Autoavaliação e autossuperação na Pós-Graduação: fundamentos para uma prática ética e transformadora.
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| Title: | Autoavaliação e autossuperação na Pós-Graduação: fundamentos para uma prática ética e transformadora. |
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| Alternate Title: | Self-assessment and self-overcoming in Graduate Studies: foundations for an ethical and transformative practice. Autoevaluación y superación personal en el Posgrado: fundamentos para una práctica ética y transformadora. |
| Authors: | Mendonça, Samuel1 samuelms@gmail.com, Rios, Mônica Piccione Gomes2 monica.rios@puc-campinas.edu.br |
| Source: | Revista Práxis Educativa. 2025, Vol. 20, p1-12. 12p. |
| Subject Terms: | *Graduate education, *Self-evaluation, *Critical pedagogy, Values (Ethics), Communicative action |
| People: | Nietzsche, Friedrich Wilhelm, 1844-1900 |
| Abstract (English): | How can self-assessment processes in graduate education be developed to overcome classificatory logic and become critical, participatory, and emancipatory practices? This article discusses institutional self-assessment in Brazilian graduate programs in light of CAPES Ordinance No. 149/2018, which establishes it as a mandatory component of evaluation processes, and proposes a perspective grounded in ethicalpolitical and formative principles. The aim is to question the limits of bureaucratic evaluation and advocate for self-assessment as a transformative pedagogical practice, inspired by Freirean pedagogy and philosophical elements of Friedrich Nietzsche, as interpreted by Mendonça. The research adopts a qualitative, theoretical-reflective approach, based on document analysis and the authors’ participation in collective self-assessment initiatives within graduate programs. The findings indicate that, although the regulation represents progress, the effectiveness of self-assessment depends on its reframing as a dialogical, critical, and context-sensitive process. It concludes that an ethical and transformative self-assessment requires active listening, democratic participation, and a commitment to institutional self-overcoming, paving the way for the reinvention of evaluation within the context of Brazilian graduate education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | ¿Cómo desarrollar procesos de autoevaluación en la educación de posgrado que superen la lógica clasificatoria y se conviertan en prácticas críticas, participativas y emancipadoras? Este artículo analiza la autoevaluación institucional en los programas de posgrado brasileños a la luz de la Ordenanza CAPES nº 149/2018, que la establece como componente obligatorio de los procesos evaluativos, y propone una perspectiva fundamentada en principios ético-políticos y formativos. El objetivo es problematizar los límites de la evaluación burocrática y defender la autoevaluación como una práctica pedagógica transformadora, inspirada en la pedagogía freireana y en elementos filosóficos de Friedrich Nietzsche, según la interpretación de Samuel Mendonça. La investigación adopta un enfoque cualitativo, de carácter teórico-reflexivo, basado en el análisis documental y en la participación de los autores en iniciativas colectivas de autoevaluación en Programas de Posgrado. Los resultados indican que, aunque la normativa representa un avance, la efectividad de la autoevaluación depende de su resignificación como proceso dialógico, crítico y situado. Se concluye que una autoevaluación ética y transformadora requiere escucha activa, participación democrática y un compromiso con la autotransformación institucional, abriendo caminos para reinventar la evaluación en el contexto del posgrado brasileño. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Como construir processos de autoavaliação na Pós-Graduação que superem a lógica classificatória e se tornem práticas críticas, participativas e emancipatórias? Este artigo discute a autoavaliação institucional na Pós-Graduação brasileira à luz da Portaria Capes nº 149/2018, que a estabelece como componente obrigatório dos processos avaliativos, e propõe uma perspectiva fundamentada em princípios ético-políticos e formativos. O objetivo é problematizar os limites da avaliação burocrática e defender a autoavaliação como prática pedagógica transformadora, inspirada na pedagogia freireana e em elementos filosóficos de Friedrich Nietzsche, conforme a interpretação de Samuel Mendonça. A pesquisa adota uma perspectiva qualitativa, de caráter teórico-reflexivo, baseada em análise documental e na participação dos autores em iniciativas coletivas de autoavaliação em Programas de Pós-Graduação. Os resultados indicam que, embora a normativa represente um avanço, sua efetividade depende da ressignificação da autoavaliação como processo dialógico, crítico e situado. Conclui-se que uma autoavaliação ética e transformadora exige escuta ativa, participação democrática e compromisso com a autossuperação institucional, abrindo caminhos para a reinvenção da avaliação no contexto da Pós-Graduação brasileira. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | How can self-assessment processes in graduate education be developed to overcome classificatory logic and become critical, participatory, and emancipatory practices? This article discusses institutional self-assessment in Brazilian graduate programs in light of CAPES Ordinance No. 149/2018, which establishes it as a mandatory component of evaluation processes, and proposes a perspective grounded in ethicalpolitical and formative principles. The aim is to question the limits of bureaucratic evaluation and advocate for self-assessment as a transformative pedagogical practice, inspired by Freirean pedagogy and philosophical elements of Friedrich Nietzsche, as interpreted by Mendonça. The research adopts a qualitative, theoretical-reflective approach, based on document analysis and the authors’ participation in collective self-assessment initiatives within graduate programs. The findings indicate that, although the regulation represents progress, the effectiveness of self-assessment depends on its reframing as a dialogical, critical, and context-sensitive process. It concludes that an ethical and transformative self-assessment requires active listening, democratic participation, and a commitment to institutional self-overcoming, paving the way for the reinvention of evaluation within the context of Brazilian graduate education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v.20.24890.048 |
