Self-assessment in Graduate Programs in Education: (self)learning from the experiences of Santa Catarina and Bahia
DOI:
https://doi.org/10.5212/PraxEduc.v.20.25195.088Abstract
This paper conceives self-assessment as a formative and participatory process that enables Graduate Programs in Education to reflect on their identity, institutional policies, and management practices. Based on the experiences of the Graduate Programs in Education at the Universidade do Oeste de Santa Catarina (UNOESC) and the Universidade Estadual do Sudoeste da Bahia (UESB), the study sought to identify lessons that may strengthen the culture of self-assessment in other contexts. The analyses, carried out using an analytical framework that brings together complementary dimensions, highlight the challenges and potentialities of the process, as well as its relevance for improving academic and administrative practices. This study concludes that self-assessment is a continuous process, mobilizes the academic community, and constitutes a tool for strengthening institutional autonomy and promoting transformative actions guided by shared responsibility in a common world.
Keywords: Self-assessment. Experience. Graduate Studies in Education.
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