Uma avaliação política da política de avaliação da educação superior brasileira
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/13669 |
Resumo: | We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avaliação da Educação Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comissão Especial de Avaliação (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the Índice Geral de Cursos da Instituição de Educação Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Provão). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute |
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Lopes, Pedro Isaac Ximeneshttp://lattes.cnpq.br/1384404159224120http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794937H2Paiva, Irene Alves dehttp://lattes.cnpq.br/7842254018559167Azevedo, Márcio Adriano dehttp://lattes.cnpq.br/26894670700169832014-12-17T14:20:09Z2013-05-092014-12-17T14:20:09Z2013-03-08LOPES, Pedro Isaac Ximenes. Uma avaliação política da política de avaliação da educação superior brasileira. 2013. 154 f. Dissertação (Mestrado em Desenvolvimento Regional; Cultura e Representações) - Universidade Federal do Rio Grande do Norte, Natal, 2013.https://repositorio.ufrn.br/jspui/handle/123456789/13669We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avaliação da Educação Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comissão Especial de Avaliação (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the Índice Geral de Cursos da Instituição de Educação Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Provão). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in disputeTeve-se como problema de análise nesta pesquisa: quais os pressupostos, princípios e conteúdo geral que fundamentam o Sistema Nacional de Avaliação da Educação Superior (SINAES)?. Partiu-se da hipótese que o conteúdo geral do SINAES está essencialmente fundamentado nos pressupostos e princípios de uma perspectiva de controle/regulatória da avaliação e de uma epistemologia somativa, quantitativista e objetivista, constituído por elementos que priorizam os testes e a classificação de cursos e instituições, baseados em valores de mercado. O objetivo geral foi realizar uma avaliação política do SINAES e os objetivos específicos foram: a) aplicar os conceitos de avaliação política e meta-avaliação; b) identificar o papel dos organismos internacionais na reforma educativa nos anos 1990 e sua repercussão na educação superior no Brasil; c) resgatar a concepção de avaliação, sobretudo no campo de estudos da Educação; e d) investigar as políticas avaliativas da educação superior brasileira que antecederam ao SINAES. Quanto aos procedimentos técnicos de coleta e análise dos dados, a pesquisa foi bibliográfica e documental, uma vez que se desenvolveu por fontes bibliográficas e publicações oficiais. Desenvolveu-se através do cruzamento de fontes: textos ou documentos remetiam a outros; também se concentrou: no papel dos organismos internacionais nas reformas educativa e do Estado (década de 1990); nas políticas de avaliação da educação superior brasileira (décadas de 1980 e 1990); na proposta da Comissão Especial de Avaliação (CEA); na Lei nº 10.861/2004; nos documentos da CONAES; no Decreto nº 5.773/2006; e nas Portarias Normativas do MEC n° 4/2008 e nº 12/2008. Não se deteve a aspectos ditos puramente técnicos, mas sim ao campo propriamente ideológico. A pesquisa constatou que os organismos internacionais, destacadamente o Banco Mundial, tiveram um papel político, intelectual e financeiro, determinantes para o campo da educação, fato este que reflete no marco jurídico. Verificou-se também que a política de avaliação da educação superior é marcada historicamente por um conflito, representado por duas perspectivas de naturezas distintas e de ênfases diferentes. Por um lado, o foco ocorre no controle/regulação, privilegiando eficiência, produtividade e competitividade e priorizando a aferição pontual de desempenhos e a mensuração. Por outro, busca-se a transformação acadêmica, em uma perspectiva prioritariamente formativa/emancipatória, com o intuito de subsidiar a melhoria institucional. Concluiu-se que a CEA apresentou uma concepção de avaliação predominantemente formativa e emancipatória, que enfatizava a ideia de sistema, centralizava a instituição e repudiava as práticas de rankings. No período pós-formulação, porém, alguns de seus princípios foram se fragmentando e, paulatinamente, a instituição foi cedendo lugar aos cursos e o Exame Nacional de Desempenho de Estudantes (ENADE) foi crescendo em destaque. Com a criação do Conceito Preliminar de Cursos superiores (CPC) e do Índice Geral de Cursos da Instituição de Educação Superior (IGC), resgatou-se a prática de avaliação como medida e controle, sob os princípios de eficiência e produtividade. Assim, o SINAES, que parecia possibilitar uma avaliação progressista, tem assumido uma configuração que o aproxima da sistemática do Exame Nacional de Cursos (ENC-Provão). Não obstante, a sobrevivência da avaliação institucional formativa, nas políticas de avaliação da educação superior, ainda é uma questão em disputaapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em Ciências SociaisUFRNBRDesenvolvimento Regional; Cultura e RepresentaçõesAvaliação política. Avaliação da educação superior. SINAESPolitical evaluation. Higher education evaluation. SINAESCNPQ::CIENCIAS HUMANAS::SOCIOLOGIAUma avaliação política da política de avaliação da educação superior brasileirainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALUmaAvaliaçãoPolítica_Lopes_2013.pdfUmaAvaliaçãoPolítica_Lopes_2013.pdfapplication/pdf856670https://repositorio.ufrn.br/bitstream/123456789/13669/2/UmaAvalia%c3%a7%c3%a3oPol%c3%adtica_Lopes_2013.pdf7f2fc95b16bbe21fec1c0c3332c7e0c2MD52TEXTPedro IXL_DISSERT.pdf.txtPedro IXL_DISSERT.pdf.txtExtracted texttext/plain370990https://repositorio.ufrn.br/bitstream/123456789/13669/9/Pedro%20IXL_DISSERT.pdf.txtc2b4dde754437f7e919ee2d61c284f77MD59UmaAvaliaçãoPolítica_Lopes_2013.pdf.txtUmaAvaliaçãoPolítica_Lopes_2013.pdf.txtExtracted texttext/plain370784https://repositorio.ufrn.br/bitstream/123456789/13669/11/UmaAvalia%c3%a7%c3%a3oPol%c3%adtica_Lopes_2013.pdf.txta347d42a235d3ab4340c0ada713cf1c3MD511THUMBNAILPedro IXL_DISSERT.pdf.jpgPedro IXL_DISSERT.pdf.jpgIM Thumbnailimage/jpeg1973https://repositorio.ufrn.br/bitstream/123456789/13669/10/Pedro%20IXL_DISSERT.pdf.jpgbdb4332ec7395945f0eba59a5ce25ea2MD510UmaAvaliaçãoPolítica_Lopes_2013.pdf.jpgUmaAvaliaçãoPolítica_Lopes_2013.pdf.jpgGenerated Thumbnailimage/jpeg1303https://repositorio.ufrn.br/bitstream/123456789/13669/12/UmaAvalia%c3%a7%c3%a3oPol%c3%adtica_Lopes_2013.pdf.jpg5a895e230e10c0f7d6bde7bf7984dd91MD512123456789/136692019-05-26 02:46:28.193oai:https://repositorio.ufrn.br:123456789/13669Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2019-05-26T05:46:28Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Uma avaliação política da política de avaliação da educação superior brasileira |
title |
Uma avaliação política da política de avaliação da educação superior brasileira |
spellingShingle |
Uma avaliação política da política de avaliação da educação superior brasileira Lopes, Pedro Isaac Ximenes Avaliação política. Avaliação da educação superior. SINAES Political evaluation. Higher education evaluation. SINAES CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
title_short |
Uma avaliação política da política de avaliação da educação superior brasileira |
title_full |
Uma avaliação política da política de avaliação da educação superior brasileira |
title_fullStr |
Uma avaliação política da política de avaliação da educação superior brasileira |
title_full_unstemmed |
Uma avaliação política da política de avaliação da educação superior brasileira |
title_sort |
Uma avaliação política da política de avaliação da educação superior brasileira |
author |
Lopes, Pedro Isaac Ximenes |
author_facet |
Lopes, Pedro Isaac Ximenes |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1384404159224120 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794937H2 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Paiva, Irene Alves de |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7842254018559167 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Azevedo, Márcio Adriano de |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2689467070016983 |
dc.contributor.author.fl_str_mv |
Lopes, Pedro Isaac Ximenes |
dc.subject.por.fl_str_mv |
Avaliação política. Avaliação da educação superior. SINAES |
topic |
Avaliação política. Avaliação da educação superior. SINAES Political evaluation. Higher education evaluation. SINAES CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
dc.subject.eng.fl_str_mv |
Political evaluation. Higher education evaluation. SINAES |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
description |
We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avaliação da Educação Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comissão Especial de Avaliação (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the Índice Geral de Cursos da Instituição de Educação Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Provão). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-05-09 2014-12-17T14:20:09Z |
dc.date.issued.fl_str_mv |
2013-03-08 |
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2014-12-17T14:20:09Z |
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info:eu-repo/semantics/publishedVersion |
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LOPES, Pedro Isaac Ximenes. Uma avaliação política da política de avaliação da educação superior brasileira. 2013. 154 f. Dissertação (Mestrado em Desenvolvimento Regional; Cultura e Representações) - Universidade Federal do Rio Grande do Norte, Natal, 2013. |
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https://repositorio.ufrn.br/jspui/handle/123456789/13669 |
identifier_str_mv |
LOPES, Pedro Isaac Ximenes. Uma avaliação política da política de avaliação da educação superior brasileira. 2013. 154 f. Dissertação (Mestrado em Desenvolvimento Regional; Cultura e Representações) - Universidade Federal do Rio Grande do Norte, Natal, 2013. |
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https://repositorio.ufrn.br/jspui/handle/123456789/13669 |
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por |
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Universidade Federal do Rio Grande do Norte |
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Programa de Pós-Graduação em Ciências Sociais |
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UFRN |
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BR |
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Desenvolvimento Regional; Cultura e Representações |
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Universidade Federal do Rio Grande do Norte |
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