Self-assessment in Graduate Education in Brazil: state of knowledge (2002-2024)
DOI:
https://doi.org/10.5212/PraxEduc.v.20.25505.086Abstract
This article analyzes the state of knowledge on self-assessment in stricto sensu Graduate Programs in Education in Brazil (2002-2024). The study followed the state of knowledge protocol proposed by Kohls-Santos and Morosini (2021) in four stages and applied Descending Hierarchical Classification (DHC) through the Iramuteq software to a corpus of abstracts from 23 academic works. The temporal analysis revealed sparse interest until 2021 and significant growth from 2022 onwards, in response to the new guidelines of the Coordination for the Improvement of Higher Education Personnel (CAPES). Five thematic axes emerged: regulatory policies, quality management, impact on graduates’ education, innovations and decolonial perspectives, and participatory practices. Qualitative, quantitative, and mixed-method approaches highlighted the tension between external requirements and internal formative demands. These findings underscore the need for multidimensional models that integrate democratic participation, graduate monitoring, and strategic planning aimed at consolidating knowledge production within Brazilian Graduate Education.
Keywords: Self-assessment. Education. State of knowledge. Graduate studies.
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