Entre a invisibilidade e a visibilidade administrada: vestígios da produção científica sobre supervisão de doutorado
Entre invisibilidad y visibilidad administrada: huellas de producción científica sobre la supervisión doctoral
Abstract
No contexto da sociedade do conhecimento, a educação em investigação, especialmente no nível do doutoramento, tornou-se campo de interesses políticos e acadêmicos. Nesse sentido, o presente estudo objetivou mapear a produção bibliográfica sobre supervisão de doutorado publicada na base dados Web of Science, entre 1998 e 2024, visando construir um panorama da produção científica mundial sobre o tema. Para tanto, realizamos a análise bibliométrica de 287 documentos usando os aplicativos R e RStudio com o pacote Bibliometrix. A identificação de padrões de colaboração internacional e a liderança de países que passaram por reformas educacionais orientadas para a ideologia da sociedade do conhecimento sugerem a influência das políticas educacionais na formação em pesquisa, as quais estão direcionando programas de formação e monitoramento de supervisores.
Palavras-chave: Supervisão de doutorado; Sociedade do conhecimento; Política educacional
Resumen
En el contexto de la sociedad del conocimiento, la educación en investigación, especialmente a nivel de doctorado, se ha convertido en un campo de interés político y académico. En este sentido, el presente estudio tuvo como objetivo mapear la producción bibliográfica sobre supervisión doctoral publicada en la base de datos Web of Science, entre 1998 y 2024, con el fin de construir una visión general de la producción científica global sobre el tema. Para ello, se realizó el análisis bibliométrico de 287 documentos utilizando las aplicaciones R y RStudio con el paquete Bibliometrix. La identificación de patrones de colaboración internacional y el liderazgo de países que han experimentado reformas educativas orientadas a la ideología de la sociedad del conocimiento sugieren la influencia de las políticas educativas en la formación de investigadores, que están orientando los programas de formación y supervisión de supervisores.
Palabras clave: Supervisión de doctorados; Sociedad del conocimiento; Política educativa.
Downloads
References
ACKER, Sandra; HILL, Tim; BLACK, Edith. Thesis supervision in the social sciences: Managed or negotiated? Higher Education, [S. l.], v. 28, n. 4, p. 483–498, dez. 1994. https://doi.org/10.1007/BF01383939.
AITCHISON, Claire; CATTERALL, Janice; ROSS, Pauline; BURGIN, Shelley. ‘Tough love and tears’: learning doctoral writing in the sciences. Higher Education Research & Development, [S. l.], v. 31, n. 4, p. 435–447, ago. 2012. https://doi.org/10.1080/07294360.2011.559195.
ALVES, Vânia Maria; ESPINDOLA, Isabel Cristina Pitz; BIANCHETTI, Lucídio. A relação orinetador-orientando na Pós-graduação stricto sensu no Brasil: a autonomia dos discentes em discussão. Revista Educação em Questão, [S. l.], v. 43, n. 29, ago. 2012. Disponível em: https://periodicos.ufrn.br/educacaoemquestao/article/view/4071. Acesso em: 4 fev. 2026.
AMUNDSEN, Cheryl; MCALPINE, Lynn. ‘Learning supervision’: trial by fire. Innovations in Education and Teaching International, [S. l.], ago. 2009. DOI: 10.1080/14703290903068805. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/14703290903068805. Acesso em: 21 abr. 2025.
ANDRIOPOULOU, Panoraia; PROWSE, Alicia. ‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’. Teaching in Higher Education, [S. l.], v. 25, n. 5, p. 648–661, jul. 2020. https://doi.org/10.1080/13562517.2020.1731449.
ARIA, Massimo; CUCCURULLO, Corrado. bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, [S. l.], v. 11, n. 4, p. 959–975, nov. 2017. https://doi.org/10.1016/j.joi.2017.08.007.
ARIA, Massimo; MISURACA, Michelangelo; SPANO, Maria. Mapping the Evolution of Social Research and Data Science on 30 Years of Social Indicators Research. Social Indicators Research, [S. l.], v. 149, n. 3, p. 803–831, jun. 2020. https://doi.org/10.1007/s11205-020-02281-3.
BARNES, Benita J.; AUSTIN, Ann E. The Role of Doctoral Advisors: A Look at Advising from the Advisor’s Perspective. Innovative Higher Education, [S. l.], v. 33, n. 5, p. 297–315, mar. 2009. https://doi.org/10.1007/s10755-008-9084-x.
BASTALICH, Wendy. Content and context in knowledge production: a critical review of doctoral supervision literature. Studies in Higher Education, [S. l.], v. 42, n. 7, p. 1145–1157, jul. 2017. https://doi.org/10.1080/03075079.2015.1079702.
BELL, Amani; TRELEAVEN, Lesley. Looking for Professor Right: mentee selection of mentors in a formal mentoring program. Higher Education, [S. l.], v. 61, n. 5, p. 545–561, maio 2011. https://doi.org/10.1007/s10734-010-9348-0.
BENMORE, Anne. Boundary management in doctoral supervision: how supervisors negotiate roles and role transitions throughout the supervisory journey. Studies in Higher Education, [S. l.], v. 41, n. 7, p. 1251–1264, jul. 2016. https://doi.org/10.1080/03075079.2014.967203.
BLONDEL, Vincent D; GUILLAUME, Jean-Loup; LAMBIOTTE, Renaud; LEFEBVRE, Etienne. Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, [S. l.], v. 2008, n. 10, p. P10008, out. 2008. https://doi.org/10.1088/1742-5468/2008/10/P10008.
BOEHE, Dirk Michael. Supervisory styles: a contingency framework. Studies in Higher Education, [S. l.], v. 41, n. 3, p. 399–414, mar. 2016. https://doi.org/10.1080/03075079.2014.927853.
CONNELL, R. W. How to Supervise a Ph.D. Vestes, [S. l.], v. 28, n. 2, p. 38–42, 1985.
CORRÊA, Paulo Sérgio de Almeida. A orientação das dissertações e teses como objeto de estudo das pesquisas acadêmicas: história e historiografia. Revista HISTEDBR On-line, [S. l.], v. 12, n. 47, p. 392–416, 2012.
CROSSOUARD, Barbara. Developing alternative models of doctoral supervision with online formative assessment. Studies in Continuing Education, [S. l.], v. 30, n. 1, p. 51–67, mar. 2008. https://doi.org/10.1080/01580370701841549.
DE KLEIJN, Renske A. M.; MEIJER, Paulien C.; PILOT, Albert; BREKELMANS, Mieke. The relation between feedback perceptions and the supervisor–student relationship in master’s thesis projects. Teaching in Higher Education, [S. l.], v. 19, n. 4, p. 336–349, maio 2014.
https://doi.org/10.1080/13562517.2013.860109.
DEUCHAR, Ross. Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, [S. l.], ago. 2008. DOI: 10.1080/13562510802193905. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/13562510802193905. Acesso em: 21 abr. 2025.
DIAS, Sônia Maria Rodrigues Calado; PATRUS, Roberto; MAGALHÃES, Yana Torres de. QUEM ENSINA UM PROFESSOR A SER ORIENTADOR? PROPOSTA DE UM MODELO DE ORIENTAÇÃO DE MONOGRAFIAS, DISSERTAÇÕES E TESES. Administração: Ensino e Pesquisa, [S. l.], v. 12, n. 4, p. 697–727, dez. 2011. https://doi.org/10.13058/raep.2011.v12n4.156.
DONTHU, Naveen; KUMAR, Satish; MUKHERJEE, Debmalya; PANDEY, Nitesh; LIM, Weng Marc. How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, [S. l.], v. 133, p. 285–296, set. 2021. https://doi.org/10.1016/j.jbusres.2021.04.070.
EBY, Lillian T.; ALLEN, Tammy D.; EVANS, Sarah C.; NG, Thomas; DUBOIS, David L. Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, [S. l.], v. 72, n. 2, p. 254–267, abr. 2008.
https://doi.org/10.1016/j.jvb.2007.04.005.
EUROPEAN UNIVERSITY ASSOCIATION. Doctoral Programmes for the European Knowledge Society: Report on the EUA Doctoral Programmes Project 2004–2005. Brussels, Belgium: European University Association, 2005.
FÁVERO, Altair Alberto; CONSALTÉR, Evandro; TONIETO, Carina. A avaliação da pós-graduação e a sua relação com a produção científica: dilemas entre a qualidade e a quantidade. EccoS Revista Científica, [S. l.], n. 51, p. e14508, 2019. https://doi.org/10.5585/EccoS.n51.14508.
FENGE, Lee-Ann. Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity. Studies in Higher Education, [S. l.], v. 37, n. 4, p. 401–414, jun. 2012. https://doi.org/10.1080/03075079.2010.520697.
FILHO, José Camilo dos Santos; CARVALHO, Maria Lúcia R. D. Orientação coletiva de mestrado na Faculdade de Educação da UNICAMP. Cadernos de Pesquisa, [S. l.], n. 78, p. 73–79, ago. 1991.
HALSE, Christine; MALFROY, Janne. Retheorizing doctoral supervision as professional work. Studies in Higher Education, [S. l.], v. 35, n. 1, p. 79–92, fev. 2010.
https://doi.org/10.1080/03075070902906798.
HALSE, Christine; MOWBRAY, Susan. The impact of the doctorate. Studies in Higher Education, [S. l.], v. 36, n. 5, p. 513–525, ago. 2011. https://doi.org/10.1080/03075079.2011.594590.
HORTALE, Virginia Alonso. Modelo de avaliação CAPES: desejável e necessário, porém, incompleto. Cadernos de Saúde Pública, Rio de Janeiro, v. 19, n. 6, p. 1837–1840, 2003.
IVES, Glenice; ROWLEY, Glenn. Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. Studies in Higher Education, [S. l.], v. 30, n. 5, p. 535–555, out. 2005. https://doi.org/10.1080/03075070500249161.
JOHNSON, Lesley; LEE, Alison; GREEN, Bill. The PhD and the Autonomous Self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, [S. l.], v. 25, n. 2, p. 135–147, jun. 2000. https://doi.org/10.1080/713696141.
KILICOGLU, Ozge; MEHMETCIK, Hakan. Science mapping for radiation shielding research. Radiation Physics and Chemistry, [S. l.], v. 189, p. 109721, dez. 2021. https://doi.org/10.1016/j.radphyschem.2021.109721.
KWAN, Becky Siu Chu. Facilitating novice researchers in project publishing during the doctoral years and beyond: a Hong Kong-based study. Studies in Higher Education, [S. l.], v. 38, n. 2, p. 207–225, mar. 2013. https://doi.org/10.1080/03075079.2011.576755.
LAZARIDES, Miltos K.; LAZARIDOU, Irene-Zacharo; PAPANAS, Nikolaos. Bibliometric Analysis: Bridging Informatics With Science. The International Journal of Lower Extremity Wounds, [S. l.], v. 24, n. 3, p. 515–517, 2023. https://doi.org/10.1177/15347346231153538.
LEE, Alison; KAMLER, Barbara. Bringing pedagogy to doctoral publishing. Teaching in Higher Education, [S. l.], v. 13, n. 5, p. 511–523, out. 2008. https://doi.org/10.1080/13562510802334723.
LEE, Anne. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, [S. l.], v. 33, n. 3, p. 267–281, jun. 2008. https://doi.org/10.1080/03075070802049202.
LEITE FILHO, Geraldo Alemandro; MARTINS, Gilberto de Andrade. Relação orientador-orientando e suas influências na elaboração de teses e dissertações. Revista de Administração de Empresas, [S. l.], v. 46, p. 99–109, 2006. https://doi.org/10.1590/S0034-75902006000500008.
LOVITTS, Barbara E.; NELSON, Cary. The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs. Academe, [S. l.], v. 86, n. 6, p. 44–50, 2000. https://doi.org/10.2307/40251951.
MACFARLANE, Bruce. The ethics of multiple authorship: power, performativity and the gift economy. Studies in Higher Education, [s. l.], v. 42, n. 7, p. 1194–1210, 2017.
MADEIRA, Ana Isabel. The structuration of comparative discourse and the imagination of knowledge spaces: Portugal, the ‘South of Europe’, and the ‘South below’. Comparative Education, [S. l.], v. 54, n. 4, p. 459–489, 2019. https://doi.org/10.1080/03050068.2018.1528776.
MAKHAMREH, Maha Al; STOCKLEY, Denise. Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context. International Journal of Mentoring and Coaching in Education, [S. l.], v. 9, n. 1, p. 1–20, fev. 2020. https://doi.org/10.1108/IJMCE-02-2019-0013.
MANATHUNGA, Catherine. The development of research supervision: “Turning the light on a private space”. International Journal for Academic Development, [S. l.], v. 10, n. 1, p. 17–30, maio 2005. https://doi.org/10.1080/13601440500099977.
MARI, Cezar Luiz. Sociedade do conhecimento: ideologia acerca da ressignificação do conhecimento. Perspectiva, Florianópolis, v. 26, p. 619–638, 2009.
MASSON, Gisele; MAINARDES, Jefferson. A ideologia da sociedade do conhecimento e suas implicações para a educação. Curriculo sem Fronteiras, [S. l.], v. 11, p. 70–85, jan. 2011.
MCCALLIN, Antoinette; NAYAR, Shoba. Postgraduate research supervision: a critical review of current practice. Teaching in Higher Education, [S. l.], v. 17, n. 1, p. 63–74, fev. 2012. https://doi.org/10.1080/13562517.2011.590979.
OVERALL, Nickola C.; DEANE, Kelsey L.; PETERSON, Elizabeth R. Promoting doctoral students’ research self-efficacy: combining academic guidance with autonomy support. Higher Education Research & Development, [S. l.], v. 30, n. 6, p. 791–805, dez. 2011.
https://doi.org/10.1080/07294360.2010.535508.
PEARSON, Margot; AND BREW, Angela. Research Training and Supervision Development. Studies in Higher Education, [S. l.], v. 27, n. 2, p. 135–150, maio 2002. https://doi.org/10.1080/03075070220119986c.
RAMOS, Marilia Y.; VELHO, Lea. Formação de doutores no Brasil: o esgotamento do modelo vigente frente aos desafios colocados pela emergência do sistema global de ciência. Avaliação, Campinas and Sorocaba, v. 18, n. 1, p. 219–246, mar. 2013.
RAMOS-PLA, Anabel; DEL ARCO, Isabel; MERCADÉ-MELÉ, Pere. Bibliometric analysis of pedagogy of death. Frontiers in Education, [S. l.], v. 9, p. 1502231, jan. 2025. https://doi.org/10.3389/feduc.2024.1502231.
ROBINSON‐PANT, Anna. Changing academies: exploring international PhD students’ perspectives on ‘host’ and ‘home’ universities. Higher Education Research & Development, [S. l.], v. 28, n. 4, p. 417–429, ago. 2009. https://doi.org/10.1080/07294360903046876.
RYAN, Richard M.; DECI, Edward L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, US, v. 55, n. 1, p. 68–78, 2000. https://doi.org/10.1037/0003-066X.55.1.68.
SCHUNK, Dale H.; MULLEN, Carol A. Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning. Educational Psychology Review, [S. l.], v. 25, n. 3, p. 361–389, 2013.
TAUCHEN, Gionara; BRICEÑO, Juan Carlos Teran; BORGES, Daniele Simões. Internacionalização da educação superior: redes sociais e preocupações emergentes. Educação, [S. l.], v. 46, n. 1, p. e44654–e44654, nov. 2023. https://doi.org/10.15448/1981-2582.2023.1.44654.
TAUCHEN, Gionara; NÖRNBERG, Maristela. Formação pós-graduada nos planejamentos estratégicos dos programas na área da educação. Revista Linhas, Florianópolis, v. 26, n. 60, p. 132–158, 2025.
TERÁN, Juan; TAUCHEN, Gionara; LOBO, Hebert; TERÁN, Juan; TAUCHEN, Gionara; LOBO, Hebert. Enseñanza de la estructura espacio tiempo: un análisis bibliométrico (1988-2020) y futuras direcciones de investigación. Revista de enseñanza de la física, [S. l.], v. 33, n. 1, p. 31–40, jun. 2021.
VEHVILÄINEN, Sanna. Student-Initiated Advice in Academic Supervision. Research on Language and Social Interaction, [S. l.], v. 42, n. 2, p. 163–190, maio 2009. https://doi.org/10.1080/08351810902864560.
WILLIAM, Erica Mc. Against Professional Development. Educational Philosophy and Theory, [S. l.], v. 34, n. 3, p. 289–299, jan. 2002. https://doi.org/10.1111/j.1469-5812.2002.tb00305.x.
Downloads
Published
Métricas
Visualizações do artigo: 0 PDF (Português (Brasil)) downloads: 0
