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Interrogating Expectations and Realities in the Relationship Between Students and Supervisors in Brazilian Postgraduate Education

Abstract

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.