O impacto da lógica produtivista na formação de pesquisadores em educação, a partir da prática de publicação em periódicos Qualisficados

Abstract

This master's dissertation aims to identify the impact of the current productivist logic on the training of researchers in education, based on the practice of publishing in qualified journals. The research focuses on the educational paths and 231 publications of 76 doctoral graduates graduated between 2012 and 2022 in PPGs in the area of education legitimized as academic excellence and supervised by professors classified as excellent in scientific production and training of human resources. Considering the central objective, the source and the nature of the data analyzed, this research is descriptive, documentary and mixed. The epistemic approach, anchored in Bourdieusian praxiology (Bourdieu, 1983), sought to contextualize the history of Brazilian undergraduate programs and the conditions that led to the emergence and consolidation of academic productivism; to understand how the productivist logic has shaped institutional expectations and how this affects academic-scientific practices; and to discuss the impact of the productivist logic on the formation of the scientific habitus of undergraduate students in education. The results analyzed in light of Pierre Bourdieu's theory of practice (1983; 1996; 2001; 2007) demonstrate that, in the current productivist logic, maximizing publications in qualified journals is a strategic practice to increase scientific capital. This practice is generated by the scientific habitus, which is shaped throughout academic paths according to the market principles of productivity and efficiency of the contemporary academic-scientific field. The results also suggest that training environments that value and encourage the number of publications in qualified journals from the beginning of the academic career tend to produce highly productive researchers. These researchers, in turn, tend to reproduce the same logic throughout their careers, contributing to the maintenance of the productivist logic in the academic-scientific field, placing training and research in education in contestable territory.