A Pós-Graduação profissional como inflexão acadêmica: o PROFARTES e a reconfiguração epistemológica situada no ensino de arte

Abstract

This article examines professional graduate education as a shift within the traditional academic model, using the Professional Graduate Program in Arts (PROFARTES) as its empirical field. Grounded in the distinction between academic and professional rationality, the study investigates the epistemological, methodological, and evaluative shifts arising from this modality, focusing on programs aimed at training Basic Education teachers. Through analysis of CAPES regulatory documents, PROFARTES's recent restructuring, and the creation of Area 51 (Sciences and Humanities for Basic Education), the article identifies an epistemological reconfiguration guided by situated knowledge production, the integration of theory and practice, and research's social impact. It also discusses research formats and capstone works, highlighting artistic processes and teaching materials as legitimate forms of knowledge production. The article concludes that academic and professional rationality are not opposing forces but a productive interpretive framework, requiring deeper epistemological grounding to recognize the plurality of ways knowledge is produced, validated, and shared in Basic Education.