Condicionantes sociopolíticos das teses e dissertações na contemporaneidade no Brasil: teoria do conhecimento, documento registrado e as políticas orientadas para os documentos epistêmicos

Abstract

In this research, we discuss theses and dissertations as objects of the human and social sciences, from the recognition of such scientificity and the knowledge produced by scientists from these sciences, as well as the distinctions in the documentary production of the result of these sciences and the exact sciences and nature. To understand the place and role of these documents, we work the concept of an epistemic document, or artifact responsible for presenting the consolidation of scientific research, has been worked out The general objective is to identify the sociopolitical conditions for the production of knowledge, based on the role played by the theses and dissertations, recognized as epistemic documents, from the movement of normative acts that deal with Brazilian graduate. The specific objectives are: to identify the difficulties imposed by sociopolitical conditions in the dissemination of knowledge; to identify the way the sociopolitical conditions act in the public institutions of teaching and research through normative acts; to evaluate the potential unfolding of the repercussion of normative acts in the relation of theses and dissertations between human and social sciences. The structural theoretical framework is focused on the concepts of paradigm, disciplinary matrix and scientific revolution by Thomas Kuhn (2000, 2006 and 2011) and the concepts of thought style, collective thought and genesis of knowledge by Ludwik Fleck (2010). The research is characterized as descriptive and qualiquantitative. In order to achieve the proposed objectives, documentary research was carried out to build the analytical corpus, consisting of the normative acts that deal with Brazilian postgraduate studies and university acts that regulate Stricto Sensu graduate programs and courses. The results of the research demonstrate that the dissemination of epistemic documents is of vital importance for the human and social sciences, since these are the objects of these sciences, however, educational institutions did not follow Ordinance No. 13 that instituted their dissemination when it was valid, there are a multiplicity of different practices in different institutions and these documents do not have a system that guarantees their propagation and access.