Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão!
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNIGRANRIO |
Texto Completo: | http://localhost:8080/tede/handle/tede/334 |
Resumo: | The evaluation is a complex subject, which consists in judging the value and merit of evaluand (SCRIVEN, 1991). Higher Education in Brazil is evaluation by a national evaluation system (Sinaes) and this thesis aims to identify how and what is evaluated by Sinaes and to whom this evaluation process is intended, considering its cyclic process. Its relevance is to allow: the public power to rethink norms and procedures; the society makes its participation effective; the higher education institutions to maintain their identities; the students to broaden their view of the system; and the staff involved in the process works in gaps. So, in order to understand concepts, typologies and the evaluation process itself, three important publications were considered: Pfeifer (2012), Silva (2016) and Worthen et al. (2004). Besides that, the possible of ways to use it were found in: The evaluation of the quality of Davok (2006) and the Vector of Excellence (EWELL, 1984) and the Effectiveness Framework (KRAKOWER, 1985) of the National Center for the Management System of Higher Education (NCHEMS). For methodology required searching in different documents to develop a descriptive study capable of analyzing The Sinaes’s process and make recommendations and judgments. The analysis was performed in two ways: categorical, based on the six approach of the evaluation of Worthen et al. (2004); and of content; both with inferences and interpretations respecting the Bardin's proposal (2011). For that, was used a diversified data sources, constructing the research corpus with quantitative and qualitative data simultaneously. As a conclusion, there are two processes: proposed and implemented, via Sinaes, and many distortions were find, such as its beginning: in the plan it appears as being if by the institutional report; and in practice by the National Student Performance Exam (Enade). To identify what has been evaluated, two fronts must be considered: the visit and the Enade. In the visit, the 10 dimensions provided for in the Law that considered the HEI mission, its policies (teaching, management and personnel), interaction with society, infrastructure and financial sustainability are measured, albeit to a limited extent. The Enade measures the knowledge and skills of the student via exam and their perception on three institutional aspects: infrastructure, didactic-pedagogical organization and opportunities for extension of the training, by questionnaire. In relation to: for whom is measured. It is noted that, in practice, decisions are made by specific group based on legislation. Nevertheless, as a evaluation research, recommendations were made, and it was possible to propose a system of responsive evaluation that works a database for feeding all the actors involved. To do so, one must separate the processes of evaluation (judgments) and data collection (inputs), knowing that quality is not a single concept, but rather the result of a judgment. |
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Wanderley, Sérgio Eduardo de P. VelhoBarros, Denise FrancaZouain, Déborah MoraesSilva, Maria de Lourdes Sá E. de M. eOliveira, Fátima Bayma deSilva, Angela Carrancho daTorres, Adriana Amadeu Garcia2019-02-12T18:53:05Z2018-05-03Torres, Adriana Amadeu Garcia. Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão!. 2018. 227 f. Tese (Programa de Pós-Graduacão em Administração) - Universidade do Grande Rio, Rio de Janeiro.http://localhost:8080/tede/handle/tede/334The evaluation is a complex subject, which consists in judging the value and merit of evaluand (SCRIVEN, 1991). Higher Education in Brazil is evaluation by a national evaluation system (Sinaes) and this thesis aims to identify how and what is evaluated by Sinaes and to whom this evaluation process is intended, considering its cyclic process. Its relevance is to allow: the public power to rethink norms and procedures; the society makes its participation effective; the higher education institutions to maintain their identities; the students to broaden their view of the system; and the staff involved in the process works in gaps. So, in order to understand concepts, typologies and the evaluation process itself, three important publications were considered: Pfeifer (2012), Silva (2016) and Worthen et al. (2004). Besides that, the possible of ways to use it were found in: The evaluation of the quality of Davok (2006) and the Vector of Excellence (EWELL, 1984) and the Effectiveness Framework (KRAKOWER, 1985) of the National Center for the Management System of Higher Education (NCHEMS). For methodology required searching in different documents to develop a descriptive study capable of analyzing The Sinaes’s process and make recommendations and judgments. The analysis was performed in two ways: categorical, based on the six approach of the evaluation of Worthen et al. (2004); and of content; both with inferences and interpretations respecting the Bardin's proposal (2011). For that, was used a diversified data sources, constructing the research corpus with quantitative and qualitative data simultaneously. As a conclusion, there are two processes: proposed and implemented, via Sinaes, and many distortions were find, such as its beginning: in the plan it appears as being if by the institutional report; and in practice by the National Student Performance Exam (Enade). To identify what has been evaluated, two fronts must be considered: the visit and the Enade. In the visit, the 10 dimensions provided for in the Law that considered the HEI mission, its policies (teaching, management and personnel), interaction with society, infrastructure and financial sustainability are measured, albeit to a limited extent. The Enade measures the knowledge and skills of the student via exam and their perception on three institutional aspects: infrastructure, didactic-pedagogical organization and opportunities for extension of the training, by questionnaire. In relation to: for whom is measured. It is noted that, in practice, decisions are made by specific group based on legislation. Nevertheless, as a evaluation research, recommendations were made, and it was possible to propose a system of responsive evaluation that works a database for feeding all the actors involved. To do so, one must separate the processes of evaluation (judgments) and data collection (inputs), knowing that quality is not a single concept, but rather the result of a judgment.Diante da complexidade do tema avaliação, que consiste no ato de julgar valor e mérito de um objeto (SCRIVEN, 1991a); e da importância do Sistema Nacional de Avaliação da Educação Superior (Sinaes) no cenário nacional, nesta tese o objetivo geral foi identificar como e o que é avaliado pelo Sinaes e a quem este processo de avaliação se destina, considerando sua adoção no processo de recredenciamento dos cursos. Sua relevância contempla permitir: ao poder público repensar normas e procedimentos; à sociedade tornar sua participação efetiva; às instituições de ensino manter suas identidades; aos estudantes ampliar sua visão do sistema; e à própria equipe envolvida no processo tratar as lacunas presentes. Como referencial teórico, para compreender conceitos, tipologias e o processo de avaliação em si, três trabalhos foram importantes: Pfeifer (2012), Silva (2016) e Worthen et al. (2004). Já as formas de “usos” (SCRIVEN, 1991a) da avaliação foram tratadas segundo três modelos: o de avaliação da qualidade de Davok (2006) e dos Vetor de excelência (EWELL, 1984) e da Estrutura de effectiveness (KRAKOWER, 1985) do Centro Nacional para o Sistema de Gestão do Ensino Superior (NCHEMS). A metodologia exigiu busca em documentos distintos, para desenvolver a “arqueologia” do Sinaes, num estudo descritivo, em que analisei o Sinaes de duas formas: categorial, com base nas seis abordagens da avaliação de Worthen et al. (2004); e de conteúdo. Em ambos os casos inferências e interpretações foram incluídas respeitando a proposta da Bardin (2011). A construção do corpus de pesquisa foi por meio de fontes de dados diversificadas, contendo dados quantitativos e qualitativos. Como conclusão foram identificados dois processos: proposto e implementado, via Sinaes, demonstrando distorções, como, por exemplo, quanto ao seu início: no plano consta como sendo via relatório institucional; e na prática via Exame Nacional de Desempenho do Estudante (Enade). Para identificar o que vem sendo avaliado foi preciso considerar duas frentes que atuam em paralelo: a visita in loco e o Enade. Na visita in loco, são medidas, ainda que de forma limitada, as 10 dimensões previstas na Lei que contemplam a missão da IES, suas políticas (ensino, gestão e pessoal), interação com a sociedade, infraestrutura e sustentabilidade financeira. O Enade mede os conhecimentos e habilidades do estudante via prova e sua percepção sobre três aspectos institucionais: infraestrutura, organização didáticopedagógica e oportunidades de ampliação da formação, via questionário. Em relação ao destino dos resultados, dado o objetivo proposto pelo Sinaes, na prática, as decisões são tomadas pelo Inep baseado na legislação. Como recomendações, sugiro separar os processos de avaliação (julgamentos) e de coleta de dados (insumos), sabendo que qualidade não é um conceito único, mas sim resultado de julgamento para, então, trabalhar o sistema de avaliação responsivo delineado, baseado num banco de dados que alimenta todos os atores envolvidos.Submitted by Patricia Vieira Silva (patricia.silva@unigranrio.com.br) on 2019-02-12T18:53:05Z No. of bitstreams: 1 Tese - Adriana Amadeu.pdf: 10573516 bytes, checksum: 2deee3e22b5e3d6996f2b56304ea71e3 (MD5)Made available in DSpace on 2019-02-12T18:53:05Z (GMT). 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dc.title.por.fl_str_mv |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
title |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
spellingShingle |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! Torres, Adriana Amadeu Garcia Administração Sistema Nacional de Avaliação da Educação Superior (Brasil) Ensino Superior Administração Gestão organizacional |
title_short |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
title_full |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
title_fullStr |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
title_full_unstemmed |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
title_sort |
Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão! |
author |
Torres, Adriana Amadeu Garcia |
author_facet |
Torres, Adriana Amadeu Garcia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Wanderley, Sérgio Eduardo de P. Velho |
dc.contributor.referee1.fl_str_mv |
Barros, Denise Franca |
dc.contributor.referee2.fl_str_mv |
Zouain, Déborah Moraes |
dc.contributor.referee3.fl_str_mv |
Silva, Maria de Lourdes Sá E. de M. e |
dc.contributor.referee4.fl_str_mv |
Oliveira, Fátima Bayma de |
dc.contributor.referee5.fl_str_mv |
Silva, Angela Carrancho da |
dc.contributor.author.fl_str_mv |
Torres, Adriana Amadeu Garcia |
contributor_str_mv |
Wanderley, Sérgio Eduardo de P. Velho Barros, Denise Franca Zouain, Déborah Moraes Silva, Maria de Lourdes Sá E. de M. e Oliveira, Fátima Bayma de Silva, Angela Carrancho da |
dc.subject.por.fl_str_mv |
Administração Sistema Nacional de Avaliação da Educação Superior (Brasil) Ensino Superior |
topic |
Administração Sistema Nacional de Avaliação da Educação Superior (Brasil) Ensino Superior Administração Gestão organizacional |
dc.subject.cnpq.fl_str_mv |
Administração Gestão organizacional |
description |
The evaluation is a complex subject, which consists in judging the value and merit of evaluand (SCRIVEN, 1991). Higher Education in Brazil is evaluation by a national evaluation system (Sinaes) and this thesis aims to identify how and what is evaluated by Sinaes and to whom this evaluation process is intended, considering its cyclic process. Its relevance is to allow: the public power to rethink norms and procedures; the society makes its participation effective; the higher education institutions to maintain their identities; the students to broaden their view of the system; and the staff involved in the process works in gaps. So, in order to understand concepts, typologies and the evaluation process itself, three important publications were considered: Pfeifer (2012), Silva (2016) and Worthen et al. (2004). Besides that, the possible of ways to use it were found in: The evaluation of the quality of Davok (2006) and the Vector of Excellence (EWELL, 1984) and the Effectiveness Framework (KRAKOWER, 1985) of the National Center for the Management System of Higher Education (NCHEMS). For methodology required searching in different documents to develop a descriptive study capable of analyzing The Sinaes’s process and make recommendations and judgments. The analysis was performed in two ways: categorical, based on the six approach of the evaluation of Worthen et al. (2004); and of content; both with inferences and interpretations respecting the Bardin's proposal (2011). For that, was used a diversified data sources, constructing the research corpus with quantitative and qualitative data simultaneously. As a conclusion, there are two processes: proposed and implemented, via Sinaes, and many distortions were find, such as its beginning: in the plan it appears as being if by the institutional report; and in practice by the National Student Performance Exam (Enade). To identify what has been evaluated, two fronts must be considered: the visit and the Enade. In the visit, the 10 dimensions provided for in the Law that considered the HEI mission, its policies (teaching, management and personnel), interaction with society, infrastructure and financial sustainability are measured, albeit to a limited extent. The Enade measures the knowledge and skills of the student via exam and their perception on three institutional aspects: infrastructure, didactic-pedagogical organization and opportunities for extension of the training, by questionnaire. In relation to: for whom is measured. It is noted that, in practice, decisions are made by specific group based on legislation. Nevertheless, as a evaluation research, recommendations were made, and it was possible to propose a system of responsive evaluation that works a database for feeding all the actors involved. To do so, one must separate the processes of evaluation (judgments) and data collection (inputs), knowing that quality is not a single concept, but rather the result of a judgment. |
publishDate |
2018 |
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2018-05-03 |
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2019-02-12T18:53:05Z |
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Torres, Adriana Amadeu Garcia. Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão!. 2018. 227 f. Tese (Programa de Pós-Graduacão em Administração) - Universidade do Grande Rio, Rio de Janeiro. |
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Torres, Adriana Amadeu Garcia. Uma avaliação do Sistema Nacional de Avaliação da Educação Superior (SINAES) : medir o quê para quem, eis a questão!. 2018. 227 f. Tese (Programa de Pós-Graduacão em Administração) - Universidade do Grande Rio, Rio de Janeiro. |
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