Self-assessment at Brazilian Education Graduate Programs
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24882.038Abstract
This article presents an overview of the self-assessment (SA) processes conducted by Graduate Programs in Education during the Four-Year Evaluation for 2017–2020 (carried out in 2021/2022). The study analyzes the performance of the 186 programs in the field based on six indicators and item 1.4 of the Evaluation Form, which refer to SA. Drawing on data from evaluation reports and in dialogue with the still incipient literature on the subject in Brazil, this quantitative study reveals significant progress, but also persistent structural weaknesses in specific aspects. The analysis shows that, despite advances, SA is not yet a fully institutionalized and equitable process across all programs. The results suggest that SA is strongly associated with the institutional maturity and infrastructure of the programs, and is also influenced by regional inequalities and differences between course modalities.
Keywords: Self-assessment. Graduate Programs. Four-year Evaluation. Education.
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