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Avaliação da educação superior no Brasil: os antecedentes históricos do SINAES Evaluation of higher education in Brazil: the historical precedents of SINAES

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Author(s)
Carla Busato Zandavalli
Keywords
Políticas públicas
Educação superior
Avaliação
Public policies
Higher education
Evaluation
Education (General)
L7-991
Education
L
DOAJ:Education
DOAJ:Social Sciences
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واصفات البيانات
عرض سجل المادة الكامل
URI
http://hdl.handle.net/20.500.12424/1539726
Online Access
https://doaj.org/article/7be83d36c3c243a797af1a03987caefb
Abstract
Este artigo explicita, por meio da análise documental e da literatura da área da educação, os antecedentes da avaliação da educação superior no Brasil, abrangendo o período de 1960 a 1990, que subsidiam o entendimento do atual Sistema de Avaliação da Educação Superior. Os documentos analisados demonstram que as políticas públicas que vêm sendo desenvolvidas para a educação superior, nas últimas décadas, foram traçadas inicialmente nos anos de 1960, sob a influência do Banco Mundial, em nome da "modernização" das universidades e o alinhamento entre as bases políticas e econômicas do Estado brasileiro e as necessidades do sistema capitalista. Destacam-se, no Plano Atcon, desenvolvido em 1968: o autofinanciamento das instituições públicas de ensino superior por meio de sua transformação em uma empresa rentável, com gestão centralizada e ausência da participação da comunidade acadêmica em sua organização; a necessidade de organização e manutenção de estatísticas educacionais dignas de confiança para subsidiar a gestão; a flexibilização dos modelos de ensino. Os demais documentos analisados expressam o embate de forças entre parcela da comunidade acadêmica das instituições de educação superior, que buscam a oferta do ensino, da pesquisa e extensão com qualidade para todos, e a ação desmobilizadora e centralizadora do Estado, que, a partir dos anos de 1990, acentua o desenvolvimento de políticas neoliberais e toma a avaliação como processo essencialmente mercadológico e regulatório, esvaziando a dimensão formativa e emancipatória da autoavaliação.<br>This essay explains, by means of documental analysis as well as the analysis of the literature in the educational field, the precedents of the evaluation of higher education in Brazil, covering the period from 1960 to 1990 which subsidize the comprehension of the current Higher Education Evaluation System. The analyzed documents show that the public policies which have been developed for higher education in the last decades were initially underlined in the 1960s under the influence of the World Bank in the name of the "modernization" of the universities and the alignment between the political and economical bases of the Brazilian State and the needs of the capitalist system. It can be highlighted in the Altcon Plan, developed in 1968: the self financing of the public higher education institutions by means of their transformation into a profitable company with centralized management and no participation of the academic community in its organization; the need for organization and maintenance of reliable educational statistics in order to subsidize management; the flexibility of the teaching models. The other analyzed documents express the clash between the portions of the academic community in higher education institutions that seek quality in teaching, research and extension activities and the demobilizing and centralizing action of the State which from 1990 on has emphasized the development of neoliberal policies and considered evaluation as an essentially mercantile and regulatory process extinguishing the formative and emancipatory dimension of evaluation.
Date
2009-07-01
Type
Article
Identifier
oai:doaj.org/article:7be83d36c3c243a797af1a03987caefb
10.1590/S1414-40772009000200008
1414-4077
1982-5765
https://doaj.org/article/7be83d36c3c243a797af1a03987caefb
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