<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100303</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.24888.035</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A autoavaliação como prática de governança na pós-graduação: percepções discentes e referências comparadas]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-assessment as a governance practice in graduate studies: student perceptions and comparative models]]></article-title>
<article-title xml:lang="es"><![CDATA[La autoevaluación como práctica de gobernanza en el posgrado: percepciones estudiantiles y referencias comparadas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wandercil]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marta Regina Paulo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aparício]]></surname>
<given-names><![CDATA[Ana Silvia Moço]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Sanny Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,USCS Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,USCS Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,USCS Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A autoavaliação na pós-graduação ocupa um papel estratégico para o aprimoramento dos programas acadêmicos e profissionais, permitindo identificar desafios e propor ações corretivas. Este estudo analisa o processo de autoavaliação na Pós-Graduação em Educação sob a óptica discente, comparando essas percepções com modelos de autoavaliação aplicados em outras instituições nacionais e internacionais. Foram utilizados questionários com questões objetivas e abertas, cujos dados foram tratados por meio de estatísticas descritivas e análise de conteúdo. Os resultados evidenciam avaliações positivas quanto às disciplinas e ao suporte acadêmico, mas apontam desafios na estrutura curricular, na carga horária e na infraestrutura física e tecnológica. A análise comparativa sugere a incorporação de práticas mais participativas e qualitativas. Conclui-se que é fundamental fortalecer a governança acadêmica com foco no protagonismo discente e na autoavaliação como ferramenta contínua de inovação e desenvolvimento institucional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-assessment in graduate studies plays a strategic role in improving academic and professional programs, enabling the identification of challenges and the proposal of corrective actions. This study analyzes the self-assessment process in Graduate Education from the students&#8217; perspective, comparing these perceptions with self-assessment models applied in other national and international institutions. Questionnaires with both closed and open-ended questions were used, and the data were analyzed using descriptive statistics and content analysis. The results reveal positive evaluations regarding courses and academic support, but highlight challenges related to the curriculum structure, workload, and physical and technological infrastructure. The comparative analysis suggests the incorporation of more participatory and qualitative practices. The study concludes that it is essential to strengthen academic governance by focusing on student protagonism and on self-assessment as a continuous tool for innovation and institutional development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La autoevaluación en la educación de posgrado desempeña un papel estratégico en la mejora de los programas académicos y profesionales, al permitir identificar desafíos y proponer acciones correctivas. Este estudio analiza el proceso de autoevaluación en el Posgrado en Educación desde la perspectiva estudiantil, comparando estas percepciones con modelos de autoevaluación aplicados en otras instituciones nacionales e internacionales. Se utilizaron cuestionarios con preguntas cerradas y abiertas, cuyos datos fueron analizados mediante estadísticas descriptivas y análisis de contenido. Los resultados evidencian evaluaciones positivas sobre las asignaturas y el apoyo académico, pero señalan desafíos en la estructura curricular, la carga horaria y la infraestructura física y tecnológica. El análisis comparativo sugiere la incorporación de prácticas más participativas y cualitativas. Se concluye que es fundamental fortalecer la gobernanza académica, con énfasis en el protagonismo estudiantil y en la autoevaluación como herramienta continua de innovación y desarrollo institucional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Governança universitária]]></kwd>
<kwd lng="pt"><![CDATA[Modelos de autoavaliação]]></kwd>
<kwd lng="pt"><![CDATA[Impactos da autoavaliação]]></kwd>
<kwd lng="en"><![CDATA[University governance]]></kwd>
<kwd lng="en"><![CDATA[Self-assessment models]]></kwd>
<kwd lng="en"><![CDATA[Impact of self-assessment]]></kwd>
<kwd lng="es"><![CDATA[Gobernanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[Modelos de autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[Impactos de la autoevaluación]]></kwd>
</kwd-group>
</article-meta>
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