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The evaluation of Brazilian post-graduate courses conducted by CAPES is essential to appreciate the quality of courses. However, there are criticisms and restrictions on its limitations to measure the formative activity. The masters and doctorate courses in Science Education attempt approach teacher education of pedagogical practices aiming contribute to the improvement of Science Teaching in formal and non-formal education. We present the theoretical dynamic of referencialization and a proposed route for the internal evaluation of postgraduate courses in Science Education. Considering the formative objectives and characteristics, we propose a referential that offers a diagnostic evaluation on the impact of this formation in pedagogical practice of its egresses. We propose three dimensions of evaluation: curriculum, epistemological and scientific and technological education, that can be complemented based on what is intended to evaluate, aiming provide results destined for improve formation.

revista dynamis

A Referencialização como processo (e método): uma proposta para avaliar a formação de egressos em Programas de Pós-Graduação da área de Ensino de Ciências