Rede Nordeste de Ensino (RENOEN) e algumas considerações sobre a noção de Doutorado Acadêmico x Doutorado Profissional
DOI:
https://doi.org/10.21713/rbpg.v18i39.1825Keywords:
Doutorado acadêmico; Doutorado Profissional; Ensino; Formação.Abstract
The complex notion of. Philosophiae Doctor (Ph.D) presents an evolutionary process and modifications of its meaning, from a scenario of the old schools of Medieval Philosophy to the advent of a new model of university, in which we can observe the migration from a teaching emphasis to systematic research. From this context, in the present work, we present a discussion around this international and historical evolutionary process on the notion of Ph.D. and, after some time, its emerging variants, such as the case of the Professional Doctorate and the Doctorate in Education (Ed.D.). In a special way, from the examples identified in Anglo-Saxon and French-speaking countries, we seek to situate a proposal recently approved by CAPES for an academic doctorate in Network called Rede Nordeste de Ensino (RENOEN) and its respective impacts for graduate studies and the necessary expansion. in the Northeast Region, subject to compliance for the area EDUCATION - 46.
References
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CALDERÓN, A. I. et al. Doutorado Profissional em Educação: tendências em universidades de classe mundial contextualizadas nos rankings acadêmicos internacionais. Revista Práxis Educativa, v. 14, nº 1, 138 – 163, 2019.
CANOLE, F.; VINOT, D. What Is your PhD Worth? The Value of a PhD for Finding Employment outside of Academia, European Review, Vol. 18, nº 2, 157–171, 2021.
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Documento de Área 46 – ENSINO, Brasília – DF, 2019.
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CHARITY, I. PhD and professional doctorate: higher degrees of separation? (tesis of the professional doctorate), UK: University of Northumbria, 2010.
CRUZ, F. M.R.; CHAGAS, K.; K.M.G., SOUSA. Diálogos internacionais em educação profissional: tempo e produção de conhecimento no doutorado no Brasil e Portugal, Revista Brasileira da Educação Profissional e Tecnológica, v. 20, nº 1, 1 – 12, 2021.
DOWNS, F. S. Differences between the professional doctorate and the academic/research doctorate. Journal of professional nursing, v. 5, nº 5, 261 – 265, 1989.
DREHER, M. H. GLASGOW, M. E. Global perspectives on the professional doctorate, International Journal of Nursing Studies, v. 48, nº 5, 403 – 408, 2011.
FAURE, S. SOULIÉ, C.; MATHIAS, M. Visions et divisions à l’université:Vers la fin du métier d’enseignant-chercheur ? Recherche et Formation, v. 57, nº 2, 79 – 87, 2008.
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FRISHER, J.; LARSSON, K. Laissez-faire in Research Education – an inquiry into a Swedish doctoral program, Higher Education Policy, v. 14, nº 2, 131 – 155, 2000.
FULTON, J; KUIT, J. SANDERS, G. & SMITH, P. The role of the Professional Doctorate in developing professional practice. Journal of Nursing, v. 20, nº 2, 130 - 139, 2012.
GERARD, L.; DAELE, A. La formation doctorale a-t-elle engendré une évolution dans les pratiques d’accompagnement doctoral ? Recherche et Formation, v. 79, nº 2, 2015.
GREGORY, M. Implications of the Introduction of the Doctor of Education Degree in British Universities: can the EdD reach parts the PhD cannot? The Vocational Aspect of Education, v 47, nº 2, 177 – 188. 1995.
HAWKES, D.; YERRABATI, S. A systematic review of research on professional doctorates.
London Review of Education, v. 16, Number 1, March 2018.
HAWKIN, R. NEZAT, G. Doctoral Education: wich Degree to Pursue? AANA Journal, v. 77, nº 2, 92 – 96, 2009.
HUISMAN, J. NAIDOO. R. Le doctorat professionnel: quando les défis anglo-saxons deviennent des défis européens. Politique et gestion de l´enseignement supérieur, v. 2, nº 2, 64 – 79, 2006.
JOHNSON, D. L. The Collaborative Development of a Professional Doctorate at Coventry University (Thesis professional doctorate), Inglaterra: Middlesex University, 2005.
JORGE, T. C. A.; SOVIERZOSKI, H. H. & BORBA, M. C. A área de ensino após a avaliação quadrienal da CAPES: reflexões fora da caixa, inovações e desafios em 2017. Revista Brasileira de Ensino de Ciência e Tecnologia, v. 10, nº 3, 1 – 15, 2017.
JULIEN, C. La professionnalisation du doctorat: vers une segmentation de la formation doctorale et des parcours des docteurs? (thése de doctorat), L’Université Bourgogne Franche-Comté, 2020.
KEHM, B.M.Developing Doctoral Degrees and Qualifications in Europe. Good Practice and Isuues of Concern. Bayerishes Staatsinstitut fur Hochschulforschung und Hochschulplanung, v. 1, nº 27, 10 – 33. IHF, Munchen, 2005.
LASH, A. A. The nature of the doctor of philosophy degree: Evolving conceptions. Journal of professional nursing, v. 3, nº 2, 92 – 101, 1987.
LAKOMSKI, G. “Meeting the Needs of the Educator Profession”. In MCKAY, I & CALDWELL, B (eds) Researching Educational Administration. Theory and Practice. Hawthorn, Vic.: Australian Council for Educational Administration, pp. 148-152, 1991.
LEE, A., GREEN, B.&BRENNAN, M. Organisational knowledge, professional practice and the professional doctorate at work, In: I. GARRICK & C. RHODES (Eds) Research and Knowledge at Work: perspectives, case studies and innovative strategies (London, Routledge) (pp. 117 – 136), 2000.
MALFROY, J. Conceptualisation of a Professional Doctorate Program: Focusing on Practice and Change. The Australian Educational Researcher, v. 31, nº 2, 63 – 79, 2004.
MAXWELL, T.W. & SHANAHAN, P.J. Towards a reconceptualisation of the doctorate: issues arising from comparative data relating to the EdD degree in Australia, Studies in Higher Education, v. 22, nº 1, 133–15, 1997.
MAXWELL, T.W. From First to Second Generation Professional Doctorate, Studies in Higher Education, v. 28, nº. 3, 219 – 281, 2003.
MILLET, C. The perfect academic: genre, normes et rapport à la carrière. Revue des droits de l'homme, v. 12, nº 2,1 – 10, 2017.
MALFROY, J.. Conceptualisation of a Professional Doctorate Program: Focusing on Practice and Change, The Australian Educational Researcher, v. 31, nº 2, 63 0 80, 2004.
MORAIS, C.; ALVES, M. G. Do doutoramento para o mercado de trabalho? O percurso de inserção profissional de um grupo qualificado. Sociologia on Line, v. 20, nº 3, 36-60, 2019.
NEUMANN, R. Doctoral Differences: Professional doctorates and PhDs compared. Journal of Higher Education Policy and Management, v. 27, nº 2, 173 – 188, 2005.
NEUMANN, R. The doctoral education experience: Diversity and complexity. Evaluations and Investigations Programme, Department of Education Science, 2003.
NEUMANN, R. Doctoral Differences: Professional doctorates and PhDs compared. Studies in Higher Education, v. 27, nº 2, 173 – 188, 2005.
NOBLE, K. A, Changing doctoral degrees: An international perspective, SRHE and Open University Press, Buckingham, 1994.
PARK C. Redefining the Doctorate. The Higher Education Academy, Heslington: New York, 2007.
PERRY, J. A. What does history reveal about the education doctorate? In: Practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the Education Doctorate, LATTA, M. M. & WUNDER, S. (Eds.) (pp. 1 – 44), 2012.
POWELL, A. G. The uncertain profession. Cambridge: Harvard University Press, 1980.
RIBEIRO, R. J. O mestrado profissional na política atual da Capes. RBPG, Brasília, v. 2, n. 4, p. 8-15, 2005. Disponível em: https://rbpg.capes.gov.br/index.php/rbpg/article/view/72
RIBEIRO, R. J. Ainda sobre o mestrado profissional. RBPG, Brasília, v. 2, n. 6, p. 313-315, 2006. Disponível em: https://rbpg.capes.gov.br/index.php/rbpg/article/view/113
RIBEIRO, Renato. Janine. Doctoral Education in Brazil. In: POWELL, Stuart &
GREEN, Howard. The Doctorate Worldwide. England: Open University Press McGraw-Hill Education, (pp. 143 - 155), 2007. 292p. ISBN-10: 0 335 22020 7.
RÔÇAS, G.; MOREIRA, M. C. A.; PEREIRA, M. V. “Esquece tudo o que te disse”: os mestrados profissionais da área de ensino e o que esperar de um doutorado profissional. Revista ENCITEC, v. 8, n. 1, 59-74, 2018.
RODRIGUES, M. A. Notas sobre a Universidade de Coimbra desde as origens (1290) até à fixação definitiva em Coimbra (1537). Estudos José Marques, Lisboa, 2006.
ROBINSON, C. The landscape of professional doctorate provision in English higher education institutions: Inconsistencies, tensions and unsustainability. London Review of Education v. 16, nº 1, March 2018.
POULAN, S. Bilan de compétence: valorisation professionnelle du doctorat, Bureau d'aide à l'insertion professionnelle de l’Université, Paris I Panthéon-Sorbonne au sein de l’Ecole doctorale de science politique, Paris: Paris I Panthéon-Sorbonne. 1 – 45, 2011.
RÜEGG, W. A History of the university in Europe: Universities in the nineteenth and early twentieth centuries, v. iii, Cambridge: Cambridge University Press, 2004.
SEDDON, T. What is doctoral in doctoral education? 3rd International Professional Doctorates Conference, ‘Doctoral Education and Professional Practice: the next generation?’, Armidale, 10–12 September, 2000.
SOUSA, C. P. de; PLACCO, V. M. de S. Mestrados profissionais na área de Educação e Ensino. Revista da FAEEBA: Educação e Contemporaneidade, Salvador, v. 25, n. 47, p. 23-35, set./dez. 2016. DOI: https://doi.org/10.21879/faeeba2358-0194.2016.v25.n47.p23-35
SCHILDKRAUT, J. STAFFORD, M. Researching professionals or Professional researchers? A comparison of professional doctorate and PhD programs in Criminology & Criminal justice, American Journal of Criminal Justice, v. 40, nº 2, 183 – 198, 2014.
TRAFFORD, V., LESHEM, S.; BITZER, E. Conclusion chapters in doctoral theses: some international findings, Higher Education Review, v. 46, nº 3, 52 – 81, 2014.
VAN DER WENDE. Marijk, C. The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education. Higher Education in Europe, v. 25, nº 3, 3-5 – 310, 2000.
BARATA. R. B. Avanços e Desafios do Mestrado Profissionalizante. In: LEAL, M; C.; FREITAS, C. M. Cenários possíveis: experiências e desafios do mestrado profissional na saúde coletiva, Rio de Janeiro: Fundação Oswaldo Cruz (pp. 267 – 273), 2006.
BOURNER, T.; BOWDEN, R.; LAING, S. Professional Doctorates in England, Studies in Higher Education, v. 26, nº 1, 65 – 82, 2001.
BEGIN, C.; GÉRARD, L. The Role of Supervisors in Light of the Experience of Doctoral Students, Policy Future in Education, v. 11, nº 3, 267 – 276, 2013.
BRASIL. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Portaria nº 389, Brasília, 2017.
BRENNAN, M.; KENWAY, J. ZIPIN, L. Uneasy alliances: university, workplace, industry and profession education doctorate. The australian educational, v. 29, nº 3, 63 – 83, 2002.
BURNARD, P. et al. Voicing the professional doctorate and the researching professional’s identity: Theorizing the EdD’s, London Review of Education, v. 16, nº 1, 40 - 55, 2018.
CALDERÓN, A. I. et al. Doutorado Profissional em Educação: tendências em universidades de classe mundial contextualizadas nos rankings acadêmicos internacionais. Revista Práxis Educativa, v. 14, nº 1, 138 – 163, 2019.
CANOLE, F.; VINOT, D. What Is your PhD Worth? The Value of a PhD for Finding Employment outside of Academia, European Review, Vol. 18, nº 2, 157–171, 2021.
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Documento de Área 46 – ENSINO, Brasília – DF, 2019.
CHAPMAN, J. (1991) Innovation and Change in Higher Education: The Introduction of the Professional Doctorate in Education”. In: McKay, I and Caldwell, B (eds) Researching Educational Administration. Theory and Practice. Hawthorn, Vic: Australian Council for Educational Administration (p.140-147).
CHARITY, I. PhD and professional doctorate: higher degrees of separation? (tesis of the professional doctorate), UK: University of Northumbria, 2010.
CRUZ, F. M.R.; CHAGAS, K.; K.M.G., SOUSA. Diálogos internacionais em educação profissional: tempo e produção de conhecimento no doutorado no Brasil e Portugal, Revista Brasileira da Educação Profissional e Tecnológica, v. 20, nº 1, 1 – 12, 2021.
DOWNS, F. S. Differences between the professional doctorate and the academic/research doctorate. Journal of professional nursing, v. 5, nº 5, 261 – 265, 1989.
DREHER, M. H. GLASGOW, M. E. Global perspectives on the professional doctorate, International Journal of Nursing Studies, v. 48, nº 5, 403 – 408, 2011.
FAURE, S. SOULIÉ, C.; MATHIAS, M. Visions et divisions à l’université:Vers la fin du métier d’enseignant-chercheur ? Recherche et Formation, v. 57, nº 2, 79 – 87, 2008.
FEYEREISEN, P.; HUYGHUES, S. BURGUESA, M. O. La carrière des chercheurs dans les universités de la Communauté française. Revue Courrier Hebdomadaire du CRISP, v. 38, nº 2, 5 – 62, 2003.
FONSECA, T. As universidades portuguesas: historiografia e linhas de investigação. In Historiografía y líneas de investigación en Historia de las Universidades, Salamanca: Universidad de Salamanca (pp. 79 – 108), 2011.
FRISHER, J.; LARSSON, K. Laissez-faire in Research Education – an inquiry into a Swedish doctoral program, Higher Education Policy, v. 14, nº 2, 131 – 155, 2000.
FULTON, J; KUIT, J. SANDERS, G. & SMITH, P. The role of the Professional Doctorate in developing professional practice. Journal of Nursing, v. 20, nº 2, 130 - 139, 2012.
GERARD, L.; DAELE, A. La formation doctorale a-t-elle engendré une évolution dans les pratiques d’accompagnement doctoral ? Recherche et Formation, v. 79, nº 2, 2015.
GREGORY, M. Implications of the Introduction of the Doctor of Education Degree in British Universities: can the EdD reach parts the PhD cannot? The Vocational Aspect of Education, v 47, nº 2, 177 – 188. 1995.
HAWKES, D.; YERRABATI, S. A systematic review of research on professional doctorates.
London Review of Education, v. 16, Number 1, March 2018.
HAWKIN, R. NEZAT, G. Doctoral Education: wich Degree to Pursue? AANA Journal, v. 77, nº 2, 92 – 96, 2009.
HUISMAN, J. NAIDOO. R. Le doctorat professionnel: quando les défis anglo-saxons deviennent des défis européens. Politique et gestion de l´enseignement supérieur, v. 2, nº 2, 64 – 79, 2006.
JOHNSON, D. L. The Collaborative Development of a Professional Doctorate at Coventry University (Thesis professional doctorate), Inglaterra: Middlesex University, 2005.
JORGE, T. C. A.; SOVIERZOSKI, H. H. & BORBA, M. C. A área de ensino após a avaliação quadrienal da CAPES: reflexões fora da caixa, inovações e desafios em 2017. Revista Brasileira de Ensino de Ciência e Tecnologia, v. 10, nº 3, 1 – 15, 2017.
JULIEN, C. La professionnalisation du doctorat: vers une segmentation de la formation doctorale et des parcours des docteurs? (thése de doctorat), L’Université Bourgogne Franche-Comté, 2020.
KEHM, B.M.Developing Doctoral Degrees and Qualifications in Europe. Good Practice and Isuues of Concern. Bayerishes Staatsinstitut fur Hochschulforschung und Hochschulplanung, v. 1, nº 27, 10 – 33. IHF, Munchen, 2005.
LASH, A. A. The nature of the doctor of philosophy degree: Evolving conceptions. Journal of professional nursing, v. 3, nº 2, 92 – 101, 1987.
LAKOMSKI, G. “Meeting the Needs of the Educator Profession”. In MCKAY, I & CALDWELL, B (eds) Researching Educational Administration. Theory and Practice. Hawthorn, Vic.: Australian Council for Educational Administration, pp. 148-152, 1991.
LEE, A., GREEN, B.&BRENNAN, M. Organisational knowledge, professional practice and the professional doctorate at work, In: I. GARRICK & C. RHODES (Eds) Research and Knowledge at Work: perspectives, case studies and innovative strategies (London, Routledge) (pp. 117 – 136), 2000.
MALFROY, J. Conceptualisation of a Professional Doctorate Program: Focusing on Practice and Change. The Australian Educational Researcher, v. 31, nº 2, 63 – 79, 2004.
MAXWELL, T.W. & SHANAHAN, P.J. Towards a reconceptualisation of the doctorate: issues arising from comparative data relating to the EdD degree in Australia, Studies in Higher Education, v. 22, nº 1, 133–15, 1997.
MAXWELL, T.W. From First to Second Generation Professional Doctorate, Studies in Higher Education, v. 28, nº. 3, 219 – 281, 2003.
MILLET, C. The perfect academic: genre, normes et rapport à la carrière. Revue des droits de l'homme, v. 12, nº 2,1 – 10, 2017.
MALFROY, J.. Conceptualisation of a Professional Doctorate Program: Focusing on Practice and Change, The Australian Educational Researcher, v. 31, nº 2, 63 0 80, 2004.
MORAIS, C.; ALVES, M. G. Do doutoramento para o mercado de trabalho? O percurso de inserção profissional de um grupo qualificado. Sociologia on Line, v. 20, nº 3, 36-60, 2019.
NEUMANN, R. Doctoral Differences: Professional doctorates and PhDs compared. Journal of Higher Education Policy and Management, v. 27, nº 2, 173 – 188, 2005.
NEUMANN, R. The doctoral education experience: Diversity and complexity. Evaluations and Investigations Programme, Department of Education Science, 2003.
NEUMANN, R. Doctoral Differences: Professional doctorates and PhDs compared. Studies in Higher Education, v. 27, nº 2, 173 – 188, 2005.
NOBLE, K. A, Changing doctoral degrees: An international perspective, SRHE and Open University Press, Buckingham, 1994.
PARK C. Redefining the Doctorate. The Higher Education Academy, Heslington: New York, 2007.
PERRY, J. A. What does history reveal about the education doctorate? In: Practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the Education Doctorate, LATTA, M. M. & WUNDER, S. (Eds.) (pp. 1 – 44), 2012.
POWELL, A. G. The uncertain profession. Cambridge: Harvard University Press, 1980.
RIBEIRO, R. J. O mestrado profissional na política atual da Capes. RBPG, Brasília, v. 2, n. 4, p. 8-15, 2005. Disponível em: https://rbpg.capes.gov.br/index.php/rbpg/article/view/72
RIBEIRO, R. J. Ainda sobre o mestrado profissional. RBPG, Brasília, v. 2, n. 6, p. 313-315, 2006. Disponível em: https://rbpg.capes.gov.br/index.php/rbpg/article/view/113
RIBEIRO, Renato. Janine. Doctoral Education in Brazil. In: POWELL, Stuart &
GREEN, Howard. The Doctorate Worldwide. England: Open University Press McGraw-Hill Education, (pp. 143 - 155), 2007. 292p. ISBN-10: 0 335 22020 7.
RÔÇAS, G.; MOREIRA, M. C. A.; PEREIRA, M. V. “Esquece tudo o que te disse”: os mestrados profissionais da área de ensino e o que esperar de um doutorado profissional. Revista ENCITEC, v. 8, n. 1, 59-74, 2018.
RODRIGUES, M. A. Notas sobre a Universidade de Coimbra desde as origens (1290) até à fixação definitiva em Coimbra (1537). Estudos José Marques, Lisboa, 2006.
ROBINSON, C. The landscape of professional doctorate provision in English higher education institutions: Inconsistencies, tensions and unsustainability. London Review of Education v. 16, nº 1, March 2018.
POULAN, S. Bilan de compétence: valorisation professionnelle du doctorat, Bureau d'aide à l'insertion professionnelle de l’Université, Paris I Panthéon-Sorbonne au sein de l’Ecole doctorale de science politique, Paris: Paris I Panthéon-Sorbonne. 1 – 45, 2011.
RÜEGG, W. A History of the university in Europe: Universities in the nineteenth and early twentieth centuries, v. iii, Cambridge: Cambridge University Press, 2004.
SEDDON, T. What is doctoral in doctoral education? 3rd International Professional Doctorates Conference, ‘Doctoral Education and Professional Practice: the next generation?’, Armidale, 10–12 September, 2000.
SOUSA, C. P. de; PLACCO, V. M. de S. Mestrados profissionais na área de Educação e Ensino. Revista da FAEEBA: Educação e Contemporaneidade, Salvador, v. 25, n. 47, p. 23-35, set./dez. 2016. DOI: https://doi.org/10.21879/faeeba2358-0194.2016.v25.n47.p23-35
SCHILDKRAUT, J. STAFFORD, M. Researching professionals or Professional researchers? A comparison of professional doctorate and PhD programs in Criminology & Criminal justice, American Journal of Criminal Justice, v. 40, nº 2, 183 – 198, 2014.
TRAFFORD, V., LESHEM, S.; BITZER, E. Conclusion chapters in doctoral theses: some international findings, Higher Education Review, v. 46, nº 3, 52 – 81, 2014.
VAN DER WENDE. Marijk, C. The Bologna Declaration: Enhancing the Transparency and Competitiveness of European Higher Education. Higher Education in Europe, v. 25, nº 3, 3-5 – 310, 2000.
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Published
2022-12-19
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VIEIRA ALVES, F. R. Rede Nordeste de Ensino (RENOEN) e algumas considerações sobre a noção de Doutorado Acadêmico x Doutorado Profissional. Brazilian Journal of Graduate Studies, Brasília, DF, v. 18, n. 39, p. 1–34, 2022. DOI: 10.21713/rbpg.v18i39.1825. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1825. Acesso em: 29 aug. 2026.
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