<?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>S1809-43092025000100314</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.25505.086</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoavaliação na Pós-Graduação em Educação no Brasil: estado do conhecimento (2002-2024)]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-assessment in Graduate Education in Brazil: state of knowledge (2002-2024)]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoevaluación en la Educación de Posgrado en Brasil: estado del conocimiento (2002-2024)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brandalise]]></surname>
<given-names><![CDATA[Mary Ângela Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Regilson Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Lavras Departamento de Gestão Educacional, Teorias e Práticas do Ensino ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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=S1809-43092025000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o estado do conhecimento sobre autoavaliação em Programas de Pós-Graduação stricto sensu em Educação no Brasil (2002-2024). Utilizou-se o protocolo de estado do conhecimento de Kohls-Santos e Morosini (2021) em quatro etapas e aplicou-se a Classificação Hierárquica Descendente (CHD), via software Iramuteq, em um corpus de resumos de 23 produções acadêmicas. A análise temporal revelou interesse esparso até 2021 e crescimento expressivo a partir de 2022, em resposta às novas diretrizes da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Emergiram cinco eixos temáticos: políticas regulatórias, gestão da qualidade, impacto na formação de egressos, inovações e perspectivas descoloniais, e práticas participativas. As abordagens qualitativas, quantitativas e mistas destacam o tensionamento entre exigências externas e demandas formativas internas. Esses achados evidenciam a necessidade de modelos multidimensionais que articulem participação democrática, monitoramento de egressos e planejamento estratégico voltados à consolidação da produção de conhecimento referenciada na Pós-Graduação em Educação brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the state of knowledge on self-assessment in stricto sensu Graduate Programs in Education in Brazil (2002-2024). The study followed the state of knowledge protocol proposed by Kohls-Santos and Morosini (2021) in four stages and applied Descending Hierarchical Classification (DHC) through the Iramuteq software to a corpus of abstracts from 23 academic works. The temporal analysis revealed sparse interest until 2021 and significant growth from 2022 onwards, in response to the new guidelines of the Coordination for the Improvement of Higher Education Personnel (CAPES). Five thematic axes emerged: regulatory policies, quality management, impact on graduates&#8217; education, innovations and decolonial perspectives, and participatory practices. Qualitative, quantitative, and mixed-method approaches highlighted the tension between external requirements and internal formative demands. These findings underscore the need for multidimensional models that integrate democratic participation, graduate monitoring, and strategic planning aimed at consolidating knowledge production within Brazilian Graduate Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza el estado del conocimiento sobre la autoevaluación en Programas de Posgrado stricto sensu en Educación en Brasil (2002-2024). Se utilizó el protocolo de estado del conocimiento de Kohls-Santos y Morosini (2021) en cuatro etapas y se aplicó la Clasificación Jerárquica Descendente (CJD), mediante el software Iramuteq, a un corpus de resúmenes de 23 producciones académicas. El análisis temporal mostró un interés disperso hasta 2021 y un crecimiento significativo a partir de 2022, en respuesta a las nuevas directrices de la Coordinación de Perfeccionamiento del Personal de Nivel Superior (Capes). Surgieron cinco ejes temáticos: políticas regulatorias, gestión de la calidad, impacto en la formación de egresados, innovaciones y perspectivas decoloniales, y prácticas participativas. Los enfoques cualitativos, cuantitativos y mixtos pusieron de relieve la tensión entre las exigencias externas y las demandas formativas internas. Estos hallazgos evidencian la necesidad de modelos multidimensionales que articulen participación democrática, seguimiento de egresados y planificación estratégica orientada a la consolidación de la producción de conocimiento en la Educación de Posgrado brasileña.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoavaliação]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Estado do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação.]]></kwd>
<kwd lng="en"><![CDATA[Self-assessment]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[State of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Graduate studies.]]></kwd>
<kwd lng="es"><![CDATA[Autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Estado del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Posgrado.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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