Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Angela Paiva.pdf: 360703 bytes, checksum: 90e569d0e8e0620a7252ff03b6a42c50 (MD5) Previous issue date: 2006-06-27 / This paper is according to the research line Studies on Evaluation . The paper aims to evaluate, by hearing egress students from the program of Post-Graduation strictosensu in Education of PUC-Campinas, from 1993 to 2004, the contributions brought by the course to their trajectory of personal and professional lives and to their institutional insertion. As a methodology, the qualitative research was used, through the application of a questionnaire sent via e-mail to 135 students of that period. Only 56 students replied. First of all, the Project of the Program of Post Graduation strictosensu was analyzed; then, other voices were heard such as the ones from External Evaluation Organs (CAPES) and the ones from the egress students. From that, a significance net was built, justifying the importance degree of an evaluatory, dynamic and shared process. Finally, the present research aims to give subsidies to the Program, suggesting changes that may be necessary in order to maintain its pedagogical propositions according to the transforming challenges of contemporary society. The studied information was debated to suggest strategies that may lead to a shared, dynamic internal evaluation, opened to the academic community and that can show a formative character to the evaluation process. Thus, the strengthening and improvement of the Program and its members can be reached. The trajectory of the egress student after leaving the course and the development of his/her qualification process were focused. It was noticed that values built during the course allowed most of the egresses of the given period to excel in subjects concerned to Education, mainly in higher education. The engaged and earnest characteristics of this 15-yearold program, as well as of its members were confirmed. / Este trabalho est? inserido na linha de pesquisa Estudos em Avalia??o . Objetivamos avaliar, por meio da voz dos egressos do programa de P?s-Gradua??o Stricto-sensu em Educa??o da PUC-Campinas de 1993 a 2004, as contribui??es que o curso trouxe em sua trajet?ria de vida pessoal, profissional e sua inser??o institucional. Usamos como metodologia, a pesquisa qualitativa, com aplica??o de um question?rio, enviado, via e-mail aos 135 egressos do per?odo e obtivemos 56 retornos. Ao analisarmos o Projeto do Programa de P?s-Gradua??o Stricto-sensu em Educa??o cotejamos outras vozes como dos ?rg?os de avalia??o externa (CAPES) e a dos egressos, construindo uma rede de significados justificando o grau de import?ncia de um processo avaliat?rio din?mico e participativo. A partir desse encontro objetivamos ainda subsidiar o pr?prio programa sobre as mudan?as que se fizerem necess?rias para manter sua proposta pedag?gica sintonizada com os desafios transformadores da sociedade contempor?nea. As informa??es analisadas s?o discutidas visando sugerir estrat?gias as quais poder?o culminar com uma din?mica de avalia??o interna participativa e aberta ? comunidade acad?mica imprimindo o car?ter formativo ao processo avaliativo visando o aperfei?oamento e fortalecimento do Programa e de seus membros. Focamos a trajet?ria do egresso ap?s a conclus?o do curso e os desdobramentos de seu processo de capacita??o, o que possibilitou-nos perceber que os valores constru?dos pelo curso permitiram que a maioria dos egressos do per?odo analisado se sobressa?sse nas quest?es ligadas a educa??o principalmente no tocante ao ensino superior, comprovando o car?ter s?rio e comprometido dos profissionais que constitu?ram estes 15 anos de vida do programa.