Influências da avaliação institucional na prática pedagógica dos docentes de ensino superior

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Nowadays, the education has many requirements about teaching quality and this has been changing the management of the higher school, especially in the institutional evaluation and pedagogical practice. With the readjustment of the institutional evaluation in 2004, it was notorious the need of more studies that allows to understand the way developed by the National System of Education, duty to the politics of quality education in Brazil. Therefore, we research if is the institutional evaluation as a public politics aim to the quality of the higher schools demanding changes in the teacher#s pedagogical practice? With this scenery, we investigated the impacted of the new model of evaluation and the discernment of the teachers about their own pedagogical practice. By the way, we tried to analyze the studies about this topic, detaching the trajectory of institutional evaluation in Brazil identifying with the higher schools the own- evaluation of the instill process. With this view, we looked for to describe the judgment of the teachers related to the own-evaluation process established, leading to the description of the impacted and changes rising of this educational politics in the pedagogical practice. The trajectory of the higher school institutional evaluation was the aim of this research, involving important aspects like: world concepts of evaluation, the evaluation like Auto-organization, considering the complexity theory like the theory axis of this study, specially with Morin (2000). Subsidized this study authors like Behrens (2005), Capra (2000), Demo (1991), Libâneo (1986), Luckesi (1994), Sobrinho (2003) and Vianna (1989). The study still required researches related to the institution as a complex organization, the Evaluation of the educational system and their inferences to the quality in education and the different pedagogical practice developed in Brazil. These topics were very important to raise the theory part, to the understanding of the proposal. The methodology chosen was quantiqualitative. The kind of the research was exploratory and descriptive. The research involved like participants the physiotherapy course director of a huge university in Curitiba, and some teachers chosen by aleatory pattern, who answered to open questions. The results forward to a need of changes in the teacher s pedagogical practice, and evidenced the teacher s unknowing about the hole process of institutional evaluation.

ASSUNTO(S)

educacao educational evaluation avaliação educacional education, higher universidades e faculdades - avaliação student teaching universities and colleges ensino superior - dissertações evaluation prática de ensino

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