The Discourse Traps on the Evaluation of Higher Education

Detalhes bibliográficos
Autor(a) principal: Santana, Andréia da Cunha Malheiros
Data de Publicação: 2018
Outros Autores: Rothen, José Carlos, Borges, Regilson Maciel
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908
Resumo: The discourses of higher education assessment proposals become traps by not articulating their what for?, for whom? what? and how?. In this paper it is elucidated how such traps are constructed by analyzing the proposal of planning and evaluation of a public institution of the state of São Paulo. The proposal analysis is grounded on the ideas of Paulo Freire and other authors who investigated the proliferation of assessment systems as control. It is concluded that, in the discursive construction of the different assessments proposals, often the idea of control is present. Although an emancipatory discourse is used, they establish an instrument of quantitative control that can generate an increase of exclusion, productivism and, competition.
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spelling The Discourse Traps on the Evaluation of Higher EducationAs Armadilhas do Discurso sobre a Avaliação da Educação SuperiorAvaliação da Educação SuperiorInstrumentos de AvaliaçãoAvaliação InstitucionalHigher Education AssessmentEvaluation InstrumentsInstitutional AssessmentThe discourses of higher education assessment proposals become traps by not articulating their what for?, for whom? what? and how?. In this paper it is elucidated how such traps are constructed by analyzing the proposal of planning and evaluation of a public institution of the state of São Paulo. The proposal analysis is grounded on the ideas of Paulo Freire and other authors who investigated the proliferation of assessment systems as control. It is concluded that, in the discursive construction of the different assessments proposals, often the idea of control is present. Although an emancipatory discourse is used, they establish an instrument of quantitative control that can generate an increase of exclusion, productivism and, competition.Os discursos das propostas de avaliação da educação superior tornam-se armadilhas ao não articularem o seu “para quê?”, “para quem?”, “o quê?” e “como?”. No artigo explicita-se como tais armadilhas são construídas, para tanto analisamos uma proposta de planejamento e avaliação de uma instituição pública do Estado de São Paulo. Baseia-se nas ideias de Paulo Freire e em autores que investigaram a proliferação do sistemas de avaliação como controle. Conclui-se que, na construção discursiva das diferentes propostas de avaliação, frequentemente, está presente a ideia de controle, embora usem um discurso emancipatório, elas instauram um instrumento de controle quantitativo que gera um aumento da exclusão, do produtivismo e da competição.FACED - UFRGS2018-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908Educação & Realidade [Education & Reality]; Vol. 43 No. 4 (2018)Educação & Realidade; v. 43 n. 4 (2018)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908/51029https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908/51030Copyright (c) 2018 Revista Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantana, Andréia da Cunha MalheirosRothen, José CarlosBorges, Regilson Maciel2022-11-08T14:30:37Zoai:seer.ufrgs.br:article/84908Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-11-08T14:30:37Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv The Discourse Traps on the Evaluation of Higher Education
As Armadilhas do Discurso sobre a Avaliação da Educação Superior
title The Discourse Traps on the Evaluation of Higher Education
spellingShingle The Discourse Traps on the Evaluation of Higher Education
Santana, Andréia da Cunha Malheiros
Avaliação da Educação Superior
Instrumentos de Avaliação
Avaliação Institucional
Higher Education Assessment
Evaluation Instruments
Institutional Assessment
title_short The Discourse Traps on the Evaluation of Higher Education
title_full The Discourse Traps on the Evaluation of Higher Education
title_fullStr The Discourse Traps on the Evaluation of Higher Education
title_full_unstemmed The Discourse Traps on the Evaluation of Higher Education
title_sort The Discourse Traps on the Evaluation of Higher Education
author Santana, Andréia da Cunha Malheiros
author_facet Santana, Andréia da Cunha Malheiros
Rothen, José Carlos
Borges, Regilson Maciel
author_role author
author2 Rothen, José Carlos
Borges, Regilson Maciel
author2_role author
author
dc.contributor.author.fl_str_mv Santana, Andréia da Cunha Malheiros
Rothen, José Carlos
Borges, Regilson Maciel
dc.subject.por.fl_str_mv Avaliação da Educação Superior
Instrumentos de Avaliação
Avaliação Institucional
Higher Education Assessment
Evaluation Instruments
Institutional Assessment
topic Avaliação da Educação Superior
Instrumentos de Avaliação
Avaliação Institucional
Higher Education Assessment
Evaluation Instruments
Institutional Assessment
description The discourses of higher education assessment proposals become traps by not articulating their what for?, for whom? what? and how?. In this paper it is elucidated how such traps are constructed by analyzing the proposal of planning and evaluation of a public institution of the state of São Paulo. The proposal analysis is grounded on the ideas of Paulo Freire and other authors who investigated the proliferation of assessment systems as control. It is concluded that, in the discursive construction of the different assessments proposals, often the idea of control is present. Although an emancipatory discourse is used, they establish an instrument of quantitative control that can generate an increase of exclusion, productivism and, competition.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908/51029
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908/51030
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 43 No. 4 (2018)
Educação & Realidade; v. 43 n. 4 (2018)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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