Avaliação institucional e prática docente na educação superior: tensões, mediações e impactos
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Data
2008-12-17
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Universidade Federal de Goiás
Resumo
This work, Institutional assessment and teaching in higher education: tensions, mediation
and impacts , is in the research line State and educacion policies of the PPGE, in the
Universidade Federal de Goiás (Federal University in Goias). The study aims to identify
the impact of public policy for institutional assessment (AI) implemented by MEC/INEP
in the teaching of the higher education, seizing how the teachers are living with these
processes. The investigation/exposition is based on the categories totality, contradition and
mediation of the dialectic-historical approach, whose analysis reference is the literature of
the area of public policies of institutional assessment of the higher education and work
area, formation and teacher professionalization. Among the authors found, it highlights:
Dias Sobrinho; Sguissardi; Catani; Oliveira; Dourado; Cunha L.; Frigotto; Bourdieu;
Cunha M.; Morosini; Mancebo; Silva Jr. and Savianni. About nine graduation courses
were researched in three IES: a college, an univeristy center and an university. Documents
from the three IES researched were analysed, mostly the Institutional Development Plans
(PDIs). Also, focus groups were achieved with the students of the researched courses:
Administration, Engineering, Law, Information Systems and Pedagogy. Semi-structured
interviews were also made with the course coordinators. The teachers and the students
answered the standard questionnaire. We concluded that, in the period of 1996-2006, the
AI has been influenced a lot by the neoliberal principles, in the midst of an accelerated
process of expansion, privatization and differentiation of the brazilian IES. This context of
fast effective changes has influenced the teaching, mostly formation aspects,
professionalization and effective work conditions, which the teacher is being submitted,
noting an ascending intensification of the teacher work, followed by institutional pressures
for greater academic productivity in work conditions increasingly precarious. There is a
strong trend, especially in the private college, to an alignment of its concepts, conceptions
of formation and curricula to the marketing guidelines, with strong appeal for answering
the demands of the productive sector and the labor market. According to the course
coordinators, the AI has implied changes in its work, in view of the nature mediator of this
function in the interior of the institutions. Nevertheless, the coordinators consider that the
impact of the AI in classroom has been little, though it affects the teachers life, mostly in
the private IES, since the tests results started to justify the restructuring of the tables
teachers, the curricular reorganization and the redefinition of the employment contracts,
that are becoming more flexible. In the opinion of the teachers and students, the AI does
not cause great impacts in the teaching in public universities, but has brought changes in
the pedagogical practice in the private institutions. These changes can be summarized in
three aspects: greater preocupation with the learning assessment because of the national
tests, greater willingness in joining to the interdisciplinary in the approach of the contents
and a greater interest to know the course curriculum, as well as the profile of the
professional that is being formed. We can still say that the AI, in the actual ways, has not
met the objective of becoming the quality of the institutions better, since it emphasizes
more the qualification function, characterizing what we can call regulated expansion of
higher education in Brazil.
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Citação
ASSIS, Lúcia Maria de. Institutional assessment and teaching practice in education
upper: voltage, mediations and impacts. 2008. 249 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.