A doctorate process implies a long journey, including some difficulties in perceiving the displacement of learning, thus enabling the doctoral candidate to experience a self-analytical process. Therefore, this article aims to present the use of the research diary during the PhD. program as a powerful instrument to monitor learning and for the analysis of students/researchers’ involvement in the development of their research. This is an experience report that uses the theoretical and methodological framework of Institutional Analysis. The diary was written from January 2014 to September 2017, and allowed to map the researchers’ trajectory, being also used as an analysis device regarding the involvement with the various institutions that crossed its path. We believe that the use of the diary made it possible to monitor the displacements of the learning process of graduate students and researchers.
Graduate teaching; Learning follow-up; Research diary; Institutional analysis