Modelo lógico como estratégia de autoavaliação em um programa de Mestrado Profissional

Abstract

Introduction: CAPES Ordinance No. 148/2018 established the mandatory implementation of Self-Assessment Plans in Graduate Programs, with the aim of strengthening external evaluation and improving internal processes. In this context, the implementation of the Self-Assessment Plan in the Graduate Program in Clinical Management (PPGGC) at the Federal University of São Carlos (UFSCar) aims not only to meet regulatory requirements, but also to foster a culture of continuous improvement. To this end, it is essential to understand the complexity inherent to program evaluation and the theoretical foundations that support it. Theoretical-Methodological Framework: This study adopts the Logical Model as its reference framework — a tool that enables the graphical representation of the key components that structure a program, such as inputs, activities, outputs, and outcomes. It also clarifies the causal relationships among these elements within the institutional context. Self-assessment is conceived as an educational management instrument aimed at the critical analysis and continuous improvement of graduate programs. The Logical Model, in turn, is grounded in General Systems Theory (GST), proposed by Ludwig Von Bertalanffy (1901–1972), which sought to overcome the limitations of traditional scientific models when faced with the complexity of living organisms and social systems. GST thus provides a robust conceptual foundation for understanding the interdependent dynamics among the various components of a program. Objective: To implement the process of developing the Logical Model as provided for in the Self-Assessment Plan of the Graduate Program in Clinical Management (PPGGC) at the Federal University of São Carlos (UFSCar). Methodological Approach: This is an action-research study carried out within the scope of the program itself, with active participation from the academic community. The approach integrates knowledge production with practical transformation, in line with the principles of participatory research. Data collection was conducted through two workshops. In the first, the initial version of the Logical Model was partially validated. In the second, monitoring strategies and adjustments were discussed, aligned with the Situational Strategic Planning (PES) of the PPGGC. Results and Discussion: The main outcome was the collaborative construction of the second version of the program's Logical Model, which incorporated contributions from the participants. The activity enabled the identification of strengths and weaknesses, as well as the definition of strategies to strengthen both program management and the self-assessment process. Final Considerations and Technical Product: The development of the Logical Model represented a significant advancement in qualifying the self-assessment process of the PPGGC, contributing to the consolidation of an institutional culture oriented toward continuous improvement. As a technical product, a Final Technical Report was prepared.