O Exame Nacional de Desempenho dos Estudantes da Educação Superior (Enade) na percepção dos coordenadores de cursos de licenciaturas da PUC Goiás: repercussões e resultados

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Antônio Evaldo
• Orientador(a): Carneiro, Maria Esperança Fernandes
• Banca de defesa: Baldino, José Maria , Mesquita, Maria Cristina das Graças Dutra , Nunes, Heliane Prudente , Brito, Wanderley Azevedo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: Políticas Públicas Ensino Superior Brasileiro; Sistema Nacional de Avaliação do Ensino Superior; Exame Nacional de Desempenho dos Estudantes.
• Palavras-chave em Inglês: Higher Education Institution; Institutional Evaluation; Sistema Nacional de Avaliação do Ensino Superior; Exame Nacional de Desempenho dos Estudantes.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/4237

The concepts created by Inep/MEC as quality indicators for the Higher Education Evaluation System (Sistema de Avaliação do Ensino Superior – Sinaes) have been incompatible with the reality of Brazilian Higher Education Institutions (Colleges and Universities), due to methodological inconsistencies and lack of clarity. Concepts such as the “Conceito Preliminar de Cursos (CPC)” – (Preliminary Course Concept) and the “Índice Geral de Cursos (IGC)” – (General Course Index) do not conform to the law that has established the Sinaes; therefore, they have constantly received a great deal of criticism from teachers, course coordinators and college administrators. Considering the facts already mentioned and the general context that involves the issue, this research aimed at studying Sinaes’s institutional evaluation policies by means of an investigation of their history and also by the description and assessment of their characteristics. The adoption of large-scale evaluation policies has led to the elaboration of studies that showcase principles, fundamentals and repercussions in Brazilian Higher Education, which has been following the neo-liberal prescription when defining the routes of government policies, commanded, for instance, by the World Bank, the International Monetary Fund (IMF) and the Organization for Cooperation and Economic Development (OCED). With that in mind, our goal was to analyze the perception from graduation course coordinations at Pontifícia Universidade Católica de Goiás about the “Exame Nacional de Desempenho dos Estudantes da Educação Superior (Enade)”, as well as their understanding about the university professors’ views on the courses in which they teach – mainly if those courses have been affected by the methodological propositions in such a way as to cause an upgrade in teaching and learning quality and in the curricular organization. So, the present research had, as its setting, the “Licenciaturas” from PUCGoiás (graduation courses which aim at forming teachers), and had, as its subjects, the members of Course Coordinations from each “Licenciatura” – a sample of 29 (twenty nine) subjects total, who have answered a previously tested questionnaire. The questionnaire was composed of open and closed questions. Based on the results found, we came to the conclusion that PUC-Goiás has been adopting practices that basically provide training or even induce the students to master the test format, as an attempt to obtain satisfactory results in the evaluation in question, which is important for the institutions, since the students’ successful performance at Enade counts as one of the requirements for the evaluation of the Higher Education Institution itself, by the Ministry of Education. In addition, the answers to the questionnaire revealed that some university professors point to the coordination that the learning assessment influences what is demanded from Enade, and that factor may help determine and direct a model or pattern of how people are educated. Consequently, in order to conduct a study on evaluation, it is required, above all, clarification of the educational policies scenery in Brazil, which presents an interventionist role by means of Systemic Evaluation. Sinaes’s conceptions and principles demonstrate that course evaluation is connected with the Institutional Evaluation, and that academic and professional education must be understood as a structured activity that allows the appreciation of course quality, in the context of the institutional reality.