A massificação e democratização da Educação Doutoral na encruzilhada entre a equidade e a meritocracia

Patrícia Alves; Amélia Lopes; Ricardo Cruz-Correia; Isabel Menezes

doi:10.21814/rpe.30793

Auteurs

Patrícia Alves CIIE - Centre de Recherche et d'Intervention Éducative, Faculté de Psychologie et des Sciences de l'Éducation, Université de Porto https://orcid.org/0000-0002-2105-6367
Amélia Lopes CIIE - Centre de Recherche et d'Intervention Éducative, Faculté de Psychologie et des Sciences de l'Éducation, Université de Porto https://orcid.org/0000-0002-5589-5265
Ricardo Cruz-Correia Centre de recherche sur les technologies et les services de santé, Faculté de médecine, Université de Porto https://orcid.org/0000-0002-3764-5158
Isabel Menezes CIIE - Centre de Recherche et d'Intervention Éducative, Faculté de Psychologie et des Sciences de l'Éducation, Université de Porto https://orcid.org/0000-0001-9063-3773

DOI :

https://doi.org/10.21814/rpe.30793

Mots-clés :

Educação Doutoral, Massificação, Democratização, Equidade, Meritocracia

Résumé

Nas últimas décadas, têm sido notórios, em Portugal e à escala global, processos de massificação e democratização da Educação Doutoral (ED) que promovem a abertura a doutorandos/as com características diversas, incluindo doutorandos/as não tradicionais, embora se reconheça a persistência de limitações à massificação e democratização do acesso e do valor do grau. Este estudo qualitativo explora as (des)continuidades entre os processos de massificação e democratização do acesso e do valor multidimensional da ED, procurando identificar linhas orientadoras para a promoção de uma maior continuidade entre esses processos. Os dados foram recolhidos através de 25 grupos focais com membros de órgãos de gestão, orientadores/as, doutorados/as e doutorandos/as de programas doutorais em Ciências Sociais ou da Saúde numa universidade portuguesa e analisados através de análise temática. Os resultados evidenciam continuidades que sugerem que a massificação contribuiu para a democratização do acesso, e esta contribuiu para a democratização do valor da ED. Contudo, identificaram-se, também, descontinuidades que expressam limitações e desafios à fluidez e harmonização destes processos, propondo-se medidas de promoção da continuidade que evidenciam duas perspetivas: a perspetiva da “equidade democrática” e a perspetiva da “meritocracia”. Este estudo poderá contribuir para o adensamento teórico do debate em torno da massificação e democratização da ED, com potenciais implicações no ajustamento de práticas pedagógicas, de seleção e avaliação, que promovam a ampliação e harmonização dos efeitos positivos destes processos.

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Biographie de l'auteur

Isabel Menezes, CIIE - Centre de Recherche et d'Intervention Éducative, Faculté de Psychologie et des Sciences de l'Éducation, Université de Porto

Isabel Menezes est titulaire d'un diplôme et d'un doctorat en psychologie de l'université de Porto, où elle est professeur titulaire au département des sciences de l'éducation - chaire OEI d'éducation à la citoyenneté/mondiale. Elle est directrice du Centre de recherche et d'intervention en éducation. Ses recherches portent sur l'éducation à la citoyenneté et la participation civique et politique des enfants, des jeunes et des adultes, avec une attention particulière pour les populations en situation d'exclusion. Elle a également mené des recherches sur la responsabilité sociale des universités et la formation doctorale.

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