Strategic planning and postgraduate self-assessment: self-regulation and/or performative re-regulations?

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.20.24606.037

Abstract

This study aimed to analyze the strategic plans of Brazilian Graduate Programs in the field of Education, identifying the conceptions, actors, and regulatory processes involved in self-assessment, with the goal of problematizing the reconfigurations resulting from the culture of performativity. Twelve documents were analyzed using content analysis. It was concluded that self-assessment, although advocated in the literature and in the conceptualizations of strategic planning as a collective process of self-analysis, participatory learning, inquiry, and reflection, may have been driven by the evaluation policy of the Coordination for the Improvement of Higher Education Personnel (CAPES) and risks being reduced, within the programs, to the implementation of performative re-regulation policies.

Keywords: Self-assessment. Strategic planning. Graduate education.

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Author Biographies

  • Gionara Tauchen, Federal University of Rio Grande

    Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Docente permanente do Programa de Pós-Graduação Educação em Ciências da Universidade Federal do Rio Grande (FURG).

  • Daniele Simões Borges, Federal University of Rio Grande

    Doutora em Educação em Ciências: Química da Vida e Saúde pela FURG. Docente permanente do Programa de Pós-Graduação Educação em Ciências da FURG.

  • Juan Carlos Teran Briceño, Federal University of Rio Grande

    Doutor em Educação em Ciências: Química da Vida e Saúde pela FURG. Docente visitante do Mestrado Profissional em Ensino de Física da FURG.

  • Renata Belmudes Schneider, Federal University of Rio Grande

    Mestre em Ensino de Ciências pela Universidade do Estado de Santa Catarina (Udesc). Doutoranda em Educação em Ciências na FURG.

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Published

2025-06-23

Issue

Vol. 20 (2025): Publicação contínua

Section

Dossiê: Autoavaliação nos Programas de Pós-Graduação em Educação: possibilidades, desafios e tensionamentos

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How to Cite

Strategic planning and postgraduate self-assessment: self-regulation and/or performative re-regulations?. Práxis Educativa, [S. l.], v. 20, p. 1–18, 2025. DOI: 10.5212/PraxEduc.v.20.24606.037. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/24606. Acesso em: 30 may. 2026.