<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312014000200014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O “oceano quantitativista” na avaliação da pósgraduação: implicações no trabalho docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[Isabela Cristina Marins]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães-Iosif]]></surname>
<given-names><![CDATA[Ranilce]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Instituto de Ensino Superior Cenecista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A14">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>42</numero>
<fpage>479</fpage>
<lpage>498</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312014000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312014000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312014000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O trabalho discute as implicações do atual modelo de avaliação da pós-graduação stricto sensu adotado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), no trabalho docente, sob a perspectiva dos professores de dois programas da área de educação da região Centro-Oeste do Brasil - um pertencente a uma instituição pública e outro a uma instituição privada, confessional. Os resultados apontam que o foco quantitativista nos critérios da política de avaliação, em detrimento dos aspectos qualitativos das atividades de ensino e extensão, compromete o trabalho docente e, consequentemente, afeta também a qualidade do ensino, algo que precisa ser revisto com urgência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses the effects of the current master’s and doctoral courses evaluation model adopted by the Coordination for the Improvement of Higher Education Personnel (Capes) on professors’ work, from the perspective of professors from two programs in Education in the Midwest region of Brazil. One program belongs to a public institution and the other to a private, denominational one. The results show that evaluation policy criteria focusing on quantitativist criteria of assessment, to the detriment of the qualitative aspects of the education and community outreach activities, undermines the faculties’ work conditions and consequently affects the quality of education. This situation must be urgently reevaluated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo analiza las implicaciones de la metodología actual de evaluación de los cursos de posgrado stricto sensu aprobados por la Coordinación de Perfeccionamiento de Personal de Nivel Superior (Capes), en la perspectiva de los profesores de dos cursos en el área de educación en el Centro Oeste de Brasil, uno perteneciente a una institución pública y el otro a una institución privada, religiosa. Los resultados indican que el uso excesivamente cuantitativista de la metodología de evaluación, en deterioro de los aspectos cualitativos de las actividades de educación y divulgación, compromete el trabajo de los profesores y también afecta a la calidad de la educación, algo que necesita ser revisado con urgencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política de Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Policy]]></kwd>
<kwd lng="en"><![CDATA[Graduate Studies in Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Política de Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Posgrado en Educación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  &ldquo;oceano quantitativista&rdquo; na avalia&ccedil;&atilde;o da p&oacute;sgradua&ccedil;&atilde;o: implica&ccedil;&otilde;es no trabalho  docente.</h2> <h3>The &ldquo;quantitative ocean&rdquo; in graduate evaluation: implications  for professors&rsquo; work.</h3> <h3>El &ldquo;oc&eacute;ano cuantitativista&rdquo; en la evaluaci&oacute;n de los  cursos de posgrado: implicaciones para el trabajo de los profesores.</h3> <h3>&nbsp;</h3> <h4>Isabela  Cristina Marins Braga, Ranilce Guimar&atilde;es-Iosif    <br> </h4> </font>      ]]></body><back>
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</article>
