<?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>S1809-43092025000100307</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.24904.041</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoavaliação nos Programas de Pós-Graduação em Educação do Triângulo Mineiro: uma análise a partir das avaliações da Capes (2017-2020)]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-assessment in Graduate Programs in Education in the Triângulo Mineiro region: an analysis based on CAPES evaluations (2017-2020)]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoevaluación en los Programas de Posgrado en Educación del Triângulo Mineiro: un análisis a partir de las evaluaciones de CAPES (2017-2020)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prata-Linhares]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sivieri-Pereira]]></surname>
<given-names><![CDATA[Helena de Ornellas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Vania Maria de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colombo Junior]]></surname>
<given-names><![CDATA[Pedro Donizete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></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=S1809-43092025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa como os seis Programas de Pós-Graduação em Educação situados no Triângulo Mineiro, Minas Gerais, têm implementado a autoavaliação, tomando como referência as fichas de avaliação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) na quadrienal 2017-2020. Utilizou-se análise documental, e os dados foram tratados com o auxílio do software Iramuteq. Os resultados revelam que, embora haja esforços para consolidar a autoavaliação como prática institucional, ainda existem desafios quanto à sistematização, ao alinhamento ao planejamento estratégico e à participação efetiva dos atores institucionais. Concluiu-se que a autoavaliação, para seu aprimoramento, deve ser entendida como prática avaliativa crítica, participativa e sensível às especificidades de cada programa e ser um instrumento formativo e estratégico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes how the six Graduate Programs in Education located in the Triângulo Mineiro region, in Minas Gerais, Brazil, have implemented self-assessment, using the evaluation forms of the Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES) from the 2017-2020 quadrennium as a reference. A document analysis was conducted, and the data were processed with the aid of the Iramuteq software. The results reveal that, although efforts have been made to consolidate self-assessment as an institutional practice, challenges remain regarding systematization, alignment with strategic planning, and effective participation of institutional actors. It was concluded that, for its improvement, self-assessment should be understood as a critical and participatory evaluative practice, sensitive to the specificities of each program, and as a formative and strategic tool.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza cómo los seis Programas de Posgrado en Educación ubicados en la región del Triângulo Mineiro, en Minas Gerais, Brasil, han implementado la autoevaluación, tomando como referencia las fichas de evaluación de la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES) durante el cuatrienio 2017-2020. Se utilizó el análisis documental y los datos fueron procesados con el apoyo del software Iramuteq. Los resultados revelan que, aunque existen esfuerzos por consolidar la autoevaluación como una práctica institucional, aún persisten desafíos en cuanto a la sistematización, la alineación con la planificación estratégica y la participación efectiva de los actores institucionales. Se concluyó que la autoevaluación, para su perfeccionamiento, debe entenderse como una práctica evaluativa crítica, participativa y sensible a las especificidades de cada programa, y como una herramienta formativa y estratégica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura avaliativa]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Evaluative culture]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Cultura evaluativa]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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