relatórios disponibilizados pela Seção de Pós-graduação; em artigos científicos publicados; em legislações; e, aqueles relativos aos sujeitos, foram obtidos a partir das informações contidas no currículo Lattes. Trata-se de uma pesquisa quantitativa, com as bases cienciométricas; e para analisar estes dados que foram utilizados princípios da estatística descritiva. O que se pode constatar, de modo geral, é que o perfil dos egressos é majoritariamente feminino, com maiores índices no mestrado que no doutorado. Os egressos que mais buscaram o programa eram graduados em 37,2% Ciências Biológicas; 21,4% Física; 14,1% Matemática; 9,3% Química; e 4,2% Pedagogia, desde 1997 até 2014 e que a maior parte destes atuam em Universidades e Faculdades públicas após a conclusão do curso. / This research has as object of study the Graduate Program in Education for Science of Unesp / Bauru. The question to be answered is _ What is the educational, technical-academic and professional profile of the graduates of the Graduate Program in Education for Science of Unesp / Bauru ?. The general objective is to draw a technical, academic and professional profile of researchers from the Science Teaching Area, using as a research focus the PPGEC, having as a sample the masters trained in the period from 1997 to 2014 and the doctors graduated in 2003 to 2013, with a total of 494 graduates. The data were collected in reports made available by the Postgraduate Section; published scientific articles; in legislation; and those related to subjects were obtained from the information contained in the Lattes curriculum. It is a quantitative research, with the scientometric bases; and to analyze these data we used principles of descriptive statistics. What can be seen, in general, is that the profile of graduates is mostly female, with higher rates in the masters than in the doctorate. The graduates who more sought the program were graduated in 37.2% Biological Sciences; 21.4% Physics; 14,1% Mathematics; 9.3% Chemistry; and 4.2% Pedagogy, from 1997 to 2014 and that most of them work in public universities and colleges after the conclusion of the course.

Made available in DSpace on 2015-04-16T15:23:36Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4106266 bytes, checksum: 4680274f81669c6b03edbf3fddece6f5 (MD5) Previous issue date: 2014-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Globalization has forced strong changes in the professional actuation profiles. Changes occurred in the professional actuation process along the years have modified their status quo, and only with the identification of these modifications it can be understood the ways of actuation of the information professional. The research aims to describe the professional trajectory and the social representations in relation to the course of the egresses of the Postgraduate Program in Information Science of the Federal University of Paraíba (PPGCI/UFPB), who presented their dissertations from 2008 to 2013. It is a qualitative and quantitative research of descriptive type, which used questionnaires in the data collection. It is also used the categorization technique, from content analysis, for the treatment and assessment of the data. The results appoints to a good projection of the PPGCI/UFPB. They also show that 65% of the egresses are women who have their professional trajectory marked by the relationship of theoretical and practical knowledge acquired during their formation and professional actuation. The vast majority of the egresses (76%) were inserted in Information Science before entering in the Postgraduate Program. The main motivations for entering in the PPGCI/UFPB are related to professional development, the familiarity with the thematic approached in this Postgraduate Program, and the perspective of career progression after conclude the course. The PPGCI/UFPB has a good conceptualization among their egresses. 55.8% of them consider the formation good and believe that the national projection of the Postgraduate Program favors the search for formation. Therefore, it permits the consolidation of theoretical basis by part of its teaching staff. It can be affirmed that the egresses of the Postgraduate Program are inserted in areas related to Information Science, either in technical or academic field, and this insertion also occurred due to the academic formation. This way, the subjects are exercising their activities in the following areas: Librarianship, Archivology, Information Technology, Communication and Information Management. It is concluded that, according to the view of egresses, it can be visualized the practice of academic formation applied to the Postgraduate Programs and, certainly, enables the egresses answer the longings of post-formation, contributing to the process of improvement and betterment of the programs. / O processo de globalização da sociedade forçou fortes mudanças nos perfis de atuação profissionais. As mudanças ocorridas no processo de atuação do profissional ao longo dos anos modificaram seu status quo, e somente com a identificação dessas modificações pode-se entender as formas de atuação do profissional da informação. A pesquisa busca descrever a trajetória profissional e as representações sociais, em relação ao curso, dos egressos do Programa de Pós-Graduação em Ciência da Informação da Universidade Federal da Paraíba (PPGCI/ UFPB), que defenderam suas dissertações no período de 2008-2013. De natureza quali-quantitativa e tipo descritiva, utilizou-se questionários como forma de coleta de dados e a técnica de categorização, presente da análise de conteúdo, para tratamento e apreciação dos dados. Os resultados apontam para uma boa projeção do PPGCI/UFPB, mostram ainda que 65% dos egressos são do sexo feminino, estes têm sua trajetória profissional marcada pelo relacionamento dos conhecimentos teóricos e práticos adquiridos durante a formação e a atuação profissional. A grande maioria dos egressos (76%) estava inserida na Ciência da Informação antes do ingresso no Programa. As principais motivações para o ingresso no PPGCI/UFPB estão relacionadas ao aperfeiçoamento profissional, a familiaridade com as temáticas abordadas no âmbito do Programa, além da perspectiva de progressão funcional ao término da formação. O PPGCI/UFPB tem uma boa conceituação por parte dos seus egressos, 55,8% considera a formação boa e acreditam que a projeção nacional do Programa favorece a busca pela formação e, portanto, permite a consolidação de bases teóricas por parte do seu corpo docente. Pode-se afirmar que os egressos do Programa estão inseridos em áreas relacionadas com a Ciência da Informação, seja no campo técnico e/ou acadêmico, esta inserção ocorreu devido, também, à formação acadêmica. Desta forma, os sujeitos estão exercendo suas atividades nas seguintes áreas: biblioteconomia, arquivologia, tecnologia da informação, comunicação e gestão da informação. Conclui-se que, a partir da ótica dos egressos, pode-se visualizar a prática da formação acadêmica aplicada pelos programas de pós-graduação e, certamente, possibilita que os egressos respondam aos anseios da pós-formação, contribuindo para o processo de melhoria e aperfeiçoamento dos programas.