This paper discusses the importance of knowing how co-authored production has been developed in the field of education and proposes the appreciation of such form of expression of the results of scientific collaboration, especially because it may contribute to improve the training of new researchers. We conducted surveys on the productivity of 126 senior and CNPq category 1 researchers from 2001 to 2010. Based on data analysis, we discuss the trend to increased production in co-authorship between researchers, but draw attention to the lack of expressiveness of the productions of adviser and advised. We defend this process of bibliographic production, understanding it as part of a discursive articulation that not only contributes to the training of masters and doctoral students, but also enters training researchers in the knowledge production of the area and its political-academic intricacies.
co-authorship; education; scientific collaboration; scientific production; graduate studies
