http://repositorio.ufc.br/handle/riufc/21715 2026-06-10T01:28:54Z http://repositorio.ufc.br/handle/riufc/86644 Título: Curricularização da extenso universitária: avaliação de sua implementação nos cursos tecnológicos do Campus Universitário do Vale Teles Pires - UNEMAT Autor(es): Panzenhagen, Liane Margarete Abstract: University Extension contributes significantly to strengthening the integration between teaching, research, and extension, consolidating itself as a landmark in Brazilian higher education. In Brazil, its recognition as an essential function began with the Statute of Universities of 1931 and gained greater emphasis with the Federal Constitution of 1988, which enshrined the inseparability of the three pillars as a structuring principle of higher education.The curricularization of extension, regulated by Resolution CNE nº 7/2018, established the mandatory allocation of 10% of the total workload of undergraduate courses to extension activities, transforming extension into a structuring axis of academic training.This study analyzed the processes of implementation and the impacts of the curricularization of extension in the Pedagogical Projects of the Technological Courses at the Vale do Teles Pires University Campus of UNEMAT, evaluating its pedagogical and institutional contributions to building a dialogical relationship between university and society. The research adopted a mixed-methods approach, with semi-structured questionnaires applied to 51 participants (students and managers). The analysis combined descriptive statistics and content analysis, ensuring greater methodological robustness.The results reveal recognized advances but also significant challenges. Among managers, 87.5% acknowledge progress, although they point to confusing regulations; only 25% report receiving adequate training, while 62.5% perceive management as engaged in promoting improvements. Among students, 67.4% report satisfaction but highlight as a challenge the reconciliation of academic demands with personal life. Both managers and students present relevant levels of neutrality, which evidences gaps related to regulatory clarity, institutional communication, and pedagogical adequacy.As a technical product, the System of Indicators for Monitoring and Evaluation of Curricularization (SIMAC) was developed, tested with managers and students, in addition to the implementation of a Formative Conversation Circle on the theme “Curricularization of University Extension at UNEMAT”, held in a 4-hour meeting aimed at training managers, faculty, and students.The results and instruments produced are configured as important references for future evaluations and for the improvement of university extension, strengthening curricularization as an inseparable dimension of teaching and research. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86627 Título: Avaliação e gestão de cursos de graduação: desenvolvimento de framework baseado em inteligência artificial Autor(es): Zinhani, Eduardo Melo Abstract: The institutional evaluation of undergraduate programs in Brazil, regulated by the National Higher Education Evaluation System (SINAES), generates significant volumes of assessment data whose translation into strategic action plans frequently exceeds the analytical capacity of Institutional Self-Assessment Committees (CPA) and course coordinators, compromising the formative function of the system and reinforcing a culture of compliance rather than a culture of quality. This dissertation aims to develop and test a framework based on Generative Artificial Intelligence agents to support the institutional evaluation processes of undergraduate programs, transforming the normative criteria of SINAES into structured diagnoses and actionable strategic recommendations. The research adopts Design Science Research (DSR) as its methodological approach, operationalized through the DSRM model, positioning the study within the improvement quadrant. As methodological contributions, three analytical artifacts are proposed, built through Content Analysis applied to INEP's Undergraduate Course Assessment Instrument: the Conceptual Progression Matrix (MPC), which decomposes the five conceptual levels of each indicator into constitutive elements, progression attributes, and required evidence; the Applicability Conditions Matrix (MCA), which codifies rules determining indicator applicability; and the Evidence Sharing Matrix (MCE), which classifies the scope of documentary artifact sharing. The framework was materialized in the Notacinco platform, a multi-tenant web application, featuring three specialized generative AI agents (Diagnosis, Recommendation, and Synthesis) and a Retrieval-Augmented Generation (RAG) pipeline. Multi-method validation, conducted across seven programs at the State University of Mato Grosso (UNEMAT) with sixty executions, yielded an Overall F1-Score of 0.9582, Diagnostic Accuracy of 1.0000, Structural Consistency Coefficient of 0.9759, and Semantic Consistency Index of 0.9509. It is concluded that the framework contributes to transforming evaluative data into actionable knowledge, supporting course coordinators and CPA members in formulating evidence-based improvement plans aligned with SINAES requirements. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86548 Título: Egressos de cursos de graduação: inclusão no mundo de trabalho e percepção acerca da formação acadêmica Autor(es): Ribeiro, Darlan Guimarães Abstract: This study aimed to analyze the perception of graduates from undergraduate programs at the State University of Mato Grosso (UNEMAT) regarding the academic training they received and their current situation in the labor market, based on the premise that graduates’ feedback constitutes an essential instrument for evaluating the effectiveness of undergraduate programs and improving institutional and academic policies. A descriptive and exploratory study was conducted using both quantitative and qualitative approaches. Data were collected through an electronic questionnaire administered to 329 graduates from a total population of 6,973 alumni who completed their degrees between 2022 and 2024, resulting in a response rate of 4.72% and an estimated sampling error of 5.32%. The findings indicated that 92.4% of the respondents were engaged in paid employment at the time of the survey, and 86.8% of these reported working in areas related to their undergraduate training. Regarding institutional evaluation, most graduates expressed positive perceptions of faculty quality, course management, overall satisfaction with the undergraduate program, and the importance of UNEMAT in their academic and professional trajectories. The results also highlight the university’s relevance in providing public higher education and contributing to regional development. The study reinforces the social and academic significance of the education offered by UNEMAT and underscores the importance of strengthening institutional policies for graduate follow-up. By promoting dialogue between the university and its alumni, the research contributes to the improvement of pedagogical and administrative processes and to the consolidation of a public, free, and socially committed higher education system aligned with regional needs and labor market demands. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86416 Título: Acessibilidade e inclusão no ensino superior: análise jurídico-institucional e de políticas públicas da Universidade do Estado do Mato Grosso (2009-2024) Autor(es): Schu, Roni Alex da Silva Abstract: The research adopted a qualitative approach and a documentary nature, using as references the main institutional management and evaluation instruments, such as the Institutional Development Plan, the Institutional Pedagogical Project, the reports of the Internal Evaluation Committee, and the Accessibility Assurance Plan. Grounded in national and international legislation on the rights of persons with disabilities, as well as in the theoretical frameworks of social justice and equity, the investigation sought to understand to what extent the university has implemented the principle of accessibility in its administrative, pedagogical, and evaluative practices. The results indicate that the State University of Mato Grosso has advanced in the formalization of accessibility within its institutional documents, especially since 2019; however, it still lacks the administrative, budgetary, and monitoring structures necessary to ensure the consolidation of a permanent inclusion policy. As a practical contribution, the research presents a Proposal for an Institutional Inclusion and Accessibility Plan for the State University of Mato Grosso, structured around five axes — physical, pedagogical, communicational, institutional, and student retention — with the aim of guiding university management toward the implementation of a more inclusive and socially just public university. Tipo: Dissertação 2026-01-01T00:00:00Z