SciELO - Scientific Electronic Library Online

vol.27 issue1Theoretical contributions for the political analyse of the UniversitySchooling cycles and continuous assessment in parents and students' opinion author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Educação em Revista

Print version ISSN 0102-4698


ZAIDAN, Samira; CALDEIRA, Anna Maria Salgueiro; OLIVEIRA, Bernardo J.  and  SILVA, Patrícia Gomes Carneiro da. Post-Graduation, knowledges and teacher education: an analyse of the impacts of the master and doctorate levels in the pedagogical practice of the egresses from the Post-Graduation Programa at UFMG (1977-2006). Educ. rev. [online]. 2011, vol.27, n.1, pp.129-160. ISSN 0102-4698.

This article analyzes the impacts of studying for master and doctorate levels on the professional life of 305 graduates from FaE-UFMG Education Program,  from 1977 to 2006. Based on a questionnaire applied to the teachers, we obtained information concerning the professional activities of the graduates. The results were sorted out by decades and demonstrate that teaching in higher education is their main occupation. Most PhDs work in academic institutions, while masters teach in institutions of higher education, basic education and autonomous activities. We report on the impact on their classroom and we noticed that they realize and take consciouness  many aspects that constitute their practices, although shy specificities were found. Masters and Phds. evaluate positively the research training and their quick passage through the Faculty of Education. They assess a postgraduate course as an opportunity to do researches and achieve knowledge production. As for their search for teacher education, many questions remain open mainly those concerning the relation between teaching and research.

Keywords : Egress Graduate; Professional Repercussions; Teaching Practice; Teacher Education.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License