The curriculum in doctoral programs in education and the formation of scientific habitus

Authors

DOI:

https://doi.org/10.1590/1980531412672

Keywords:

Researcher Education, Habitus, Curriculum

Abstract

This article analyzes the curricula of doctoral programs in education in Southern Brazil and their relationship to the formation of habitus in the training of researchers. The study covered 18 higher education institutions, 18 graduate programs, 18 doctoral courses, and 70 lines of research, utilizing data from the Plataforma Sucupira. The analysis focused on the structure and organization of knowledge and on the lines of research. Two curricular modalities were identified – structured and semi-structured – which, despite organizational differences, converge in fostering recognized academic dispositions. The curricula function as mechanisms of academic socialization and symbolic regulation, although their effects depend on the trajectories and experiences of the doctoral students.

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Author Biography

Andréa de Paula Pires, Universidade Estadual do Centro-Oeste (Unicentro), Irati (PR), Brasil

Doutora e pós-doutora em Educação pela Universidade Estadual de Ponta Grossa (UEPG). Mestra em Educação pela Unicentro e licenciada em Pedagogia pela UEPG. Professora do Departamento de Pedagogia da Unicentro. Integrante do Grupo de Pesquisa Políticas Educacionais e Práticas Educativas (GPPEPE/UEPG) e da Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe).

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Published

2026-08-14

How to Cite

Pires, A. de P. (2026). The curriculum in doctoral programs in education and the formation of scientific habitus. Cadernos De Pesquisa, 56, e12672. https://doi.org/10.1590/1980531412672

Issue

Vol. 56 (2026)

Section

Articles

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