Indicadores para o SINAEPT: Aderência dos dados abertos governamentais às dimensões avaliativas

Anderson Luiz Oliveira; Denise Maria Martins; Myllena Araujo Alves Pereira

doi:10.1590/SciELOPreprints.17217

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Anderson Luiz Oliveira Centro Paula Souza https://orcid.org/0009-0009-6084-6853
- Conceptualization
- Data Curation
- Methodology
- Formal Analysis
- Investigation
- Writing – Original Draft Preparation
Denise Maria Martins Centro Paula Souza https://orcid.org/0000-0003-2956-0573
- Conceptualization
- Methodology
- Supervision
- Validation
- Writing – Review & Editing
Myllena Araujo Alves Pereira Centro Paula Souza https://orcid.org/0009-0005-7162-451X
- Conceptualization
- Writing – Original Draft Preparation

DOI:

https://doi.org/10.1590/SciELOPreprints.17217

Keywords:

vocational and technological education, educational evaluation, SINAEPT, open government data, qualitative documentary research

Abstract

Decree No. 12,603/2025 and MEC Ordinance No. 524/2026 established SINAEPT, the national evaluation system for Vocational and Technological Education (EPT), with five evaluative dimensions: supply conditions; flow and performance; diagnostic assessment of skills and abilities; alignment with labor market demands; and graduate tracking. As its operationalization depends on indicator matrices currently under development by INEP, this study aims to understand—based on the articulation between these dimensions and thecc CIPP model (Context, Input, Process, and Product)—the degree and nature of adherence of indicators available in open government databases to these dimensions. This is qualitative documentary research using deductive categorical content analysis on educational databases (INEP and MEC) and labor market databases (MTE and IBGE). Each indicator was assigned to its corresponding dimension via the SINAEPT × CIPP grid and evaluated dichotomously across three axes: conceptual adequacy, informational availability, and technical feasibility. The 21 indicators reveal decreasing adherence: full in supply conditions, and weak in labor market alignment and graduate tracking. The gaps do not stem from a lack of raw data, but from database integration and data meaning, making integration a priority for the system's implementation.

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Author Biographies

Anderson Luiz Oliveira, Centro Paula Souza

Master's student in Management and Development of Vocational Education at the Graduate Program of the Paula Souza State Center for Technological Education (CEETEPS). Holds a teaching degree (Licentiate) in Information Systems and Technologies from the Technology College of Ourinhos (FATEC-Ourinhos), with postgraduate specializations (lato sensu) in Information Security from Faculdade Iguaçu and in Informatics and Communication in Education from Cândido Mendes University (UCAM). Has approximately 20 years of experience in Information Technology, with expertise in consulting, systems development, project management, and digital transformation. Possesses 20 years of teaching experience in technical and high school education, along with 2 years in higher education. Currently serves as Project Coordinator at the ICT Management Coordination (CGTIC) of CEETEPS and acts as a professor at the Technology College of Bragança Paulista (FATEC-Bragança) in the fields of technology, management, and vocational education.

Denise Maria Martins, Centro Paula Souza

She is currently pursuing a Postdoctoral Fellowship in Education at the Pontifical Catholic University of Campinas (PUC-Campinas), Brazil. She holds a Ph.D. in Administration from the Municipal University of São Caetano do Sul (USCS) and a Master's degree in Administration from the University City of São Paulo (UNICID). She earned a Bachelor's degree in Statistics from Capital University (UNICAPITAL). She also holds an MBA in Artificial Intelligence and Machine Learning from FIAP, as well as specialization degrees in Quality Engineering from the Pontifical Catholic University of Minas Gerais (PUC-Minas) and in Higher Education Teaching from the University City of São Paulo (UNICID). She has 25 years of professional experience in the automotive industry and 15 years of experience in higher education. She is currently affiliated with the Graduate Studies, Extension, and Research Unit of the Paula Souza State Center for Technological Education (CEETEPS), where she serves in the Professional Master's Program in Management and Development of Professional Education, within the research line of Policies, Management, and Evaluation.

Myllena Araujo Alves Pereira, Centro Paula Souza

Master’s degree studant in Professional Education Management and Development at Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS), in the research line of Management and Evaluation, where she develops research on the modeling and life cycle of educational products in online postgraduate lato sensu programs. Holds an MBA in Digital Business Creation and Launch Strategies from Grupo Permaneo, as well as a postgraduate degree in Marketing and Sales from Universidade Anhembi Morumbi (UAM), with complementary training in Product Marketing, Process Management, Storytelling, and methodologies applied to digital education. Graduated in Tourism Management from Instituto Federal de São Paulo (IFSP), she has developed her professional career at the intersection of educational management, innovation, and digital product development focused on higher education. She has over 10 years of professional experience in product development, marketing, and education, with experience in companies and institutions in the education, technology, and services sectors.