The transformations offered by globalization of the economy influenced graduate programs, where academic research has occupied a strategic point in the National Graduate Studies Plan (PGNP, 2011-2020), considered as a powerful tool for the economic development of the country. This developmental view is consistent with the neoschumpeterian school of economic thought (evolutionary), which advocates a combination of knowledge and learning with the encouragement of research and development (R & D), as fundamental to the generation of innovations in the productive system, and the technological progress of nations. In this context, the paper presents a critical analysis of this economicistic format of the present graduate program evaluation system, based on the theoretical concept of exponents of classical and contemporary education. Thus, what is verified is the reification of knowledge and the (trans) formation of the teacher-researcher into an entrepreneur, detrimental to his social essence, his self-consciousness and to education as a whole, within a spectrum in vivo, according to the Hegelian view. Furthermore, there is little relevance placed on other academic pillars, such as teaching and extension, with the emphasis of state policies on the promotion of academic research focused on economic development and the formation of product (s) and producer (s).
Economic development and progress (technology); Academic research; Trans)formation of the subject
