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Universidade Federal De Santa Catarina - Ufsc Centro De Ciências Da Educação - Ced Programa De Pós-graduação Em Educação - Ppge
| Content Provider | Semantic Scholar |
|---|---|
| Author | Turnes, Luiza |
| Copyright Year | 2014 |
| Abstract | In the mid 1990s transformations that can be characterized as a paradigmatic break were incorporated into the graduate studies evaluation process by Brazil’s Coordination of Improvement of Higher Education Personnel agency (CAPES). This process led to changes in the graduate studies model as a whole, and one of the most visible consequences was the growing intensification of the work of those involved with graduate studies, based on a gradual incorporation of Information and Communication Technologies (ICTs) in the processes in general and in the particularity analyzed here, by doctoral students in the graduate program in education (PPGE) of the Federal University at Santa Catarina (UFSC). The introduction of the ICTs in the world of labor has led to significant changes in contemporary social scenarios and structures. Based on 16 interviews, we constructed seven analytical categories grouped in three blocks to examine how the doctoral students of the PPGE/UFSC relate to the category of time with the technological instruments available to them to face the challenge of research, thesis preparation and conclusion of their course. We begin with the presumption that the "time of the doctorate" is a decisive phase in the process of creation of strategies for the conclusion of the graduate program, mainly the time of writing the thesis, considering that many doctoral students simultaneously conduct other work. The relationship between time and the ICTs is made in a both visible and implicit form, because the time is vital to the circulation of information, which is essential to survival and visibility of the means of social communication. For this reason, the time of and within the ICTs is based on the expectation of simultaneity, for which reason the devices are mobilized to reduce the moments of waiting. Finally, we identify that the doctoral students are adapting to the productivist logic to the degree that they feel paralyzed in the face of the demands imposed by the evaluation and finance agencies. It seems that there is no other option: either adhere to this movement or they are not considered fit to be part of them. Finally, we question the possibility to revive an omnilateral perspective in this process of formation of future doctors. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio.ufsc.br/xmlui/bitstream/handle/123456789/129196/329458.pdf;jsessionid=972F7534B9945CF56C05ADF0B57E37D4?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
