Self-evaluation of postgraduate studies: What does international experience teach us?
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24880.033Abstract
This article presents the results of a study on postgraduate evaluation policies adopted by Brazil and the Netherlands. Its main purpose was to understand how the Brazilian and Dutch systems conceive and carry out self-evaluation in their postgraduate programs. Methodologically, it is a comparative study conducted in Brazil and at Leiden University between 2021 and 2022. The research revealed that the Brazilian model is top-down, centripetal, centralized, and oriented toward promoting greater internal homogenization and less differentiation. Evaluation is predominantly external, normative, regulatory, and performance-based. The Dutch system, on the other hand, is bottom-up, decentralized, and internationally recognized for its systematic and institutionalized use of self-evaluation. Based on the research findings, the article presents a set of proposals aimed at strengthening self-evaluation and improving the Brazilian postgraduate evaluation system.
Keywords: Postgraduate studies. Evaluation policies. Self-evaluation.
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