The text discusses the polysemy of the term governance in different fields of knowledge, with a particular emphasis on the field of Education. Then, it discusses the state-of-the-art of governance in the education area, from an analytical-descriptive literature review based on content analysis. This paper analyzes governance in specialized literature by conducting a survey of the papers found in the databases of the Scientific Electronic Library Online and the Brazilian Digital Library of Theses and Dissertations during the period 2004–2015. The results indicate that the term governance has been increasingly used in discussions about changes in the state’s role and the phases of educational public policies, by force of the public-private partnerships. However, there is also a need to broaden the debate on educational governance in Brazilian academic circles, in view of the limited number of studies identified.

O artigo analisa a emergência da “governança” na literatura internacional e nacional e seu uso nas pesquisas em educação no Brasil. Trata-se de um estudo analítico-descritivo das produções sobre a governança educacional cadastradas nas bases Scientific Electronic Library Online e Biblioteca Digital Brasileira de Teses e Dissertações no período de 2004 a 2015. Apesar de ser um campo de estudos incipiente, as pesquisas sobre o tema revelam-se fundamentais para a compreensão das mudanças ocorridas no papel do Estado na gestão de suas políticas a partir da década de 1990. Essa abordagem permite uma análise não linear das redes que compõem o complexo campo das políticas de educação.

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.

The intent of this article is to understand the postgraduate model in education adopted in Brazil and Canada with the purpose of analyzing the similarities and differences of the evaluation criteria adopted in these different contexts. The method used is a comparative analysis and uses document analysis as a research technique, referencing the main documents that outline standards of the postgraduate in both countries. The documents were classified under the following categories: program structure and governance, evaluation of faculty and students, intellectual production/dissemination and social engagement. In general, Brazilian and Canadian postgraduate studies are aligned with shifts in academic culture that are reflected in the performance and evaluation of academic activities. Differences surface in areas related to autonomy and the balance between quantitative and qualitative criteria, which are more evident in Canada. The study emphasizes the need for a thorough analysis of the challenges experienced by and the perspectives of the graduate students in the contexts investigated, especially with regard to social engagement and research practice, given the demand for publication, in the Brazilian context and its potential to compromise social engagement. Le études de troisième cycle en éducation au Brésil et au Canada: approximations et distances dans les critères d'évaluation.Résumé: Cet article vise à comprendre le modèle études de troisième cycle en éducation adopté au Brésil et au Canada, dans le but d'analyser les approximations et les distances des critères d'évaluation présents dans ces différents contextes. La méthode utilisée se rapproche d'une analyse comparative et utilise l'analyse documentaire comme technique de recherche, prenant comme référence les principaux documents qui standardisent le troisième cycle dans les deux pays. Les documents ont été analysés à la lumière des catégories suivantes: organicité politique, évaluation des professeurs et des étudiants, production intellectuelle et insertion sociale. En général, les programmes de troisième cycle brésilien et canadien sont alignés sur le changement dans la culture académique qui est basé sur l'évaluation et la performativité des activités développées. La différence réside principalement dans l'aspect de l'autonomie et dans un meilleur équilibre entre les critères quantitatifs et qualitatifs, qui sont plus évidents au Canada. L'étude souligne la nécessité d'une analyse approfondie des défis et perspectives des étudiants diplômés dans les contextes étudiés, notamment en ce qui concerne l'engagement social et la pratique de la recherche qui, étant donné la demande de publication, notamment dans le cas brésilien, être compromis. Mots-clés: études de troisième cycle; Brésil et Canada; évaluation; recherche et pratique sociale.El postgrado en Educación en Brasil y Canadá: aproximaciones y distanciamientos en los criterios de evaluación.Resumen: El presente artículo tiene el objetivo de comprender el modelo de postgrado en educación adoptado en B...