?rea de concentra??o: Educa??o e Tecnologias aplicadas em Institui??es Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-25T17:09:12Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiano_kenji_aoki.pdf: 1033535 bytes, checksum: 2f0dc1bd0aca41817d8063177f6e1124 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-04T19:44:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiano_kenji_aoki.pdf: 1033535 bytes, checksum: 2f0dc1bd0aca41817d8063177f6e1124 (MD5) / Made available in DSpace on 2018-10-04T19:44:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiano_kenji_aoki.pdf: 1033535 bytes, checksum: 2f0dc1bd0aca41817d8063177f6e1124 (MD5) Previous issue date: 2017 / O tema da avalia??o de institui??es educacionais ? bastante complexo. Nasce do anseio natural de uma organiza??o em conhecer a si pr?pria e de exig?ncias legais e normativas de avalia??o atualmente existentes para todos os n?veis da educa??o, da b?sica ? superior. Passa pelos esfor?os de organiza??o, manuten??o e produ??o de informa??es que, ao mesmo tempo em que atendem a norma legal, transformam-se em valiosa ferramenta para a tomada de decis?es, quando sensibilizada a c?pula hier?rquica de uma institui??o sobre a import?ncia do processo de autoavalia??o institucional. O Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), em vigor desde 2004, examina as institui??es de ensino superior (IES), os cursos de gradua??o e o desempenho dos estudantes. O presente trabalho teve por objetivo a elabora??o do manual de processo de autoavalia??o institucional com vistas a apoiar os trabalhos conduzidos pela Comiss?o Pr?pria de Avalia??o (CPA) das IES. A utiliza??o de manuais em ambientes corporativos contribui para a compreens?o e a consolida??o de conhecimentos inerentes ? ?rea de atua??o do profissional e para o norteamento das a??es de grupos de trabalho orientados para um mesmo objetivo. A metodologia utilizada envolveu pesquisas bibliogr?fica e documental, tendo em vista o estudo explorat?rio de enfoque qualitativo. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The subject of evaluation of educational institutions is quite complex. It is born of the natural yearning of an organization to know itself and the legal requirements and evaluation regulations that currently exist for all levels of education, from basic to higher education. It goes through the efforts of organization, maintenance and production of information that, while complying with the legal norm, become a valuable tool for decision making, when sensitized the hierarchical leadership of an institution on the importance of the process of self-evaluation institution. The National System for the Evaluation of Higher Education (SINAES), in force since 2004, examines higher education institutions (HEIs), undergraduate courses and student performance. The objective of the present work was to elaborate a process manual of the institutional self-evaluation to support the work carried out by the Self-Evaluation Committee (CPA) of HEI. The use of manuals in corporate environments contributes to the understanding and consolidation of knowledge inherent in the professional's area of activity and to the orientation of work group actions oriented toward the same objective. The methodology used involved bibliographical and documentary research, in view of the exploratory study of a qualitative approach.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T13:22:58Z No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) / Made available in DSpace on 2017-05-31T13:22:58Z (GMT). No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Previous issue date: 2012-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The study was characterized by a qualitative research; based on a bibliographical research, documentation, field observation and semi structured interviews. The overall objective was to analyze the process of institutional self-evaluation at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. Initial concerns focused on the perspective of policy evaluation of higher education, given the reality of the Federal Institutes. So, we started with a theoretical analysis of the macro area, the conceptual point of view of educational and institutional assessment, to support the internal assessment process, also called self-assessment. Continuing the analysis, we dealt with the regulatory frameworks and historical assessment policies of higher education in Brazil. In order to contextualize the reality, the characteristics and specificities of IFRJ, the search also sought to characterize the socio-educational trajectory, through the institution's official documents and interviews. Below presented the theoretical and methodological reasons that contributed to this research. From this basis, we sought to examine the experiences and challenges of institutional self-evaluation process at the institution based on legal documents, in interviews and field observations. Finally, results and discussion section, we analyzed the data collected, providing the opportunity to situate the emergence of institutional self-assessment IFRJ the voices of key informants. This group was composed of managers and members of committees of self-assessment that accompanied the transformation of the institution in the Federal Institute, presenting proposals and challenges for the IFRJ. The main contribution of this study was the possibility of socializing experiences in institutional self-assessment IFRJ in federal institutions and other educational institutions. The dive in the subject led to a reflection on the importance of self-assessment in higher education / O estudo caracterizou-se por uma pesquisa de natureza qualitativa, partindo de uma investiga??o de fontes bibliogr?ficas, documentais, observa??o de campo e entrevistas semiestruturadas. O objetivo geral foi analisar o processo de autoavalia??o institucional no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. As preocupa??es iniciais concentraram-se no ponto de vista das pol?ticas de avalia??o da educa??o superior, face ? realidade dos Institutos Federais. Assim, partiu-se de uma an?lise macro dos referenciais te?ricos na ?rea, do ponto de vista conceitual da avalia??o educacional e da avalia??o institucional, para embasar o processo de avalia??o interna, tamb?m denominado de autoavalia??o. Continuando a an?lise, abordou-se os marcos regulat?rios e hist?ricos das pol?ticas de avalia??o da educa??o superior no Brasil. A fim de contextualizar a realidade, as caracter?sticas e as especificidades do IFRJ, a pesquisa buscou tamb?m caracterizar a sua trajet?ria s?cio-educacional, mediante os documentos oficiais da institui??o e das entrevistas. A seguir apresentou-se os referenciais te?rico-metodol?gicos que contribu?ram para fundamentar a presente investiga??o. A partir deste embasamento, buscou-se analisar as experi?ncias e os desafios do processo de autoavalia??o institucional na institui??o com base em documentos legais, nas entrevistas e nas observa??es de campo. Finalmente, na sec??o resultados e discuss?o, foram analisados os dados coletados, oportunizando situar o despontar da autoavalia??o institucional do IFRJ nas vozes dos informantes-chave. Este grupo foi constitu?do por gestores e membros das comiss?es de autoavalia??o que acompanharam a transforma??o da institui??o em Instituto Federal, apresentando proposi??es e desafios para o IFRJ. A contribui??o principal do estudo foi a possibilidade de socializar experi?ncias de autoavalia??o institucional no IFRJ, em institui??es federais e outras institui??es educacionais. O mergulho no tema levou a uma reflex?o sobre a import?ncia da autoavalia??o na educa??o superior.

Made available in DSpace on 2014-12-17T14:36:51Z (GMT). No. of bitstreams: 1 LarissaFSO_DISSERT.pdf: 2117323 bytes, checksum: 52dbbc6f6686c32b4a1c8b6504145d65 (MD5) Previous issue date: 2014-01-31 / This project was based on an implemented investigation of the institutional self-evaluation at Municipal Emmanuel Bezerra school, located at the west zone of Natal capital in Rio Grande do Norte state, where school individuals were analysed in interaction. A qualitative research was taken under the use of several pieces of information and collected out of several sources, such as: managing, docent and administrative staff interviews; present school legislation, political pedagogical project, scholar regiment as well as the 2013 action plans documental analyses; and the literature review focused in books and articles which treats of evaluation, State Evaluator and the public educational politics in order to promote the dialogue between school theory and reality. The institutional evaluation has been the theme debated through several studies. However, with its major focus on the evaluation systems and High Education aiming to raise competition having implying the reaching of educational quality as justification under liberal view. Notwithstanding, over the controlling function of the educational results and competition trigger amongst the educational institutions to the accruement of the received resources, it is believed that this institutional evaluation, however the system, can assist in the educational services improvement offered to the local public, when endeavoured to the purpose of supporting human development. Having the obtained data, the self-evaluation process implemented at the concerned school, the conceptions which permeate the school environment as well as the community joining given in this object lesson, was described and analysed as dialoguing with the political pedagogical project and comprehending the constitution in a democratic management / Neste trabalho, investigamos a implementa??o da autoavalia??o institucional na Escola Municipal Estudante Emmanuel Bezerra, situada na zona oeste de Natal, Rio Grande do Norte, analisando a participa??o dos sujeitos escolares. Realizamos uma pesquisa de cunho qualitativo, utilizando informa??es colhidas de diversas fontes, a saber: entrevistas com a equipe gestora, docente e administrativa; an?lise documental da legisla??o vigente, do projeto pol?tico-pedag?gico, do regimento escolar e do plano de a??es para 2013; e revis?o da literatura, focada em artigos e livros que versam sobre avalia??o, a constitui??o do Estado Avaliador e as pol?ticas p?blicas de educa??o, com vistas a promover o di?logo entre a teoria e a realidade da escola. A avali??o institucional tem sido tema debatido por diversos estudos, por?m com seu foco maior na avalia??o de sistemas e na Educa??o Superior, visando promover competi??o tendo como a justificativa subjacente alcan?ar a qualidade educacional, sob uma vis?o liberal. No entanto, para al?m da fun??o de controle dos resultados educacionais e de fomento da competi??o entre as institui??es de ensino com vistas ao incremento dos recursos recebidos, acreditamos que a avalia??o institucional, quer seja constru?da no interior dos sistemas de ensino, quer seja nas institui??es, pode auxiliar na melhoria dos servi?os educacionais oferecidos ? popula??o, quando empreendida com o prop?sito de promover o desenvolvimento humano. Na an?lise dos dados obtidos, descrevemos e analisamos a implementa??o do processo de autoavalia??o institucional da referida escola, quais as concep??es que permeiam o ambiente escolar e como se deu a participa??o da comunidade nessa pr?tica, dialogando com o projeto pol?tico-pedag?gico e compreendendo a constitui??o de uma gest?o mais democr?tica