A qualidade revelada na educação superior: impactos da política de avaliação no Brasil / The quality revealed at Higher Education: the impacts of the policy from the evaluation in Brazil.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study aims to apprehend the impacts that the policies of evaluation caused to the construction to the conception of quality in the Graduation Courses at the Institutions of Education, which was adopted in the period of 1995 and 2002 as a way to understand its intrinsic reason. Its importance is justified by the centralism that is attributed to the evaluation at educational policy, which considered it as the main mechanism for improving the quality of education. This emphasis allowed to delineate the model of the Evaluator State among Brazilian context. The theoretical principle which supported this analysis was based on the neo-institutionalism theory, consisting of an evaluation analysis of the educational policy impact. Therefore, it was adopted the documental examination as a methodological procedure from the systematic of the evaluation results developed by MEC for the graduation courses along this period, which considered the following evaluation tools: Exame Nacional de Cursos (ENC), the evaluations developed by specialists in order to recognize and allow the courses besides the statistical data. As it is known the researcher inquiries about the ENC validity in attributing quality, this study attempted to analyze these tools altogether for establishing the current incongruousness and observing the impacts of this policy regarding to its logical formulation and execution. Accordingly, the primary sources of this research were: official statistics, the results obtained from the institutions by specialists , the ENC, and mainly the appraisal from MEC specialists at the moment of the evaluation in loco. As a result, it was noticed that the conception of quality in Brazil, since the Reform in 1968, quantity and quality relation were connected, as the evaluation used was a mechanism of restricting quantity. However, the evaluation is considered a mean of expansion for courses and institutions with the Reform in 1995 as distinct conceptions of quality, which were shaped and established according to the administrative organization of Graduation Institutions, turned to be in accordance to the current diversification constituted by Universities, Colleges and University Centers. Although the impact of the evaluation was positive, which were noticed in the institutional context, the evidences pointed to a scarcity of the inducing evaluation system in improving the quality of education as the institutions are attempting to meet the quality standards determined by MEC in its formal aspects, concerning to preserve the essence of the quality at Graduation.

ASSUNTO(S)

education policy higher education qualidade educacional. avaliação educacional education evaluation education administration política educacional education quality educação superior gestão educacional

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