Institutional Assessment

Institutional Assessment

The Assessment Process

In line with the guiding principles of the Brazilian System of Assessment of Higher Education — Sinaes —, the assessment of FGV DIREITO SP is characterized by an evaluative style that educates those who participate in it, as it teaches how to deal with conflicts, negotiate solutions and understand the individual and collective interests present in society. These elements guide the assessment in order to provide an educational practice integrated with the mission of the education institution and the educational proposal to be put into practice.
This evaluative style coordinated by the Assessment Commission — CPA FGV DIREITO SP — is a process that serves the institution and its development, building an educational management methodology underpinned by the inputs provided by the assessments, as shown in the image below.




Assessment Committee — CPA FGV DIREITO SP

CPA FGV DIREITO SP observes the principles set out in Article 11 of Law 10,861 of April 14, 2004, which establishes the Brazilian System of Assessment of Higher Education (SINAES):

• Autonomy from standalone advisers and advisory committees of Fundação Getulio Vargas (FGV) and the Law School of Fundação Getulio Vargas in São Paulo (FGV DIREITO SP);
• Transparency and loyalty to internal and external stakeholders;
• Reliability of the information gather in the assessment process;
• Respect for the principles and contents of the Institutional Development Plan operated in FGV DIREITO SP.

It is intended to:
• Develop, in a concerted effort with the academic community of FGV and FGV DIREITO SP, processes of institutional self-assessment;
• Compare the results of self-assessment against the Institutional Development Plan of FGV and FGV DIREITO SP;
• Suggest to the managers of FGV and FGV DIREITO SP the procedures and actions required to review and update institutional projects.

The members of CPA DIREITO SP are:

Augusto Périco
Representative undergraduate students
Bárbara Rebeca Alves Magarian
Representative Academic Master's Degree students
Ana Clara Consulo Straccalano
Representative Graduate Program (FGV Law) students
Alan Campos Elias Thomaz
Representative Profissional Master's Degree students
Juliana Bonacorsi de Palma
Representative Faculty
Roberto Baptista Dias da Silva
Representative Board
Eliana Pereira de Oliveira do Rego
Representative office staff
Marcos Roberto Fuchs
Representative society organizations
Office staff involved with the self-assessment
Karina Rodrigues Camargo Brazil
Rosana Fernandes



Internal controls and compliance processes at higher education institutions are part of the Institutional Assessment and aims to develop information for planning the course of improving the Institutional Development Plan in order to build a strong image in the surrounding community and in the market. Strengthening the institutional image requires aligning the entire set of actions to be carried out and through effective dissemination of internal communication channels in order to provide access to standardized, objective and clear institutional information.

Institutional Assessment Reports

The information stated on the Institutional Assessment Reports are disclosed to the academic community on this webpage through login and password.

The Strategic Planning Process

The Strategic Planning Process involves the application of indicators introduced by the Institutional Assessment FGV DIREITO SP, which outlines strategies for reaching goals in the short, medium and long terms.

This strategic planning process is developed by the coordinators of each department, the executive management and the directors of FGV DIREITO SP, drawing on the report of CPA FGV DIREITO SP and on the discussions held in the Academic Community in Annual Planning Seminars.

The Ombudsperson

The Ombudsperson’s duties include:

  •  Establishing open, transparent and objective channels of communication with students, professors and the Educational Development Institute;
  •  Working with transparency, integrity respect, accuracy and speed;
  •  Complying with the Assessment Tools required by the Brazilian Ministry of Education;
  •  Receiving, analyzing and submitting complaints of students and processors to the relevant departments;
  •  Monitoring the actions taken by checking the solutions delivered and keeping everyone informed, while working in an independent fashion;
  •  Working as an advisor to Schools and to the Educational Development Institute, by engaging in any efforts intended to improve internal processes and to suggest improvements when necessary,
  • Being a single authority reporting to the Local Administration of FGV, monitoring academic issues;
  • Clearly answering users’ complaints in the shortest possible time, ensuring confidentiality and secrecy.

The ombudsperson, appointed by FGV Ordinance 09-2012, is Prof. Antonio de Araujo Freitas Junior. He can be contacted through a form available on this website.



To perform a proper institutional assessment, self-assessment at FGV DIREITO SP establishes three evaluative focuses.
The first evaluative focus, which is assessed on an annual basis, was named Central Policies. It covers issues related to the daily life of an Educational Institution, which, therefore, require updated research data and timely supply of information to strategic decision-makers, in addition to greater care with researchers’ processes of interference.
The second evaluative focus, entitled Management and Support, focuses on the institution in its relations in order to obtain important inputs for optimizing internal processes, settling weaknesses and exploring potentialities.
The last evaluative focus, named Institution and Society, aims to reflect on FGV DIREITO SP’S dialogue with society, by improving it with reliable and secure information.
Planned on an annual basis, the Institutional Assessment of FGV DIREITO SP, for the purposes of monitoring report, will emphasize the analysis of the Institutional Mission (i) focusing on Central Policies linked to Management and Support, during the first year; (ii) Focusing on Central Policies linked to Institution and Society in the following year and (iii) presenting the conclusion of the ten evaluative dimensions during the third year.


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