https://repositorio.ufpb.br/jspui/handle/tede/8892 PPGAES Thu, 24 Sep 2026 13:16:30 GMT 2026-09-24T13:16:30Z https://repositorio.ufpb.br/jspui/handle/123456789/39232 Título: Planejamento estratégico na Pós-Graduação: uma análise dos relatórios de avaliação e autoavaliação do PPGAVE/UFPB Autor(es): Sousa, Deysenara Ribeiro de Orientador: Mesquita, Edineide Jezini Abstract: Postgraduate planning has become a relevant element of academic management, especially when linked to evaluation and self-evaluation processes, which guide the quality and development of programs. Therefore, this study aimed to analyze the Quadrennial Evaluation Reports of 2017 and 2021 (CAPES), as well as the Self-Evaluation Report of 2020 (PPGAVE), in order to identify strengths, weaknesses, opportunities, and threats that influence the Strategic Planning of the Program. Methodologically, this is a bibliographic, descriptive, and exploratory research, with a qualitative approach, and data collection carried out through documentary research. For the diagnosis of the PPGAVE (Postgraduate Program in Education, Science and Technology), the SWOT Analysis tool was used, enabling the identification of internal and external factors that influence strategic planning. The results showed that the strengths and weaknesses identified in the reports influence the PPGAVE's strategic planning process, especially regarding the monitoring of actions, the prioritization of goals, the definition of strategies to leverage strengths and address threats, as well as the use of this information to support decision-making. The analysis also revealed that the identified strengths and opportunities can be leveraged through planned strategies, while the weaknesses and threats require specific and continuous coping actions. It was concluded that the articulation between the processes of strategic planning, evaluation, and self-evaluation constitutes a central element for the development and formative quality of the PPGAVE (Graduate Program in Education), insofar as it favors the consolidation of more reflective and participatory formative processes, as well as the alignment of the program's actions with the demands and guidelines of professional postgraduate studies in Brazil. As a technical product, a proposal for participatory strategic planning was presented, aiming to contribute to the evaluation and self-evaluation processes of the PPGAVE. Editor: Universidade Federal da Paraíba Tipo: Dissertação Thu, 26 Feb 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39232 2026-02-26T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39218 Título: Formação continuada de técnicos em assuntos educacionais : aprendizagens e contribuições institucionais Autor(es): Lima, Bruno Vitor Verissimo de Orientador: Pontes, Ana Paula Furtado Soares Abstract: This research aims to analyze the contribution of the Postgraduate Program in Public Policies, Management and Evaluation of Higher Education (PPGAES) to the training of Educational Affairs Technicians at the Federal University of Paraíba (UFPB) who graduated from the Program, focusing on personal, professional and institutional development. With training in the field of education, the professional category called Educational Affairs Technician (TAE) is a permanent position at the higher education level, level E (Law No. 11.091/2005), requiring a degree in pedagogy or other teaching qualifications. The investigation was based on the contributions of Tessarini et al. (2020); Sousa Júnior and Lopes (2019); Cury (2019); Moura (2017); Sanseverino and Gomes (2017), Silva and Melo Filho (2021), and Arruda (2021), among others. Methodologically, the research adopted a qualitative approach, using the Focus Group (Gatti, 2005) as the data collection procedure, involving seven TAEs (Technical- Administrative Employees) who graduated from the PPGAES Professional Master's Program. Thematic analysis was adopted as the method of data interpretation and categorization, taking as reference the categories: Impact on personal, professional, and institutional life; Professional Learning; Research Feedback; Expectations and Opportunities generated with the completion of the course. The results demonstrated that the PPGAES contributed significantly to the trajectory of the TAEs at the Institution, bringing contributions that crossed the personal and professional spheres, reaching the institutional environments of UFPB. Furthermore, it was concluded that the master's program provided opportunities for professional development, qualification, and professional strengthening for the Technical-Administrative Employees of UFPB, considering the specificities of the position. As a Technical-Technological Product, a prototype webpage linked to the official PPGAES page was developed in order to give visibility to the dissertations defended by Educational Affairs Technicians, as well as their institutional contributions. Editor: Universidade Federal da Paraíba Tipo: Dissertação Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39218 2026-03-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39122 Título: Gestão educacional e responsabilidade social: um estudo das necessidades formativas dos(as) gestores(as) do Instituto Federal da Paraíba - Campus Patos Autor(es): Silva, Adriana de Souza Magalhães Orientador: Diniz, Adriana Valéria Santos Abstract: The research titled “Educational Management and Social Responsibility: a study of the formative needs of managers at the Federal Institute of Paraíba – Patos Campus” is situated within the field of public policy, management, and higher education evaluation, focusing on the understanding of social responsibility as a constitutive dimension of educational management within the Federal Network. The study is based on the premise that educational managers are co-responsible for institutional indicators of student retention, success, and social impact, thus demanding the development of management competencies aligned with the institution's public purpose. The general objective was to analyze the formative needs of managers at IFPB – Patos Campus, considering the competencies required to promote management guided by social responsibility. Specifically, it sought to identify gaps between competencies considered strategic for public educational management and those effectively developed in practice, as well as to propose formative guidelines aligned with the Institutional Development Plan (PDI). The research adopted a qualitative approach, of an applied nature and descriptive-analytical character. Methodological procedures included document analysis (PDI, institutional regulations, and Federal Network frameworks), the application of a diagnostic instrument for competency mapping, and content analysis of the responses, organized into previously defined analytical categories. The investigated competencies included, among others, focus on results, people management, initiative and innovation, continuous learning, ethics, and public commitment. The results revealed significant gaps in strategic competencies related to management by results, monitoring of indicators, organizational learning, and innovation, demonstrating the need to strengthen a management culture oriented by evidence and social commitment. It was found that, although social responsibility is recognized as an institutional principle, its operationalization still lacks systematization, continuing education, and alignment between strategic planning and daily management practices. Furthermore, a need was observed to consolidate participatory mechanisms and more integrated decision-making processes capable of articulating administrative efficiency, equity, and social impact. As an educational product, the research proposes a Continuing Education Program titled “Educational Management and Social Responsibility in the Federal Network,” structured based on the competencies identified as priorities. The formative proposal seeks to strengthen democratic leadership, result-oriented strategic management, the use of educational indicators, social impact assessment, and team development, contributing to the consolidation of public management committed to student retention and success. It is concluded that social responsibility, when understood as a structural axis of educational management, requires formative intentionality, competency development, and the institutionalization of evaluative practices that transcend the formal fulfillment of goals. The study reaffirms that the qualification of managers constitutes an essential condition for institutional transformation and for strengthening the social mission of the Federal Institutes, especially in regional contexts marked by social inequalities, such as the Paraíba Sertão. Editor: Universidade Federal da Paraíba Tipo: Dissertação Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39122 2026-02-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38571 Título: Jalecos que guardam cores, corpos que guardam lutas. Trajetórias e desafios de estudantes cotistas no curso de Medicina Autor(es): Araujo, Monica Euclides de Orientador: Castelo Branco, Uyguaciara Veloso Abstract: This study investigates the developments of quota policies in Brazilian higher education, established by Law No. 12,711/2012, recognizing them as an important affirmative action aimed at reducing educational, social, and economic inequalities in the country. Beyond ensuring access, the study seeks to understand the dynamics of retention, support, and institutional monitoring of students admitted through this policy. The research focuses on the academic trajectories of quota students in the Medicine program at the Federal University of Paraíba (UFPB), linked to the Center for Medical Sciences (CCM), considering that this program has historically represented an elitist and socially restricted space. The study was developed within the Graduate Program in Public Policy, Management, and Evaluation of Education (PPGAVE) at UFPB. The promulgation of the Federal Constitution of 1988 marked a significant shift by breaking with assistentialist models and affirming Brazil’s ethnic and social plurality, enabling the expansion of inclusive policies and challenging traditional spaces, including universities. The advancement of affirmative action policies has transformed the profile of the student body in public institutions, promoting the inclusion of groups historically excluded from higher education. The study adopted a phenomenological approach, centered on human experiences, combined with bibliographic and documentary research and a case study. As a requirement of the professional master’s program, a Technical-Technological Product (TTP) was developed in the form of the Guide for Full Citizenship at UFPB, designed based on the experiences and perceptions collected during the research. The guide is intended for UFPB students, providing guidance on rights, institutional reporting mechanisms, and legal frameworks that ensure the protection of their integrity and citizenship. It is conceived as a tool to strengthen full academic participation, promote equity and inclusion, and foster a more just and accessible university environment. The research aimed to contribute to a critical understanding of the effectiveness of quota policies, particularly in highly selective programs such as Medicine, highlighting the challenges that remain regarding the real democratization of higher education. Based on the accounts of quota students in the Medicine program, the findings reveal that although quota policies have significantly expanded access for historically excluded groups, academic retention is still marked by challenges related to socioeconomic inequalities, material constraints, long commuting distances, the need to balance work and study, and, above all, recurrent experiences of prejudice and discrimination from peers and, in some cases, faculty members. The results indicate that these factors affect students’ sense of belonging, self-esteem, and academic engagement, while also revealing resistance strategies based on support networks, peer solidarity, and individual resilience. It is concluded that, for inclusion to be effective, affirmative action policies must be accompanied by continuous institutional measures of pedagogical, psychological, and financial support, as well as initiatives aimed at promoting an anti-racist, inclusive university culture committed to equity and the appreciation of diversity. Editor: Universidade Federal da Paraíba Tipo: Dissertação Mon, 30 Mar 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38571 2026-03-30T00:00:00Z