Reflections on the Insertion of the Self-Evaluation Policy in Brazilian Postgraduate Studies: The Experts' View

Abstract

Abstract Recent changes in the assessment model used by the Coordination for the Improvement of Higher Education Personnel (CAPES) assume, among other things, the consideration of the need for new assessment methods that include a more active involvement of the academic community. As of 2018, Self-Assessment has become the fundamental structure within this model. This article aims to understand the integration of the Self-Assessment Policy in the CAPES Assessment System, reflecting on the possible interactions and implications that arise in this context. It is a theoretical-empirical article with a qualitative approach, using documental research and interviews with experts who were part of the CAPES Self-Assessment Working Group (WG). The results shed light on the antecedents, conceptual and motivational aspects of implementing this practice, as well as suggest other potential connections, such as learning, innovation, and elements shaping an emerging context. The research provides preliminary insights for discussions on this practice within the Brazilian graduate studies landscape, offering a fertile ground to inspire further research endeavors.