Resumo:
Brazilian graduate education is continuously seeking to refine its evaluation models to better assess its programs. In this context, self-evaluation (SE) stands out as a fundamental criterion for the continued accreditation of stricto sensu Postgraduate Programs, fostering internal improvements and alignment with the guidelines of the Coordination for the Improvement of Higher Education Personnel (CAPES). This work investigates SE practices in professional postgraduate programs (PGPs) within a Higher Education Institution (HEI), aiming to enhance these practices and align them with CAPES's expectations. Therefore, the objectives of this work consist of analyzing the context of Brazilian postgraduate education and the evaluation criteria pertaining to SE; describing and analyzing the SE practices in the HEI's professional PGPs and in a benchmark program; mapping documents and regulations regarding SE, establishing criteria for comparison and validation; and proposing improvements to the SE practices, based on the literature, CAPES guidelines, and best practices. The methodology, qualitative, exploratory, and descriptive, employs a multiple case study involving five PGPs from the HEI and a benchmark program. Document analysis encompasses legislation, CAPES regulations and guidelines, institutional documents, and public information from the Sucupira Platform. The results reveal heterogeneity in SE implementation, ranging from initial stages to more consolidated practices. Comparison with the benchmark program highlights the importance of aligning SE with strategic planning, stakeholder participation, consistent reporting and dissemination, and the use of results for continuous improvement. Furthermore, the study proposes an analytical framework with twelve items and characteristics for evaluating SE practices, categorized into four maturity stages. This research contributes to advancing knowledge about SE in PGPs by offering a methodology for analyzing and improving processes, thus strengthening self-evaluation in postgraduate education.
