The study aims to think about the meaning of the Self Evaluation Commissions created as a strategy that permits institutional self- evaluation processes in higher education. It aims to establish comparisons from a rereading of the model used by SINAES in Brazil higher education. The results confirm the importance of the Self Evaluation Commissions as an instance that promotes the meeting of the social actors in collective spaces to search for the improvement of learning quality in an organized and plural form. The advantages of the use of such commissions in fundamental school education are appointed by the proximity of the self evaluation processes of the internal and external actors related to the school.
Institutional evaluation; Higher education; Fundamental school; Participation; Self Evaluation Commission
