Avaliação educacional na dimensão do SINAES: qualidade do ensino ou requisito legal na Universidade Federal do Ceará?

Abstract

In the University's evaluation processes, it is necessary to understand how they are structured, what roles the subjects involved assume, which objectives they seek to achieve, and how they are achieved in practice. This thesis sought to evaluate how the Federal University of Ceará - UFC - uses the results of the evaluation processes of the National System for the Evaluation of Higher Education - SINAES. This system, created by Law No. 10,861, of April 14, 2004, consists of three main components: assessing institutions, courses, and student performance. If analyzed in a combined way, the different evaluative processes recommended in the system aim to promote the improvement of the quality of teaching in undergraduate courses. The analytical intention of this work was to understand whether the results obtained in the evaluation processes recommended by SINAES have been discussed in the academic community, as a way to promote self-knowledge and feedback from administrative and academic decisions at UFC, as well as to understand if there was an investment of time and resources from institutional managers in the areas that subsidize the didactic-pedagogical organization, faculty, and infrastructure of undergraduate courses. This thesis' objective was to characterize and describe the initiatives based on the treatment, discussion and analysis of the articulated results of the SINAES evaluations that were undertaken by the UFC's top management to reformulate institutional plans, to describe how the results of the SINAES evaluations have been socialized in the academic units - UA- and the repercussion of this in the academic community, to analyze the perceptions of managers, professors and students about the dynamics of the evaluation processes of the SINAES Law and how they see the process as a legal requirement or not and why, to identify and analyze which procedures are undertaken in the AU after the publication of the reports of the SINAES evaluations with an outlook of improving the quality of their courses, and, at the end, to compare, through the quality indicators provided by the reports of: on-site visit, two ENADE cycles, and selfassessment of the examined courses to elaborate a quality reference, in order to subsidize all decision to academic managers with a view to improving the quality of other UFC undergraduate courses. For this, the research sample was based on three programs that passed through the three evaluation processes of SINAES. The theoretical conceptions of Educational Assessment are based, initially, on the writings of Tyller (1950), Lee Cronbach (1916-2001), Michael Scriven (1928), Daniel Stufflebeam (1936), Robert Stake (1927 -), and Edward Suchman (1915 - 1971), always relating them to the studies of epistemologists such as Viana (2000), Hadji (1994), Escorsa (2003), Dias Sobrinho (2000, 2002,) and Cipriano Luckesi (2005, 2011, 2012 and 2018) and the periodization performed by Polidori (2009) and expanded in this thesis. The methodology used was Content Analysis (BARDIN, 2011), where the chosen unit of analysis was the theme that best characterizes the categories of analysis from the information collected through the adopted instruments. Research has shown that just like people, the educational institution learns. To this end, it is necessary that the conditions conducive to learning are sought by managers and participants of the diverse social strata that make up the university community. Educational assessment promotes this institutional learning when it diagnoses or qualifies reality such that weaknesses and strengths become evident through assessment and when it is managed by a special commission to actually make improvements.