Os critérios da avaliação quadrienal CAPES à luz da geopolítica da razão: Derivações (?) da colonialidade do saber e do gênero

Abstract

Since the colonial period, the idea of existing advanced and backward civilizations permeates the social imaginary. The criterion for such a distinction was based merely on what the European colonizers understood to be a good model of social, political and cultural organization. From the "discovery" of America on, this idea was reinforced and used as a justification for the exploration and decimation of various civilizations. But it was not just the material aspect that colonization harmed, because by depriving the original people of perpetuating their cultures, the European colonizers also managed to colonize the social imaginary of Brazilians. Even after the country's Proclamation of Independence, Portuguese values remained in Brazil, a phenomenon analyzed by coloniality. With the purpose of deconstructing the Eurocentric mentality of the world, the decolonial approach promotes the appreciation of different ways of being, knowing and living, giving voice to cultures, until then, devalued. It is a proposal of resistance to a rationality that positions the model of Western society as the ideal. Among the many damages caused by the Portuguese Crown at the time of the colonization of Brazil, the present study focuses on two factors: the coloniality of knowledge and the coloniality of gender. From the imposition of the European model of civilization, women began to occupy a social position of submission, which unfortunately has not been overcome until the present day. As a result, the female gender took a long time to permeate spaces of power, such as the academic environment. In this context, the CAPES evaluation of Brazilian postgraduate programs is an important tool, capable of acting in favor of higher education committed to the decolonial purpose. For this reason, the following work proposes to answer: to what extent do the criteria adopted by the CAPES evaluation of stricto sensu post-graduate programs reproduce the colonialities of knowledge and gender? With this, it is intended to demonstrate, in practice, to what extent the coloniality of knowledge and gender is still present in society. To this end, the methodological choice had a qualitative approach and privileged basic or theoretical research at the beginning and then added applied data. In addition, a practical research was adopted regarding the criteria of the evaluation forms of the master's programs in Minas Gerais, in order to exemplify what was demonstrated by the theoretical research. From the described method, it was possible to conclude that the evaluation of graduate programs confirms the coloniality of knowledge and gender, since the decolonial perspective does not inspire in any way the elaboration of the questions evaluated by CAPES.