<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000301254</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Rankings acadêmicos na educação superior brasileira: a trajetória do Guia do Estudante (1986-2018)]]></article-title>
<article-title xml:lang="es"><![CDATA[Rankings académicos en la educación superior brasileña: la trayectoria de la Guía do Estudante (1986-2018)]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic rankings in Brazilian higher education: the trajectory of Guia do Estudante (1986-2018)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Henrique da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón]]></surname>
<given-names><![CDATA[Adolfo Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wandercil]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1254</fpage>
<lpage>1274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Estudos demonstram que os rankings acadêmicos vêm se constituindo, no Brasil, como emergente campo de estudo, de caráter multidisciplinar, por meio de uma embrionária literatura científica em expansão, produzida por pesquisadores de diversas áreas do conhecimento preocupados pela compreensão da dinâmica de funcionamento desses instrumentos de avaliação externa. Este artigo se dedica ao estudo dos chamados rankings acadêmicos nacionais, tendo como objetivo compreender a trajetória do Guia do Estudante, umas das pioneiras tabelas classificatórias, na forma de rating de cursos e rankings de instituições de educação superior (IES), que existiu no Brasil durante trinta e dois anos (1986 - 2018). Partindo de uma perspectiva empírico racional, realizou-se análise bibliográfico-documental, tendo como referência quatro dimensões analíticas: (i) tipologia. (ii) funcionamento, (iii) metodologia e (iv) tendências predominantes. A pesquisa evidenciou uma trajetória marcada por cinco períodos: primeiros passos na classificação de cursos (1986 - 1990), classificação de cursos e de IES (1991-2001), diversificação e instabilidade dos múltiplos ratings (2002-2008), aprimoramento metodológico e redução de tipos de ratings (2009-2015), e ênfase na transparência da metodologia e abrupto encerramento (2016-2018).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios demuestran que los rankings académicos se están constituyendo en Brasil como un campo de estudio emergente, de carácter multidisciplinario, a través de una literatura científica incipiente en expansión, producida por investigadores de diversas áreas del conocimiento preocupados por comprender la dinámica de funcionamiento de estos instrumentos de evaluación externa. Este artículo se dedica al estudio de los llamados rankings académicos nacionales, con el objetivo de comprender la trayectoria del Guia do Estudante, una de las pioneras tablas clasificatorias en forma de rating de cursos y rankings de instituciones de educación superior (IES) que existió en Brasil durante treinta y dos años (1986-2018). Desde una perspectiva empírica-racional, se llevó a cabo un análisis bibliográfico-documental, utilizando cuatro dimensiones analíticas como referencia: (i) tipología, (ii) funcionamiento, (iii) metodología y (iv) tendencias predominantes. La investigación evidenció una trayectoria marcada por cinco períodos: primeros pasos en la clasificación de cursos (1986-1990), clasificación de cursos y de IES (1991-2001), diversificación e inestabilidad de los múltiples ratings (2002-2008), mejora metodológica y reducción de tipos de ratings (2009-2015), y énfasis en la transparencia de la metodología y cierre abrupto (2016-2018).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Studies show that academic rankings in Brazil have emerged as a multidisciplinary field of study, through an embryonic and expanding scientific literature produced by researchers from different areas of knowledge concerned with understanding how these instruments of external evaluation operate. This article focuses on the study of the so-called national academic rankings, aiming to understand the trajectory of the Guia do Estudante, one of the pioneer league tables, in the form of rating of courses and rankings of higher education institutions (HEI), which existed in Brazil for thirty-two years (1986-2018). From an empirical-rational perspective, a bibliographic-documentary analysis was carried out using three analytical dimensions: (i) typology, (ii) operation, (iii) methodology and (iv) predominant trends. The research evidenced a trajectory marked by five periods: first steps in the classification of courses (1986-1990), classification of courses and HEIs (1991-2001), diversification and instability of multiple ratings (2002-2008), methodological improvement and reduction of types of ratings (2009-2015), and emphasis on the transparency of the methodology and abrupt closure (2016-2018).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Guia do Estudante]]></kwd>
<kwd lng="pt"><![CDATA[Rankings Acadêmicos]]></kwd>
<kwd lng="pt"><![CDATA[Ratings Acadêmicos]]></kwd>
<kwd lng="pt"><![CDATA[Rankings Acadêmicos Nacionais.]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Guía del Estudiante]]></kwd>
<kwd lng="es"><![CDATA[Rankings Académicos]]></kwd>
<kwd lng="es"><![CDATA[Rating Académico]]></kwd>
<kwd lng="es"><![CDATA[Rankings Académicos Nacionales.]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Guia do Estudante]]></kwd>
<kwd lng="en"><![CDATA[academic rankings]]></kwd>
<kwd lng="en"><![CDATA[academic ratings]]></kwd>
<kwd lng="en"><![CDATA[national academic rankings.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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