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Knowledge production in physical education: impact of southern and southeastern Brazil's postgraduate studies system on the education and graduation of masters and doctors who work in higher education institutions in the northeastern region.


The project incorporates previous studies on the graduation of masters and doctors who are members of higher education institutions in the northeastern Brazilian states of Alagoas, Bahia, Pernambuco and Sergipe, within the field of Physical Education (1982-2004). The motivation for this new study was based on the need to update and expand the analysis to cover all the nine northeastern states, including Ceará, Maranhão, Paraíba, Piauí, and Rio Grande do Norte. This research was also justified by the need to verify the impacts of the system of postgraduate studies on other regions, especially in the Southeast, which holds 60% of the graduate programs in the country, and specifically the State of São Paulo, which provides most of the master's theses (47.1 %) and doctoral dissertations (72.1%) in Physical Education. The new project aims to determine the configuration of research in Physical Education in the Northeast of Brazil in terms of authors, counselors, geographical and institutional connections, research lines, networks of scientific collaboration between researchers and institutions, the influence of authors and theoretical frameworks from other areas of knowledge, and the impact of the national and international scientific production on the studies by researchers who work in northeastern Brazil. The project is based on e-MEC data related to the 467 higher education institutions and the 123 Physical Education Colleges in the nine states of the northeastern region. It also builds on CAPES data on the production and regional distribution of postgraduate programs. It is expected that the results: (a) provide a database in the scope of the regional sample; (b) identify collaborative networks of northeastern researchers and institutions in their interaction with other regions, especially the Southeast; (c) characterize the influence of authors and theoretical frameworks; and (d) provide subsidies for discussing the constitution of the scientific field of Physical Education in Brazil. (AU)

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