Políticas oficiais de avaliação da educação superior e trabalho docente

Abstract

The paper has as its main theme a study of official public policies of evaluation for higher education in Brazil. The paper will also present a critical appraisal of the relationship established between the faculty at UEPG University (UniversidadeEstadual de Ponta Grossa) and the real and assumed objectives of the current public policies. In order to do so, this paper will present a brief story of the State s concepts regarding public education policies implemented as of the 1970s. There is a clear dichotomy. The State s educational machinery has a centralized nature. However, the financing and administration mechanisms of education management that were created after 1990 tend to be of a more decentralized nature. The date is particular important since it was after 1990 that Brazil shifted to a neoliberal government model, which was a necessary change in order to adequate the country to new capitalist needs. Taking these facts into account, the paper will prioritize the analysis of diverse and profound changes that occurred for university faculty work as of 1990, through constant evaluations, both direct and indirect. The need to understand how these policies have altered the production and work of the college Professor, the role of universities, and the quality provided to students validates this investigation. The main focus will be in the intra and inter-relations established among national evaluations, UEPG s internal evaluations and the faculty s work in the field of research. This study has three main objectives. Firstly, it will analyze Brazil s standards and its influence in public educational policies. Secondly, it will connect the History of the state of Paraná as well as UEPG s to the evaluation methods of the Federal Government for Higher Education, taking into account the period when these evaluations weren t systematic but mainly focusing in the period when such evaluations became standardized. Thirdly, the paper will examine the ramifications generated by the external and internal evaluations at UEPG along with the Faculty s work. The methodology used was based on the Complexity Theory, Qualitative Research and the theories about the political cycle s approach. One of the possible outcomes could be the reinterpretation of UEPG s policies and a new reconceptualization that could increase the faculty s power to intervene and have actual participation. However, this outcome hasn t been prioritized in the Faculty s current hazardous life.