Educational Psychology within the graduate studies in Education

discussion about the indicators “social insertion” and “internationalization” based on publications in this area

Abstract

The debate about social insertion and internationalization is justified by the fact that these are indicators adopted by CAPES (Coordination for the Improvement of Higher Education Personnel) for the evaluation of graduate studies programs. Our goal is to analyze to what extent the papers presented in GT (Working Group) 20 − Psychology of Education of ANPEd [National Association of Graduate Studies and Research in Education] (from 2011 to 2020) allow evidencing the commitment to social insertion and internationalization in the production of knowledge in this area. We considered four dimensions of analysis pointed out by the literature for each indicator. We considered sixty papers, of which only 6.66% explicitly meet circumstantial social demands. Most of them dialogue with international production, however, there is little partnership among authors aiming to build building knowledge networks, besides the prevalence of authors from the Southeast region. The high incidence of papers published later, as articles in journals, contradicts the statement that publications in the area are concentrated in books.