{"id":2652,"date":"2017-10-30T14:55:56","date_gmt":"2017-10-30T16:55:56","guid":{"rendered":"http:\/\/blog.scielo.org\/en\/?p=2652"},"modified":"2017-10-30T14:55:56","modified_gmt":"2017-10-30T16:55:56","slug":"some-ideas-about-brazilian-postgraduation","status":"publish","type":"post","link":"https:\/\/blog.scielo.org\/en\/2017\/10\/30\/some-ideas-about-brazilian-postgraduation\/","title":{"rendered":"Some ideas about Brazilian postgraduation"},"content":{"rendered":"

Ribeir\u00e3o Preto, 25\/10\/2017<\/strong><\/p>\n

\"\"<\/a>

Image: mindandi \/ Freepik<\/a><\/p><\/div>\n

The potential of Brazil to become a world player, consistent with its size, population and natural resources, depends on its ability to develop science, technology and innovation in the coming years. This will require an effective educational system at all levels.<\/p>\n

In recent years science and technology have received financial support from national and state governments and have grown in size and geographical distribution. Although the number of Brazilian national and international publications has increased significantly, the impact of Brazilian science, measured by the number of citations in international journals, has plateaued. Since most research is carried out in postgraduation programs, this should be of concern to all of us at the university.<\/p>\n

In 2015 I wrote a diagnosis of postgraduation and faulted CAPES for emphasizing productivity over other qualifications of the students1<\/sup>. Indeed, there are few other parameters that can be used when evaluating courses that have thousands of students.<\/p>\n

We can improve the level of both master\u2019s and doctoral courses by introducing new disciplines that focus on the \u201cformation\u201d of the student rather than \u201cinformation\u201d. Our students arrive with different educational backgrounds and deficiencies in some areas. Docents can improve the quality of postgraduation from the bottom up by creating new disciplines which emphasize the skills required to do science.<\/p>\n

Our objectives should, among others, be to create an environment where students can think, be curious, analyze and think critically and rigorously in order to identify, formulate and ask relevant scientific questions, communicate and understand the nature and importance of interdisciplinary research. In short, we have to prepare our students to be able to navigate in a world of huge, growing amounts of information and to continue learning and developing after receiving their diploma.<\/p>\n

Lewis Joel Greene
\nljgreene@fmrp.usp.br<\/a><\/p>\n

Note<\/h3>\n

1. GREENE, L. J. It is time to review the Brazilian postgraduation system [online]. SciELO in Perspective<\/em>, 2015 [viewed 26 October 2017]. Available from: http:\/\/blog.scielo.org\/en\/2015\/01\/26\/it-is-time-to-review-the-brazilian-postgraduation-system<\/a><\/p>\n

Reference<\/h3>\n

GREENE, L. J. It is time to review the Brazilian postgraduation system [online]. SciELO in Perspective<\/em>, 2015 [viewed 26 October 2017]. Available from: http:\/\/blog.scielo.org\/en\/2015\/01\/26\/it-is-time-to-review-the-brazilian-postgraduation-system<\/a><\/p>\n

 <\/p>\n

About Lewis Joel Greene\"\"<\/a><\/h3>\n

At present, he is volunteer full professor (senior collaborator) of Faculdade de Medicina de Ribeir\u00e3o Preto, Universidade de S\u00e3o Paulo, at the Department of Cellular, Molecular Biology and Pathogenic Bioagents. He is supervisor of the Protein Chemistry Center at the Funda\u00e7\u00e3o Hemocentro in Ribeir\u00e3o Preto, where he conducts studies on chemical, functional and structural characterization of proteins, using traditional approaches in protein chemistry and proteomics analysis.<\/p>\n","protected":false},"excerpt":{"rendered":"

The level of both master\u2019s and doctoral courses in Brazil can be improved by introducing new disciplines that focus on the \u201cformation\u201d of the student rather than \u201cinformation\u201d. …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":17,"featured_media":2654,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[3],"tags":[31,7],"class_list":["post-2652","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analysis","tag-research-evaluation","tag-scholarly-communication"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/2652","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/comments?post=2652"}],"version-history":[{"count":3,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/2652\/revisions"}],"predecessor-version":[{"id":2658,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/2652\/revisions\/2658"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/media\/2654"}],"wp:attachment":[{"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/media?parent=2652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/categories?post=2652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.scielo.org\/en\/wp-json\/wp\/v2\/tags?post=2652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}