Critérios multidimensionais da avaliação e suas implicações no processo de reconhecimento de cursos superiores em institutos e universidades federais

• Ano de defesa: 2020
• Autor(a) principal: Righes, Antônio Carlos Minussi
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Políticas públicas educacionais; Educação superior; Institutos e Universidades Federais; Avaliação de cursos superiores; Public educational policies; University education; Universities and Federal Institutes; Evaluation of higher courses; Políticas educativas públicas; Carrera superior; Institutos y Universidades Federales; Evaluación de carreras superiores; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/23177

This thesis was developed in the Graduate Program in Education at UFSM (Federal University of Santa Maria), in the research line LP2 - Public Educational Policies, Educational Practices and their Interfaces. It is also linked to the ELOS Research Groups, Study and Research Group on Public Policies and Educational Management (GESTAR) at UFSM and with the research group of the Educational Research and Intervention Center (CIIE) of the University of Porto (UPorto) in Portugal. The thesis defended, when comparing the mission and institutional function of a Federal Institute of Education, Science and Technology (IF) and a Federal University, understands the need for different evaluation criteria for the recognition of Higher Education Courses, while contributing for the reformulation of the National Higher Education Assessment System (Sinaes) and the Assessment Instruments in use by the National Institute of Educational Studies and Research Anísio Teixeira (INEP). As for the objective, we tried to understand how the singularities are produced or not in the recognition processes of Higher Education, since they use the same evaluation criteria for different institutions. It is added that the methodology, for the development of the thesis, was a case study, added to a comparative study of the Higher Technology Courses in Public Management at the Federal Institute of Education, Science and Technology Farroupilha and the Federal University of Pelotas. The data analysis was constructed according to the Content Analysis of Bardin (2016), which provided this triangulation: a) legal and contextual documents of the recognition process of higher education courses in Brazil and Portugal; b) interview with six specialists in higher education evaluation in Brazil and five scholars from the evaluation system of Universities and Polytechnic Institutes in Portugal; and c) theoretical references, among them: Fávero (2000a), Manfredi (2016), Dias Sobrinho (2003, 2011), Morosini (2014). In addition, to compose the general categories of public educational policies, evaluation programs, evaluation of higher education courses, evaluation instruments and university subsystem and polytechnic subsystem, a metaphor of a multifaceted image of the cutting of a diamond, its prisms, colors, shades was used and nuances, which form an imaginary iceberg. Thus, it is understood that the evaluation of higher education courses needs to consider the different educational contexts. It is known that universities and institutes are differentiated by their mission and purpose; therefore, their courses cannot be evaluated and recognized according to the same criteria as the evaluation instrument and with evaluators who are unaware, in practice, of institutional differences. It is also understood that the Sinaes Law needs to be revised and changed in order to include specific criteria for the evaluation and recognition of courses in the Federal Institutes. In addition, these instruments must include, in their criteria, the principle of verticalization, the characteristics of the faculty, applied technological research, the institutional purpose that are related to the origin and mission of the IFs. Thus, it is expected that this thesis will contribute to the continuous improvement of the higher education assessment system, in particular, with regard to the evaluation criteria of the higher courses of the Federal Institutes.