In line with the proposal from the National System of Higher Education Assessment (Sinaes), the FGV Sao Paulo Law School Institutional Assessment is characterized by a way of making assessments that educate those who participate, by teaching them to face conflicts, negotiate solutions, and understand the relations between individual and collective interests present in the society. Such elements guide the assessment in the sense of constituting an educational practice integrated with the institution's mission and with the educational proposal to be developed.
This evaluation trajectory, coordinated by the Assessment Committee (CPA) of FGV Sao Paulo Law School, is a process that serves the institution and its development, by building a methodology of educational management supported by evaluation subsidies, as shown in the image on the right.
Learn more about FGV Sao Paulo Law School assessment process
Self-Assessment
To carry out an adequate institutional analysis, the self-assessment of FGV Sao Paulo Law School establishes three evaluation focal points, as illustrated in the image below.
The first focal assessment nucleus, with annual evaluation periodicity, was named Central Policies, and comprises the dimensions most related to the daily life of the educational institution; therefore, it requires up-to-date research data and agility in sending information to managers for strategic decision-making, as well as greater care with the processes of researcher's interference.
The second focal assessment nucleus, named Management and Support, focuses on the institution's vision of its relations, aiming to achieve important contributions for optimizing its internal processes, correcting weaknesses, and exploring potentialities.
The last focal assessment nucleus, named Institution and Society, seeks to reflect and improve the dialogue and relations of FGV Sao Paulo Law School with society, seeking reliable and secure information.
With annual planning, the FGV Sao Paulo Law School Institutional Assessment, for the purpose of follow-up report, will emphasize the analysis, planning, and assessment (i) on the focus of Central Policies related to Institution and Society, during the first year; (ii) on the focus of Central Policies related to Management and Support, in the following year; and (iii) present the conclusion on the ten evaluation dimensions, during the third year, and re-plan the entire evaluation process for the next three years.
The results of the assessment processes of each center, as well as the complete triennial reports, are available on FGV Sao Paulo Law School intranet.
Assessment Committee - CPA FGV Sao Paulo Law School
CPA FGV Sao Paulo Law School: follows the principles based on article 11 of the law that established the National System of Higher Education Assessment (SINAES) - Law 10,861 of April 14, 2004:
- Autonomy regarding monocratic bodies and other collegiate bodies of Fundação Getulio Vargas (FGV) and FGV Sao Paulo Law School;
- Transparency and loyalty to the internal and external community;
- Reliability of the information collected in the evaluation process;
- Respect for the principles and content of the Institutional Development Plan of FGV and FGV Sao Paulo Law School.
CPA FGV Sao Paulo Law School has the following purposes:
- Elaboration and development, with the academic community of FGV and FGV Sao Paulo Law School, of institutional self-assessment processes;
- Comparison between the results of self-assessment and the Institutional Development Plan of FGV and FGV Sao Paulo Law School;
- Indication, to the management bodies of FGV and FGV Sao Paulo Law School, of the procedures and measures necessary for reviewing and updating institutional projects.
Currently, CPA FGV Sao Paulo Law School comprises:
Lucas Silva de Freitas Busnardo
Representative of Undergraduate students
Alan da Silva Rodrigues
Representative of GV Law Graduate Program’s students
Anna Caroline Nunes Cortellini
Representative of Academic Master and PhD Programs’ students
Stéphany Nogueira Brito
Representative of the Professional Master and PhD Programs’ students
Juliana Bonacorsi de Palma
Faculty Representative
Roberto Baptista Dias da Silva
President of CPA FGV Sao Paulo Law School
Representative of the management body
Eliana Pereira de Oliveira do Rego
Representative of the technical-administrative staff
Marcos Roberto Fuchs
Representative of the organized civil society
Corpo Técnico diretamente envolvido com a autoavaliação:
Karina Rodrigues Camargo Brazil
Rosana Fernandes
Institutional Assessment Reports
Organized information in the Institutional Assessment Reports is disseminated to the academic community on the intranet.
Assessment Processes of the current cycle (2018 to 2020)
In the last complete cycle, CPA carried out the following assessment processes:
- Assessment and Planning (year of focus in the triennium: 2020)
In this cycle, specific Assessment and Planning data were collected in 2020. Among regular collection processes, the following stand out:
|
Process |
Focus | Data collection model |
|---|---|---|
| FGV Sao Paulo Law School: in numbers | Compiled strategic data on institutional development, with the engagement of all School areas | Online form 2018: 14 respondents 2019: 17 respondents 2020: 17 respondents |
| Accessibility Plan | Collective reflection on Institutional Accessibility plan | Meetings and electronic messages |
| Internal Seminar | Collective reflection on the pandemic impact | Event on 07/10/2020, with 104 participants |
- Management and support (focus year in the triennium: 2019)
In this cycle, the specific Management and Support data were collected in 2019.
|
Process |
Focus | Data collection model |
|---|---|---|
| Mapping of Academic Background | Acquire data on academic and professional career of collaborators that are part of the technical-administrative staff | Online form 2018: 60 respondents 2019: 60 respondents 2020: 62 respondents |
| Statute | Collective reflection on organizational structure | Documentary Analysis, Meetings, Electronic Messages, and Planning Seminars |
| Strategic Development Plan (PDI) | Collective reflection on institutional planning | Documentary Analysis, Meetings, Electronic Messages, and Planning Seminars |
| Internal Seminar | Collective reflection on internal activities after the implementation of the digital academic collection | Event on 10/02/2019 with 57 participants |
- Institution and Society (focus year in the triennium: 2018)
In this cycle, the specific Institution and Society data were collected in 2018.
|
Process |
Focus | Data collection model |
|---|---|---|
| Student body’s profile | Outlining the socioeconomic profile of enrolled students for reflection on institutional impact | Documentary Analysis |
| Internal Seminar | Collective reflection on the new Inep/MEC re-accreditation Assessment instruments | Event on 10/03/2018 with 57 participants |
- Core policies (continuous focus: 2018, 2019 and 2020)
|
Process |
Focus | Data collection model |
|---|---|---|
| Service | Global and detailed analysis of the effects observed in school attendance | Online form 2018-1: 326 respondents 2018-2: 239 respondents 2019-1: 318 respondents 2019-2: 292 respondents 2020-1: 410 respondents 2020-2: 370 respondents |
| Competitions | Reflection on: (i) the perception of added academic growth through the participation in each competition, (ii) the activities that best assist in the performance of each competition, (iii) the most suitable monitor profile for the training for each competition, and (iv) the guarantee of training experiences. | Online form 2018: 53 respondents 2019: 58 respondents 2020: 47 respondents |
| Subjects | Global and detailed analysis of the effects observed in the teaching-learning process proposed in each subject, and for the whole course | Online form 2018-1: 452 respondents 2018-2: 335 respondents 2019-1: 404 respondents 2019-2: 420 respondents 2020-1: 564 respondents 2020-2: 441 respondents |
| Graduates | Monitoring of graduates to reflect on the process of training courses globally. The collection on exchange programs always takes place in the semester after the conclusion of the course, and is repeated biannually. | Online form 2018: 201 respondents 2019: 181 respondents 2020: 275 respondents |
| Management | Global and detailed analysis of the effects observed in the School Management | Online form 2018-1: 326 respondents 2018-2: 239 respondents 2019-1: 318 respondents 2019-2: 292 respondents 2020-1: 410 respondents 2020-2: 370 respondents |
| Infrastructure | Global and detailed analysis of the effects observed in the School’s infrastructure. | Online form 2018-1: 326 respondents 2018-2: 239 respondents 2019-1: 318 respondents 2019-2: 292 respondents 2020-1: 410 respondents 2020-2: 370 respondents |
| Exchange programs | Reflections on: (i) partnership contracts, (ii) mechanisms to promote a better study quality to the group, (iii) flowchart of the selection and exchange process, and (iv) guarantee of training experiences. The exchange collection always occurs in the semester after the exchange. | Online form 2018-1: 13 respondents 2018-2: 16 respondents 2019-1: 14 respondents 2019-2: 21 respondents 2020-1: 13 respondents 2020-2: 19 respondents |
| Orientation | Global and detailed analysis of effects observed in the Final Paper or Dissertation orientation process | Online form 2018: 72 respondents 2019: 61 respondents 2020: 109 respondents |
| Peers | Global and detailed analysis on observed effectiveness of students on students themselves | Online form 2018-1: 326 respondents 2018-2: 239 respondents 2019-1: 318 respondents 2019-2: 292 respondents 2020-1: 410 respondents 2020-2: 370 respondents |
| Undergraduate Course Pedagogical Project (PPC) | Collective reflection on the pedagogical project of the undergraduate course, under the supervision of the Structuring Faculty Center. |
Documentary Analysis, Meetings, electronic messages and Planning Seminar |
The experience of these assessments was the basis of the Annual Planning Seminars (SAP), the last of which took place on December 7 and 8, 2020. Members of the internal community, including directors and representatives of professor, technical-administrative staff, students, alumni and employees reflected on the school’s current situation and outlined actions to take in 2021. The chosen topic, based on the results of the evaluation processes, were:
A) Teaching: what we must keep, intensify, and incorporate from academic experiences during the pandemic;
B) Teaching methodology and new technological tools;
C) Empirical research in Law and data science;
D) Inclusion, well-being, and health, in the face of new methodological experiences;
E) The future of the legal profession; and
F) Integration, nationalization, and internationalization.
Results: actions based on analysis
Actions are planned based on the analysis of data and information, aiming to improve the institution's academic and management activities. Click here to see the list of actions with the greatest impact, generated from statements and analyses carried out in FGV Sao Paulo Law School evaluation processes.
Academic Ombudsman
The FGV Educational Ombudsman has the following objectives:
- Establish communication channels, in an open, transparent, and objective way, with students and professors of different courses and with the Institute for Educational Development (IDE);
- Act with transparency, integrity, and respect, in addition to precision and agility;
- Comply with MEC Assessment Instruments;
- Receive, analyze and forward students and professors’ requests to the appropriate sectors;
- Monitor the measures taken, demanding solutions and keeping interested parties informed, ensuring independence in the exercise of his/her duties;
- Act as an indicator agent for schools and the Institute of Educational Development involved in the demands for improvement of internal processes, when necessary, and suggest enhancements;
- Be a single body, subordinate to FGV Vice-Dean, monitoring academic aspects;
- Respond, clearly, to users' requests, in the shortest possible time, ensuring confidentiality and secrecy to the service.
The ombudsman, appointed through Decree FGV 09-2012, is Professor Antonio de Araujo Freitas Junior.
Institutional Documents
In line with what is established in §§ 1st and 2nd, article 99 of Ordinance 23-2017, republished on 09/03/2018, FGV Sao Paulo Law School: São Paulo Law School makes available on this electronic page the documents listed below.
Authorizing act by MEC
Authorizing act by MEC, with the date of publication in the Federal Official Gazette
Leaders and course coordinators
Institution leaders and course coordinators effectively in exercise
List of professors
List of professors who are part of the course's faculty, with their training, titles, and work regime
Curriculum of the course
Curriculum of all periods of the course
Results of the last assessment carried out by MEC
Results of the last assessment carried out by MEC
Financial charges
Current value of the financial charges to be borne by students, including tuition, registration fees, and respective adjustments, and all charges levied on the educational activity.
Course Pedagogical Project
Set of norms that govern academic life
Set of norms that govern academic life, including the Statute or Regiment that instructed the authorization requests to MEC
Regimento interno da FGV Direito SP
Evaluation requirements and criteria
Evaluation requirements and criteria
Library
Description of the library, regarding its collection of books and journals related to the course area, updating and computerization policy, physical area available, and forms of access and use
Infrastructure
Description of the physical infrastructure for the course, including laboratories, available equipment, IT infrastructure, and information networks
Address and Contact
CPA FGV Sao Paulo Law School
365, Dr. Plínio Barreto Street, Bela Vista, 12th floor
01313-020, São Paulo, SP
CPA
Receba informações da CPA
