Trajetória e mecanismos da autoavaliação institucional de cursos da modalidade a distância na Universidade Federal de Goiás
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2018-03-28
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Universidade Federal de Goiás
Resumo
This study has the general objective of analyzing and understanding the trajectory and mechanisms
of the institutional self-evaluation of courses in the distance modality of the Federal University of
Goiás. The research developed is of the qualitative, bibliographic and documentary type. The
theoretical support for the analysis of the institutional evaluation is based on Afonso (2000, 2010,
2013), Lehfeld et al. (2010) and Sobrinho (2002, 2003a, 2003b, 2008a, 2008b, 2010). The study of
distance education is based on Lima (2013, 2014a, 2014b), Moore and Kearsley (2010), and Peters
(2004). The data collection and its analysis was used in the triangular methodology, in the scope of
bibliographical, documentary and field research, theorization and interviews carried out to the
managers of the university linked to the evaluation, to the Dean and also to different members of
the Institutional Evaluation Committee (Cavi): an administrative technician, a student
representative and a representative of civil society, totaling 9 respondents. In the meantime, we try
to understand in which the place of distance education in the institutional self-assessment of the
Federal University of Goiás stands? Throughout its development, the study deals with distance
education, its evolution from the use of radio to the advent of the Internet, its aspects in Brazilian
legislation and its trajectory in the Federal University of Goiás. Institutional assessment, its
conceptions, history in Brazil, current legislation, and, finally, self-assessment and the role of the
Self Assessment Commission (CPA). Finally, the self-assessment of the Federal University of
Goiás, along with its Cavi/CPA are studied in the aspect of distance education, seeking to
understand its trajectory, mechanisms and processes. The result obtained was that distance
education is not completely institutionalized in the context of the university, so that the realized
self-assessment does not contemplate it in an integral and formative way, also hindering the
process of diagnosis and improvement of the modality in the institution of higher education.
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Citação
Freire, F. M. Trajetória e mecanismos da autoavaliação institucional de cursos da modalidade a distância na Universidade Federal de Goiás. 2018. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2018.