Mecanismo de accountability nas Instituições de Ensino Superior: impactos no processo de formação do estudante do Curso de Administração

Abstract

The dissertation, Accountability Mechanism in Higher Education Institutions: Impacts on the Training Process of Students on the Administration Course, materializes in the study of how the accountability mechanism operates at the University, impacting the training process of students on the Administration course. This investigation, focusing on the accountability mechanism in the field of higher education, adopts the Federal University of Ceará (UFC), a public institution in the State of Ceará, as its investigative locus. The research problem is: How has the implementation of the accountability mechanism at the University impacted the training process of Administration students? Regarding specific objectives: a) Identify the dimensions and elements of the accountability mechanism, especially in the educational field; b) Examine the University9s reason for being and its contradictions in the neoliberal situation; c) Investigate higher education assessment policies, specifically Enade; d) Analyze the impacts of the accountability mechanism on training in the administration course. The research is based on historical-dialectical materialism. The data were obtained through a bibliographical review, from studies carried out by other researchers, and the analysis of the Administration Course Reports of the National Student Performance Exam (Enade) of 2022. To understand the object of the research, accountability is approached in terms of its translation, concepts, dimensions, repercussions and influences, using as references authors/researchers such as Mulgan (2000), Schedler (1999, 2004, 2015), Nardi and Schneider (2015), Menezes (2019, 2023) , Afonso (2009, 2010, 2012, 2014, 2018), Pinho and Sacramento (2009), Campos (1990), Evangelista and Leher (2012) and O'Donnell (1998). The Marxian-Marxist theoretical contribution is based on thinkers such as Kosik (1976), Marx (2011), Mészáros (2008), Antunes (2008) and Saviani (2016), among others. In the context of higher education, Fávero (1994; 2000; 2006), Aragão (1968), Bianchetti and Magalhães (2015), Cunha (1980), Villanova (1948), Moreira (1960), Cambi (1999), Silva Jr. (2005), Paim (1982), and Teixeira (1998). For the study on evaluation (Enade), the authors Lima (2007), Pereira (2008), Soares (2000), Verhine; Dantas; Soares (2006), Andrade (2011), Paiva (2008), Barreyro (2015), Sguissardi (2008) and Leite (2008), Garcia (2010), Leitão (2010), among others. As a result of the research, it is concluded that the implementation of the accountability mechanism at the university has a significant impact on the training process of Administration course students. Thus, although universities have autonomy to develop their curricula and establish research and extension plans, the analysis reveals that this autonomy may be limited by the National Curricular Guidelines for the Undergraduate Course in Administration and other instruments, such as, for example, Enade. In relation to the guidelines, established by Resolution No. 5 of October 14, 2021, they are imperative in nature, indicating an attempt at regulation and normalization by the State. Furthermore, Enade becomes a supplementary element of accountability, directly influencing the practices and strategies adopted by higher education institutions. The complex relationship between the autonomy of universities, the regulations of the Ministry of Education and the Enade evaluation process highlights the interaction between institutional freedom and state control. The main elements of the accountability mechanism identified in higher education include information, justification and imposition/sanction. In the academic sphere, these elements include transparency, control, dissemination of information and accountability of teachers. In relation to the profile of graduates from the Administration course, it is concluded that they must have skills linked to the requirements of the neoliberal market, therefore aligned with marketing guidelines, as provided for in the National Curricular Guidelines and Enade. Other aspects of academic training are placed in the background, or even ignored, such as scientific and social aspects.