| Journal: | Em Questao |
| Database: | CLASE |
| System number: | 000526317 |
| ISSN: | 1808-5245 |
| Authors: | Veronezi, Daniela Priscila de Oliveira1 Ribeiro, Geisa Müller de Campos1 Gomes, Suely Henrique de Aquino1 |
| Institutions: | 1Universidade Federal de Goias, Goiania, Goias. Brasil |
| Year: | 2022 |
| Volumen: | 28 |
| Number: | 2 |
| Pages: | 108417-108417 |
| Country: | Brasil |
| Language: | Portugués |
| Document type: | Artículo |
| Approach: | Descriptivo |
| English abstract | It aims to map and analyze the scientific production of articles on educational assessment in teacher education, indexed in the Web of Science, Scopus and Scielo databases.The study was based on bibliometricindicators and established three axes of analysis, by: publishers; periodicals; and articles.177 articles were mapped and published by 119 journals and 76 publishers. The results highlight that 51% of the articles' production are concentrated in six commercial publishers. On the other hand, countries like Brazil, Spain, Canada and Singapore concentrate more than 50% of their production in university publishers.Among 119 journals, Bradford's Law identified a core of 7 most productive journals that are specialized in the topic.The Assessment and Evaluation in Higher Education journal was highlighted for being the most published, with 9 articles, and published the most cited study.Of the 177 articles, 20 received at least 18 citations and are considered tohave the greatest impact.In addition, 64% of the 1248 citations received by all mapped articles accumulate. We point out the importance of a consolidated scientific publishing industry, which gives visibility to the cultural diversity of research and areas of knowledge, as well as the professionalization of editorial processes. At the same time, policies are still needed to fund publications and debates on the monopolization of production in a few publishers. We also point to the need for investigations on scientific production on assessment in teacher education in databases that bring together journals that are invisible in the mainstream of science, strengthening understudied regions |
| Portuguese abstract | O objetivo desta investigação é discutir a representatividade das mulheres com deficiência na docência do ensino superior brasileiro. Parte-se do entendimento de que os sujeitos da pesquisa apresentam dois marcadores de silenciamento e de exclusão: ser mulher e com deficiência. Quanto aos aspectos metodológicos, a pesquisa classifica-se como quantitativa. Pautou-se na análise secundária dos dados do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), de 2010 e 2018, bem como dos dados gerais do Instituto Brasileiro de Geografia e Estatística (IBGE). Com esta investigação, observou-se que os docentes com deficiência representam somente 1% dos que compõem o ensino superior brasileiro, sendo as mulheres a minoria se comparadas à quantidade de homens, embora os gráficos evidenciem um aumento quantitativo na representatividade feminina ao longo dos anos |
| Disciplines: | Educación |
| Keyword: | Ciencia, Educación superior, Exclusión, Género, Minorías, Mujeres, Docencia |
| Full text: | https://www.seer.ufrgs.br/index.php/EmQuestao/article/view/115453/65275 |
