Autoavaliação: o que dizem os egressos da pós-graduação da Universidade Federal da Fronteira Sul?

Abstract

In recent years, self-assessment has gained centrality in postgraduate assessment policies in Brazil. It has been recommended as a central dimension of the qualification process of postgraduate programs (PPG), both in its formative aspects and in its scientific, innovation and impact on society dimensions. Through self-assessment, PPGs can identify and better understand their positive aspects and weaknesses, as well as (re)developing the strategic planning. Within these policies, graduates must be considered and involved. They should be part of the self-assessment processes. Bearing this in mind, the present study aimed to analyze the perception of graduates from postgraduate programs at Universidade Federal da Fronteira Sul (UFFS). This is a descriptive research, using qualitative and quantitative methods and procedures. Qualitative research (document analysis) was developed through the organization and analysis of the main regulatory frameworks and evaluation policies of Brazilian postgraduate studies since 1961. Quantitative research was developed through a questionnaire applied online to PPG graduates from UFFS who completed their courses between 2014 and 2019 (564 graduates). Systematization and analysis of quantitative data were performed using the Statistical Package for Social Sciences-SPSS program. Among the many results, it is worth highlighting, first, those related to the profile. According to the study, the UFFS PPG graduates are mostly women (72.1%); whites (82.4%); aged up to 35 years (66.9%); residents in the southern states of Brazil (98.8%); graduated from public secondary education institutions (86.5%) and graduated from private higher education institutions (55.2%). Most (74.8%) claimed to have worked during the course. The graduates emphasize that gratuity was the main motivation for choosing the UFFS PPG. The average time for degree is 24.5 months. The majority (71.6%) of the graduates said they had not received a scholarship during the course. Most of the graduates considered the quality of the PPG as good and excellent. The dimensions that were best evaluated were the “quality of the teaching staff”, the “quality of the PPG” and the “quality of the contents of the curricular components and bibliographical references”. The least highly rated were the “insertion” in society, the “internationalization” and the “innovation” of the PPG. The data and analysis on the graduates’ perceptions can be of great value to the studied PPG and to UFFS, especially for the elaboration of postgraduate self-assessment and institutional planning policies.