Have you read my work?
Interrogating Expectations and Realities in the Relationship Between Students and Supervisors in Brazilian Postgraduate Education
DOI:
https://doi.org/10.22456/1982-8918.142676Keywords:
Teaching-Learning Relationships, Postgraduate Education, Self-Efficacy, Academic LiteracyAbstract
The complexity of teaching-learning relationships permeates all educational levels, impacting both individuals and societies. In higher education, particularly at the postgraduate level, interactions between supervisors and students are essential but often problematic. Studies show that many graduate students face difficulties with rigid deadlines and guidance issues, which can affect their mental health. The importance of self-efficacy and autonomy for students is highlighted, suggesting that supervisor support should be aligned with the development of students’ academic literacy. However, in Brazil, the pressure on faculty to publish and secure research funding often leads to a neglect of pedagogical functions, impairing the quality of supervision. To improve the support provided, it is recommended to implement group supervision models, promote a culture of collaborative research, and establish formal processes for qualifying supervisors. In summary, it is essential to combine criticism of the current context with efforts to create a more ethical, relevant, and transformative educational environment, ensuring adequate conditions for both students and supervisors.Downloads
References
CONCEIÇÃO, Maria Inês Gandolfo et al. Educando pesquisadores qualitativos em saúde no Brasil: perspectivas discentes e docentes. Physis: Revista de Saúde Coletiva, v. 30,, n. 4, p. e300412, 2020. DOI: https://doi.org/10.1590/S0103-73312020300412
CHAUDHARY, V. Bala; BERHE, Asmeret Asefaw. Ten simple rules for building an antiracist lab. PLoS Computational Biology, v. 16, n. 10, p. e1008210, 2020. DOI: https://doi.org/10.1371/journal.pcbi.1008210
COSTA, Camila Furlan da; GOULART, Sueli. Capitalismo acadêmico e reformas neoliberais no ensino superior brasileiro. Cadernos Ebape.br, v. 16, n. 3, p. 396-409, 2018. Disponível em: https://periodicos.fgv.br/cadernosebape/article/view/65788. Acesso em: 2 set. 2024
FREIRE, Paulo. Pedagogia da esperança: um reencontro com a pedagogia do oprimido. São Paulo: Paz e Terra, 2014.
MAGALHÃES, Lilian et al. Commentary on The development of occupational science outside the Anglophone sphere: enacting global collaboration. Journal of Occupational Science, v. 28, n. 3, p. 425-434, 2021. DOI: https://doi.org/10.1080/14427591.2021.1899746
MAIA, João Marcelo Ehlert; MEDEIROS, Jimmy. Autonomia e trabalho intelectual na pós-graduação em Ciências Sociais. Revista Brasileira de Sociologia-RBS, v. 9, n. 23, p. 228-255, 2021. DOI: https://doi.org/10.20336/rbs.793
MAHLANGU, Vimbi Petrus. Exploring challenges of supervising postgraduate students in open distance learning in higher education settings. Bulgarian Comparative Education Society, v. 19, 2021. Disponível em: https://files.eric.ed.gov/fulltext/ED614073.pdf. Acesso em: 2 set. 2024
MCKENNA, Sioux. Models of postgraduate supervision and the need for a research-rich culture. Briefly Speaking, n. 25, 2023. Disponível em: https://www.che.ac.za/news-and-announcements/brieflyspeaking-number-25-models-postgraduate-supervision-and-need-research. Acesso em: 2 set. 2024
MODKOVSKI, Aline Fátima et al. Autoeficácia e relacionamento entre orientadores e orientandos em programas de pós-graduação stricto sensu. Humanidades & Inovação, v. 9, n. 14, p. 239-255, 2022. Disponível em: https://revista.unitins.br/index.php/humanidadeseinovacao/article/view/2697. Acesso em: 2 set. 2024
MOTSHOANE, Puleng; MCKENNA, Sioux. Crossing the border from candidate to supervisor: the need for appropriate development. Teaching in Higher Education, v. 26, n. 3, p. 387-403, 2021. DOI: https://doi.org/10.1080/13562517.2021.1900814
PARIS, Larissa Giacometti. O orientador como mediador de letramento privilegiado no processo de escrita da tese de doutorandos: The supervisor as a privileged literacy broker in the doctoral thesis writing process. Revista do GEL, v. 19, n. 1, p. 246-264, 2022. DOI: https://doi.org/10.21165/gel.v19i1.3360
PINZÓN, Juanita Hincapié et al. Barreiras à carreira e saúde mental de estudantes de pós-graduação. Revista Brasileira de Orientação Profissional, v. 21, n. 2, 2020. Disponível em: https://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1679-33902020000200007. Acesso em: 2 set. 2024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Movimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright to the manuscripts they submit and grant Movimento the right to publish the text in accordance with the open licensing policy adopted by the journal.
Movimento adopts the Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) license and follows the Open Access model, which provides unrestricted online access, including free access, to all scholarly texts published by the journal.
When submitting a manuscript, authors must acknowledge that they are aware of the copyright licensing terms that will apply if the manuscript is accepted and published, as described below:
- Open access is a condition in which the copyright holder of a scholarly work grants third parties’ rights to use the work under an open license (Creative Commons Attribution, CC BY)
- Open access provides free and immediate access to the work, authorizing any user to read, download, copy, distribute, print, search, or link to the full texts of articles; index them; pass them as data to software; or use them for any other lawful purpose.
Movimento encourages authors to self-archive accepted manuscripts by making them available on personal blogs, institutional repositories, academic social media platforms, and personal profiles, provided that the complete reference to the published version on the journal's website and/or the SciELO Collection page is included.
