Avaliação docente à luz de Pierre Bourdieu: formação continuada dos professores do curso de ciências contábeis

• Ano de defesa: 2018
• Autor(a) principal: Colle, Fatima Eduarda Schmitk
• Orientador(a): Silva, Sidnei Celerino da
• Banca de defesa: Silva, Sidnei Celerino da , Pulita, Edemir , Cornacchione Junior, Edgard Bruno , Versa, Cezar Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Contabilidade
• Departamento: Centro de Ciências Sociais Aplicadas
• País: Brasil
• Palavras-chave em Português: Violência Simbólica; Formação de Professores; Avaliação Docente; Autoavaliação do SINAES; Ensino Superior em Ciências Contábeis; Comissão Permanente de Avaliação
• Palavras-chave em Inglês: Symbolic Violence; Continuing Formation; Teachers’ Evaluation; SINAES Self-assessment; Higher Education in Accounting Sciences; Standing Evaluation Committee
• Área do conhecimento CNPq: ADMINISTRACAO::CIENCIAS CONTABEIS
• Link de acesso: http://tede.unioeste.br/handle/tede/4271

As a critique of the current concealment in the institutional self-assessment process that integrates the National System for the Evaluation of Higher Education (SINAES), this study aimed to understand how a process of teachers’ evaluation for the continuing formation of professors from the Course of Accounting Sciences is constituted in light of the theoretical Bourdian approach (Bourdieu 1989; 1990a; 2001; 2004; 2007; 2008; 2015a, b). The study was guided by the critical interpretative paradigm and designed as an in-depth case study of qualitative approach. It was carried out at the Parthenon University, where interviews were conducted with teachers and students, there was participant observation, application of Teacher Evaluation by the Students and Teachers Self-evaluation questionnaires and obtained evidences from documentary sources. The analysis was based on the multi-triangulation of data and the fulfillment of the research evaluation criteria, with approaches that cover the critical analysis in the light of the Bourdian theoretical apparatus, aiming at changes in social relations and practices (Orlikowski & Baroudi, 1991), from the questioning and deconstruction of assumptions inherent to the status quo (Hull, 1997). As for the logic of the practice of the accounting students, it was possible to verify that aspects related to the choice of course, university dropout, low interest in reading, unrestrained desire for mastery of the (actual) accounting technique practice, as well as the logic of the practice that moves the autonomous work of professors, the prevalence of meritocracy in teaching activities, the deification of research by professors and the practices of docimologic evaluation and teaching methodologies used, has its origin explained by the habitus, doxa and illusio that govern the process of primary and secondary socialization of these agents and in the structures that shape the game in the field of Accounting Sciences of the Parthenon University. In addition, it was remarkable how much the state and its representatives, in the form of a splendorous symbolic violence, delimit the social destiny of the students (accountants to be), and emphasize the maintenance of the underappreciation of teachers and the downgrading of teaching profession, by determining the professional identities of these agents through their legal codes, which, by disguising their real interests, end up curtailing their right of emancipation for transforming unbridled neoliberalism into Accounting Education. This was the wish that motivated the proposal for the construction and analysis of the instruments of teachers' evaluation by the students, aiming to identify the training needs of the professors, as an evaluation process for the continuing education of the Accounting Sciences teachers is constituted by the search of knowledge of deeper evidences that allow questioning the structures, classifications and doxic foundations, since it is the comprehension that brings the possibility of the transformation and the political action itself. As a light bulb for the feet, the training of Accounting professors shall illuminate paths beyond reproducibility, providing enlightened ways to move on... towards a truly educating homeland!