Autoavaliação de cursos na pós-graduação: um estudo fundamentado na perspectiva de monitoramento de discentes e egressos do Mestrado Profmat da UFJF

Abstract

In recent years, self-assessment of postgraduate courses has become a permanent and integrated dimension of the Capes evaluation process. At the same time, in addition to giving centrality to the role of students in this process, Capes has reinforced the importance of monitoring alumni as a way of evaluating the quality of the training offered by postgraduate programs in the country. Considering this scenario, this dissertation was developed with the objective of investigating the course self-assessment process within the scope of the Professional Master's Program in Mathematics in the National Network (Profmat) of the Federal University of Juiz de Fora (UFJF), with a particular focus on monitoring students and alumni. The research had as its starting point the following guiding question: how can Profmat-UFJF conduct its actions aimed at course self-assessment and monitoring of students and alumni, in order to meet the guidelines and demands of the Capes Evaluation and search for the Program continuous development and improvement? The management case presented here explores this issue by analyzing the structuring and development of a self-assessment process, supported by a participatory management approach, focusing on monitoring students and alumni. To guide this discussion, the hypothesis was considered that the evolution of a postgraduate program can be measured by analyzing the trajectory of its students and alumni in a continuous process of self-assessment. The methodological approach adopted is qualitative in nature, although quantitative elements were used to describe the management case. As an analytical basis, three theoretical axes were developed: self-assessment, participatory management, and monitoring of students and alumni, highlighting the importance of integrating these practices to conduct the self-assessment process. The field research was carried out by applying questionnaires to students, alumni, and professors of Profmat-UFJF, in order to capture their perceptions about the course and the theoretical axes investigated. Based on our findings, an Educational Action Plan (PAE) presents proposals for actions aimed at improving the course's self-assessment process, from the perspective of participatory management, with a focus on monitoring its students and alumni.