The present article analyses a case study of institutional evaluation in the Brazilian naval education system, from a multicultural perspective that seeks to address the tensions inherent to evaluative processes. It takes into account the institutional mission of the naval education system, its singular cultural identity, as well as the hybrid influences of the SINAES discourses and those of total quality in education, besides the need to recognise cultural diversity within its own space as a multicultural organisation. We conclude by suggesting that multiculturalism can help in the understanding of possible ways by which institutional evaluation may help institutions and their actors grow.
Institutional evaluation; Brazilian Naval Education System; SINAES (National System of Evaluation of Higher Education); Multiculturalism; Brazilian Navy