GENERATION NEITHER NOR? NEITHER A RESEARCHER NOR A TEACHER

TEACHER TRAINING FOR HIGHER EDUCATION IN INFORMATION SCIENCE IN BRAZIL

Abstract

This study analyzed the responses of doctoral students in Information Science in Brazil about their work after completing their doctorate, seeking to identify their perception of the acquisition of knowledge, the development of didactic-pedagogical skills for teaching at higher education level, and preparation for a career as a researcher. To this end, the objectives were: a) to carry out a brief review of the literature on the subject and its conceptions; b) to identify the competences required for teaching in higher education; c) to analyze the opinion of doctoral students on postgraduate courses in IC in Brazil about their training for teaching and/or academic practice (researcher). The data was collected using a questionnaire developed in Google Forms and sent to the coordinators of the Postgraduate Programs in IC with concepts 5, 6 and 7 in the CAPES (Coordination for the Improvement of Higher Education Personnel) evaluation. The research universe was limited to six public higher education institutions: Brazilian Institute of Information in Science and Technology (Ibict)/Federal University of Rio de Janeiro (UFRJ) (Ibict/UFRJ); University of Brasília (UnB); Paulista State University (Unesp); Federal University of Pernambuco (UFPE); and Federal University of Santa Catarina (UFSC). The research was conducted between February 21 and March 17, 2025 and is classified as descriptive-exploratory, explanatory and documentary, since it used documents available on the institutional websites of the universities analyzed. The literature review was carried out to support the theoretical framework, presenting conceptions, concepts and definitions on the subject, not restricted to IC. The data showed that just doing a compulsory teaching internship, without additional training, is not enough to develop the didactic-pedagogical skills and abilities needed to teach in higher education. This highlights the need to include compulsory subjects on didactics in higher education in the curricular structure of postgraduate programs, in order to: minimize training deficiencies, especially among graduates of bachelor's degrees; promote the updating of curricula; and fill a gap in IC training, which demands greater attention in the field of education.