<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100264</article-id>
<article-id pub-id-type="doi">10.21814/rpe.22610</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação doutoral em Portugal: Mapeamento do cenário]]></article-title>
<article-title xml:lang="en"><![CDATA[Doctoral education in Portugal: Mapping the landscape]]></article-title>
<article-title xml:lang="es"><![CDATA[El doctorado en Portugal: Mapeando el escenario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freires]]></surname>
<given-names><![CDATA[Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Sónia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigação de Políticas do Ensino Superior (CIPES)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Lusófona Centro de Estudos Interdisciplinares em Educação e Desenvolvimento (CeiED) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>264</fpage>
<lpage>286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Assumida como um recurso estratégico para a economia e sociedade do conhecimento, a educação doutoral tem-se tornado alvo de atenção e intervenção política, com efeitos visíveis na sua organização e oferta. Sob a influência de diversos atores, e especialmente na Europa, a educação doutoral tem-se expandido, quer em termos do número de universidades que a ofertam, quer no tocante ao número de programas; tornou-se mais diversificada, com programas doutorais nas mais diferentes áreas científicas e com diferentes tipos e propósitos; e tornou-se mais estruturada, com a inclusão de uma componente curricular e a redução do tempo para conclusão do grau. Muitas destas tendências de mudança são evidentes nas configurações assumidas pelo ensino doutoral em Portugal. Este artigo tem como objetivo contribuir para uma melhor compreensão dessas configurações, por meio do mapeamento do cenário atual da educação doutoral no país. A análise leva em consideração aspetos como a distribuição institucional, geográfica e científica dos programas doutorais, bem como a sua caraterização em termos de estruturação, duração e colaboração interinstitucional. Por último, as tendências observadas no cenário da educação doutoral são colocadas em perspetiva e apresentam-se recomendações com vistas à sua (re)organização, tendo como alvo os legisladores e as universidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Assumed as a strategic resource for the knowledge society and economy, doctoral education has become the target of policy attention and intervention, with clear effects on its organisation and offer. Especially in Europe, and under the influence of several actors, doctoral education has grown in terms of the number of universities delivering it and of programmes; it became more diversified, with doctoral programmes in the most varied scientific areas and with different types and purposes; and it became more structured, with the inclusion of a curricular component and the shortening of the duration of the degree. Many of these changing trends are evident in the configurations assumed by doctoral education in Portugal. This article aims to contribute to a better understanding of these configurations by mapping the current landscape of doctoral education in the country. The analysis takes into account aspects such as the institutional, geographic, and scientific distribution of doctoral programmes, as well as their characterisation in terms of structuring, length, and collaboration. Finally, the trends observed in the doctoral education landscape are put into perspective and recommendations are put into perspective with a view to its (re)organisation, targeting both policymakers and universities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Asumido como un recurso estratégico para la economía y la sociedad del conocimiento, el doctorado se ha convertido en el objeto de la atención e intervención de las políticas, con claros efectos en su organización y oferta. Especialmente en Europa, y bajo la influencia de varios actores, el doctorado ha crecido en términos de número de universidades que la imparten y de programas; se diversificó más, con programas de doctorado en las más variadas áreas científicas y con diferentes tipologías y finalidades; y se volvió más estructurado, con la inclusión de un componente curricular y el acortamiento de la duración de la titulación. Muchas de estas tendencias cambiantes son evidentes en las configuraciones asumidas por el doctorado en Portugal. El presente artículo tiene como objetivo contribuir a una mejor comprensión de estas configuraciones mediante el mapeo del panorama actual de la educación doctoral en el país. El análisis tiene en cuenta aspectos como la distribución institucional, geográfica y científica de los programas de doctorado, así como su caracterización en cuanto a estructuración, duración y colaboración. Finalmente, se ponen en perspectiva las tendencias observadas en el panorama de la educación doctoral y se formulan recomendaciones para su (re)organización, dirigidas tanto a los responsables políticos como a las universidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação doutoral]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento]]></kwd>
<kwd lng="pt"><![CDATA[Portugal]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade do conhecimento.]]></kwd>
<kwd lng="en"><![CDATA[Doctoral education]]></kwd>
<kwd lng="en"><![CDATA[Mapping]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="en"><![CDATA[Knowledge society.]]></kwd>
<kwd lng="es"><![CDATA[Educación doctoral]]></kwd>
<kwd lng="es"><![CDATA[Mapeo]]></kwd>
<kwd lng="es"><![CDATA[Portugal]]></kwd>
<kwd lng="es"><![CDATA[Sociedad del conocimiento.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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