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Abstract(s)
As Instituições de Ensino Superior são organizações complexas, com características próprias
e muito peculiares. Inseri-las num contexto avaliativo que vise à qualidade de sua oferta não
foi uma tarefa simples. Os programas governamentais que foram sendo criados para esse fim
institucional evoluíram com o tempo e buscaram ampliar a participação da comunidade
acadêmica. Em 2004 surgiu o SINAES – Sistema Nacional de Avaliação da Educação
Superior, que abrangeu três vertentes da avaliação: a instituição, o curso e o aluno. E dentre os
princípios da avaliação instituídos pelo SINAES, está a Autoavaliação, que, apesar de ter sido
estabelecida como uma obrigatoriedade pelo Ministério da Educação – MEC, se apresenta
como um importante instrumento gerencial de desenvolvimento da instituição. Esta pesquisa
tem como objetivo precípuo analisar se a prática autoavaliativa de uma determinada
instituição de educação superior pública federal está impactando no seu desenvolvimento.
Para tanto, foram feitos estudos em documentos institucionais e aplicados questionários aos
principais atores envolvidos nesse processo: o representante da Comissão Própria de
Avaliação – CPA da IES, alunos de cursos superiores da IES e professores coordenadores
desses cursos. Os resultados demonstram que por mais que a cultura autoavaliativa na
instituição tenha apresentado um significativo crescimento nos últimos anos, as informações
adquiridas com a autoavaliação ainda não se configuram como um elemento que faça parte da
rotina do planejamento da gestão institucional. Entretanto, a IES pode utilizar as conclusões
aqui explanadas como base para incrementar suas ações de planejamento e gestão. Ademais,
essa pesquisa também pode subsidiar os estudos crescentes acerca da autoavaliação
institucional nas IES.
The Higher Education Institutions-HEIs are complex organizations, with own and very peculiar characteristics. Inserting them in an evaluative context aimed at the quality of their offer was not a simple task. The government programs that have been created for this institutional purpose have evolved over time and sought to expand the participation of the academic community. In 2004 the SINAES - National System of Higher Education Assessment was established, covering three assessment strands: the institution, the major, and the student. Among the assessment principles established by SINAES there is the Self- Assessment, which, despite being established as mandatory by the Ministry of Education (MEC), presents itself as an important management tool for the institution's development. This research paper aims to analyze whether the self-assessment practice of a certain federal and public higher education institution is impacting its development. For that purpose, studies were carried out in institutional documents and questionnaires were applied to the main actors involved in this process: the representative of the Committee for Own Assessment (CPA) of the HEI, students of higher education majors at the HEI and coordinating professors of these majors. The results show that although the self-assessment culture in the institution has presented a significant growth in the recent years, the information acquired with the selfassessment is not yet configured as an element that is part of the planning routine of the institutional management. However, the HEI can use the conclusions herein as a basis to increase its planning and management actions. In addition, this research can also support the increasing studies on institutional self-assessment in HEIs.
The Higher Education Institutions-HEIs are complex organizations, with own and very peculiar characteristics. Inserting them in an evaluative context aimed at the quality of their offer was not a simple task. The government programs that have been created for this institutional purpose have evolved over time and sought to expand the participation of the academic community. In 2004 the SINAES - National System of Higher Education Assessment was established, covering three assessment strands: the institution, the major, and the student. Among the assessment principles established by SINAES there is the Self- Assessment, which, despite being established as mandatory by the Ministry of Education (MEC), presents itself as an important management tool for the institution's development. This research paper aims to analyze whether the self-assessment practice of a certain federal and public higher education institution is impacting its development. For that purpose, studies were carried out in institutional documents and questionnaires were applied to the main actors involved in this process: the representative of the Committee for Own Assessment (CPA) of the HEI, students of higher education majors at the HEI and coordinating professors of these majors. The results show that although the self-assessment culture in the institution has presented a significant growth in the recent years, the information acquired with the selfassessment is not yet configured as an element that is part of the planning routine of the institutional management. However, the HEI can use the conclusions herein as a basis to increase its planning and management actions. In addition, this research can also support the increasing studies on institutional self-assessment in HEIs.
Description
Keywords
Avaliação Autoavaliação institucional Educação superior Desenvolvimento CPA Planejamento Assessment Institutional self-assessment Higher education Development Planning