2014 SELECTION PROCESS DATA
Graph 01 - Summary Number of Enrolled, Approved and Disapproved by Research Line - Year 2014
Source: Data from the PPGE/CAMEAM/UERN secretariat – Year 2016.
SELECTION PROCESS DATA (2014 and 2015)
Graph 02 - Summary Number of Enrolled, Approved and Disapproved by Research Line - Years 2014 and 2015
Source: Data from the PPGE/CAMEAM/UERN secretariat - Year 2016
SELECTION PROCESS DATA (2014, 2015, 2016)
Graph 03 - Summary Number of Enrolled, Approved and Disapproved by Research Line - Years 2014, 2015, 2016
Source: Data from the PPGE/CAMEAM/UERN secretariat - Year 2016
SUMMARY OF DATA - REGISTRATION, APPROVAL AND FAILURE (2014, 2015, 2016)
1) SUBSCRIPTION
Graph 04 - Number of Applicants by line of research in the selection process (2014 to 2016)
Source: Data from the PPGE/CAMEAM/UERN secretariat - Year 2016
2) APPROVAL
Graph 05 - Number of Approved by line of research in the selection processes (2014 to 2016)
Source: Data from the PPGE/CAMEAM/UERN secretariat - Year 2016
3) FAIL
Graph 06 - Number of Rejects by line of research in the selection processes (2014 to 2016)
Source: Data from the PPGE/CAMEAM/UERN secretariat - Year 2016
QUALITATIVE SUMMARY OF DATA
In 2014, the first year of course selection, the intense demand for vacancies was noticeable. There were 85 applicants, 25 on line 1, 34 on line 2 and 26 on line 3. Of these, 66 failed, 19 on line 01; 28 on line 02; and 19 in line 3. In 2015, there were 123 applicants, 20 in line 1, 62 in line 2 and 41 in line 3. Of the total number of applicants, there were 92 disapprovals, 12 in line 1, 49 in line 2 and 31 in line 3. In 2016, there were 99 applications, 26 in line 1, 37 in line 2 and 36 in line 3. Of the total, 75 were disapproved, distributed as follows: 19 in line 1, 31 in line 2 and 25 in line 3.
The failure rate in those years was observed with greater intensity in the phase of the written test, since, in general, the students did not meet the criteria of mastery of content, clarity and organization of ideas. Another factor observed was the distance between the project themes and the teaching area and the PPGE research lines. One of the solutions we found to minimize the negative impact on failure rates in the following years was to start offering a greater number of vacancies for special students in disciplines, so that the candidate, when having the opportunity to share conceptual and methodological discussions in disciplines of the PPGE and knowing the profile of the professors, was acquiring more experience to compete in the subsequent selection processes.
As for those APPROVED, in 2014, we had 19, distributed as follows: 6 on line 01, 06 on line 02 and 07 on line 03. It is worth mentioning that we initially predicted 13 vacancies, but we expanded to 19. As in 2014, in 2015, there were expansion of vacancies for student admission, considering that we have accredited new teachers in the PPGE. Of the 21 vacancies planned, 31 candidates were approved, 8 in line 01, 13 in line 2 and 10 in line 3. In 2016, 24 candidates were approved: 7 in line 1, 6 in line 2 and 11 in line 3. Initially , we had planned to offer 14 vacancies, however, with the accreditation of new professors, it was possible to expand them.