Ensino superior: impactos das políticas do SINAES na organização das avaliações internas em Centros Universitários

• Ano de defesa: 2021
• Autor(a) principal: Silva, Adriene Sttéfane
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Ensino Superior; SINAES; Centros Universitários; Gestão da Avaliação Interna; Avaliação Externa; Higher Education; University Centers; Internal Evaluation Management; External Evaluation; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/32382; http://doi.org/10.14393/ufu.te.2021.5520

This thesis deals with the impacts of the policies of the National Higher Education Evaluation System (SINAES) in the organization of internal evaluations in University Centers. The study aimed to investigate, analyze, understand and describe the learning and assessment processes of students' learning in Higher Education, as well as the possibilities of monitoring the development of learning, aiming to verify the impacts they have on the results of SINAES, in a sample of three private University Centers - UNIPAM, UNILAVRAS and UNICEUB. The selection of the HEIs was carried out based on academic organization criteria, HEIs which have an established learning assessment management system, presenting data registered in the INEP databases, with results from the ENADE Score after implementation, and that accept to participate in the research making available the documents that register this management system. The research subjects were selected based on two main factors, the first, the accelerated growth of private HEIs in the country, starting in the 1980s, and the second, the dependence of University Centers, in relation to the results of SINAES, since the crediting and recrediting of these HEIs are subject to the results of SINAES. In order to achieve the proposed general objective, through theoretical research, a theoretical framework was built and recorded in the first three chapters of this thesis in which the epistemological bases related to the construction of knowledge and the institution of learning in Higher Education were discussed and analyzed; the paradigms that guide the learning assessment were described and analyzed, and the way they occur in Higher Education; the Brazilian higher education evaluation processes were understood and analyzed, as well as their influence on the organization of internal evaluations in the country's institutions. Through a qualitative approach, based on data collected through the institutional documents provided by the HEIs studied, discussions and analyzes were developed that enabled the understanding of the pedagogical models, making it possible to recognize the evaluation processes instituted by the HEIs, and the way these processes allow student’s learning development monitoring. From a quantitative approach, it was possible to carry out the analysis of the data measured in the internal evaluations of the researched HEIs, verifying the increase of the student averages in the internal evaluations, and the impacts of this internal evaluation process in the results of the external evaluations promoted by SINAES. Finally, the thesis raised initially that SINAES policies influence the organization of internal evaluations in University Centers, was confirmed through the empirical research carried out with the HEIs chosen for this study. It was also confirmed that the organizations in the management processes of learning assessment within the HEI had an impact on the results of SINAES, since the results measured in ENADE are one of the main inputs for the calculation of the quality indicators established by MEC. And marked by the INEP indicators, an increase in the average of the ENADE Continuous Grade was registered, in the three HEIs, and in the case of UNIPAM, which has the management model instituted in a larger cycle, the addition of ENADE Continuous Grades already impacted on the institution's GCI, which was GCI 3 in the previous cycle, and at present the HEI has a GCI rated 4. From the indicators measured at Unilavras and UniCEUB, it is expected that this trend will also be confirmed in these institutions, if the increase of ENADE averages is maintained up to this point.