O caráter público do SINAES e seu potencial de transformar o currículo das universidades

• Autor(a) principal: Sousa, Klinger Luiz de Oliveira
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10197
• topic: Educação superior; SINAES; Sistema Nacional de Avaliacao da Educacao Superior (Brasil); Curriculos -- Avaliacao; Ensino superior -- Avaliacao -- Brasil; Evaluation; Curriculum; Higher education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study intends to examine National System for Higher-Education Evaluation (SINAES) as a public policy, identify the features of such policy and assay its potential to alter college curricula. The conception of contemporaneity was chosen as natural guide for the theoretical reflection on the paradigms of modernity and its transition and some important dichotomies public/private, regulation/emancipation, fact/value were brought out to structure the theoretical panorama of analysis. This research project followed the implementation of SINAES from the inception, which allowed the researcher whose professional activity includes evaluating college education close examination of the enforcing of the mentioned policy of evaluation. As a social researcher engaged in the dialectic-critical paradigm, the author views the production of knowledge directed to the understanding of phenomena so as to transform such knowledge. This leads to a natural reasoning that SINAES was established as a web of knowledge and information which leans on the programmes of college education and that through its tools it articulates a wide and varied amount of information about higher-education institutions. The hypothesis that sets out this study is that the implementation of SINAES has been gradually deteriorating the epistemological and axiological assumptions guiding its conception and the author discusses backed by collected attestation documental analysis and observation of lived experience, to what extent the public interest of evaluation policy was jeopardized. Investigation points only too clearly that SINAES, as it was originally conceived, no longer exists. The system of evaluating higher education in Brazil is currently centred on ENADE, although SINAES still holds conditions through evaluation of offering an ethical sense to college performance, and by so doing of attending to public interest. However, it is unavoidable that a new state be erected, much better equipped, willing to learn how to manage education in a competent and efficient way