What does and what is contained in an Educational Process/Product? : Reflections on a set of actions demanded in Postgraduate Programs in the Teaching area
The Educational Process/Product is a recurring theme in the discussions around the Graduate Programs of the Professional modality in the Science Education field, given the need to deepen the understanding of the topic, better guide the training of graduate students and meet the quality criteria from...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) |
| Repositorio: | Educitec |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:sistemascmc.ifam.edu.br:article/2114 |
| Acceso en línea: | https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/2114 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational Product Postgraduate Stricto Sensu Science Education Producto educativo Posgrado Stricto Sensu Enseñanza Produto educacional Pós-Graduação Stricto Sensu Ensino |
| Sumario: | The Educational Process/Product is a recurring theme in the discussions around the Graduate Programs of the Professional modality in the Science Education field, given the need to deepen the understanding of the topic, better guide the training of graduate students and meet the quality criteria from CAPES. In this article, we aim to present a conceptual discussion about the educational product, highlighting two fundamental aspects: i) in which context the educational product is contained; and ii) what the product contains considering the foundations of its design. This discussion is based on the production of the Educational Process/Products and Professional Doctorate Working Group formed during the 2019 CAPES Mid-Term Seminar, the 2019 Science Education Area document, the 2019 CAPES Technological Production Report, and as in other references that make significant contributions to the theme. It also considers the experience gained from the first qualification and thesis defense committees of professional doctorates. As a direct result of this work, we hope to improve the process of designing educational products in the context of professional programs in the Science Education Area. |
|---|