The evaluation system of post-graduation programs in education in Brazil has been undergoing many questions since its origin. There are many controversies that point to the fall of the argument that such a system is justified by the pursuit of excellence. Behind this seemingly convincing discourse hide its effects over the past 40 years: a large concentration of the programs in the south-central regions of the country, at both the quantity and quality levels, as well as the disregard for the student assessment by the system. Given this, several questions have been raised, among which we may adduce the concerns emerging from the scope of the Philosophy of Education. The question is whether the problem would not be in the epistemology of the subjective basis (ideal justification) in which the system is anchored, with little reference to the truth of the objective world, both in the geographical reality of the country and the student learning. In order to discuss the justification of the system as the pursuit of excellence and its practical legitimacy, the contributions of this article rely on the work Truth and Justification of the German philosopher Jürgen Habermas.
Philosophy of Education; Evaluation; Post-graduation in education; Justification; Truth
