Sistema nacional de avaliação da educação superior: produção de sentidos de qualidade na gestão de licenciaturas da UFSM

• Ano de defesa: 2018
• Autor(a) principal: Trevisan, Mônica de Souza
• Tipo de documento: Dissertação
• 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 educacionais; Sinaes; Qualidade; Regulação; Discurso; Educational policies; Quality; Regulation; Discourse; Políticas educacionales; Calidad; Regulación; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/17107

The present thesis is based on the analysis of educational policies, particularly in the policy of evaluation of higher education that has been developed since 2004 in Brazil by the National System of Evaluation of Higher Education (Sinaes). The research problem is: outlined in how the Sinaes evaluation policy discourses produce quality senses in the management of undergraduate courses at the Federal University of Santa Maria (UFSM)? It is presented as a general objective: to analyze how the speeches of the evaluation policy of Sinaes produce meanings of quality in the management of teaching courses at UFSM. And as specific objectives: a) To discuss the unfolding of the evaluation policy in Higher Education, considering its historical paths; b) To problematize the speeches of quality and regulation of the evaluation policy; c) To understand the discursive production of efficiency and effectiveness in the management of undergraduate courses of UFSM resulting from the evaluation policy; d) Interpret the management processes of UFSM's teaching courses, permeated by effects of performativity and equity. As a theoretical-methodological reference was used the Discourse Analysis considering Orlandi (2015, 1998); Pêcheux (1995), as an analytical possibility, from a discursive materiality. A qualitative study of the type of multi-case study was organized considering UFSM undergraduate courses: Pedagogy; Physics; Letters - Portuguese and Literature of Portuguese Language; Letters - English and English Literature; Letters - Spanish and Literatures of Spanish Language and Social Sciences, the cases were chosen for the availability of the coordinations and for being representative of the Academic Units. Morosini (2001, 2009, 2014) Dias Sobrinho (2003, 2011); Barroso (2005, 2006) and Ball (2001, 2005). Finally, we defend the thesis that the evaluation in undergraduate courses of the UFSM has produced sense effects [the same] from the perspective of quality/regulation and [other] sense of performativity / equity can be constituted as a potentiator of [re] articulations management processes and organizational culture, of courses in an equitable/formative sense.In this process, the Structuring Faculty of the courses has a relevant role as articulator, mediator and promoter of proposals for reforms in the Courses Pedagogical Projects (PPC), along with the coordinations and collegiate of the courses. Projects that will again need to be evaluated and monitored by the stakeholders themselves in the continuity of the management, planning and evaluation cycle. With a view to this continuous process, at the end of all the work is proposed an instrument of follow-up of the PPC, after reformulation, considering the search for quality and equity in access and permanence movements, training for diversity and approximation with Basic Education.