THE IMPACT OF CAPES’ TEACHING AREA EVALUATIONS ON PROFEPT DOCUMENTS AND THE ACKNOWLEDGMENT OF CONCEPTUAL BASES

Abstract

The guiding documents of the ProfEPT Professional Master's Degree have been significantly influenced by the recommendations from Capes Teaching Area from the APCN and Quadrennial 2017-2020 evaluations, in which the program was evaluated with a score of three. This article aims to identify the changes in regulations, access notices and other documents in its history in the light of Capes' policy for professional master's degrees, which could, perhaps, take the program away from its conceptual foundations. The aim is to analyze the possible conflicts between Capes' neoliberal vision for professional master's degrees and ProfEPT's counter-hegemonic proposal and its impact on the national entrance exam. The discussion is theoretically based on the concept of work as an educational principle and research as a pedagogical principle, which are the foundations of the research developed in the ProfEPT. The methodology used is primary source documentary research, understood as a unit of analysis. The final reflections indicate that the neoliberal advance in educational policies for professional master's degrees seeks to reduce the researcher to a flexible worker who is helpful to the market while at the same time tending to privatize the production of knowledge. TheProfEPT resists, remaining supported by the conceptual foundations that gave rise to it, training workers/researchers capable of developing critical scientific research integrally and autonomously to labour. Resistance is necessary.