Made available in DSpace on 2015-04-14T13:36:00Z (GMT). No. of bitstreams: 1 461830.pdf: 11610575 bytes, checksum: b0aef66ba8914bbe1256a12ea60f4861 (MD5) Previous issue date: 2014-02-24 / The National Examination Performance of Students (ENADE) part of the National System of Higher Education Assessment (SINAES), as a mandatory curriculum component in undergraduate courses (BRAZIL, 2004), in order to monitor the process of academic learning in relation the precepts established by the National Curriculum Guidelines (DCN). In this research there was a critical and reflective analysis of the issues of proof of ENADE held by scholars of Pharmacy in 2010, through the opinion of teachers linked to the School of Pharmacy of institutions, public and private, in the state of Rio Grande do Sul (RS). The main objective was to verify if the character of evidence and evaluation order are consistent with the recommendations by the Pharmacy course (DCNF) for the training and evaluation of general professional National Curriculum Guidelines. Through Qualtrics Survey Software, four separate questionnaires, each containing 10 questions originally transcribed the ENADE and categories of analysis established from the assumptions of DCNF were prepared. The questionnaires were sent by digital means teachers allocated to 18 courses Pharmacy RS of 16 different higher education institutions. From March to September 2013, 131 teachers conducted the analysis of the 40 questions ENADE 2010. Specific issues of component, with a mean score 7.78?2.22 in teacher perception on the appropriateness of the examination, evaluated more exercise capacity in drugs and medicines, critical and reflective skills required of the student and interdisciplinary approach. Questions of General Education, which received an average score 5.16?2.87 in the opinion of the teachers, helped in understanding the social, cultural and economic reality of the environment in which the professional was inserted and lower acuity, assessed the character critical and reflective, humanistic and ethical principles required by DCNF. Thus, the proof of ENADE 2010 held by graduates in Pharmacy presented asymmetric distribution of the aspects of training set. Although it is believed that the current evaluation system of higher education can indeed contribute to improving the quality of vocational training, the proposed test has limitations in the evaluation process with students. These limitations, the present study evidenced through teacher opinion, corroborated findings literary evidenced by Verhine; Dantas (2005); Rothen; Nasciutti (2008); Rodrigues; Peixoto (2009), Dias Sobrinho (2010) and Francisco et al. (2012), who warn about the structuring of the evaluation system and the implementation in the way it currently presents. However, the quest for improvement, it is observed that the national educational policy has focused on constantly improving the quality of education, contextualized by encouraging research like this that drives the construction of an evaluation process that will determine the quality of training for professionals being inserted into society, whether from the general training offered to social needs are being met effectively at all levels of health care. / O Exame Nacional de Desempenho de Estudantes (ENADE) integra o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), como um componente curricular obrigat?rio nos cursos de gradua??o (BRASIL, 2004), com a finalidade de acompanhar o processo de aprendizagem acad?mica em rela??o aos preceitos estabelecidos pelas Diretrizes Curriculares Nacionais (DCN). Nesta pesquisa realizou-se uma an?lise cr?tico-reflexiva das quest?es da prova do ENADE realizada por acad?micos de Farm?cia em 2010, atrav?s da opini?o de professores vinculados aos cursos de Farm?cia de institui??es, p?blicas e privadas, do estado do Rio Grande do Sul (RS). O objetivo principal foi verificar se o car?ter da prova e o intuito avaliativo s?o condizentes com o preconizado pelas Diretrizes Curriculares Nacionais do curso de Farm?cia (DCNF) para a forma??o e avalia??o do profissional generalista. Por meio do Qualtrics Survey Software, foram elaborados quatro question?rios distintos, cada um contendo 10 quest?es originalmente transcritas do ENADE e as respectivas categorias de an?lise estabelecidas a partir dos pressupostos das DCNF. Os question?rios foram enviados por meio digital a professores alocados a 18 cursos de Farm?cia do RS, de 16 institui??es de ensino superior diferentes. De mar?o a setembro de 2013, 131 professores realizaram a an?lise das 40 quest?es do ENADE 2010. As quest?es do componente Espec?fico, com nota m?dia 7,78?2,22 na percep??o docente quanto ? adequa??o no exame, avaliaram mais a capacidade de exerc?cio em f?rmacos e medicamentos, exigiram habilidade cr?tico-reflexiva do estudante e atua??o interdisciplinar. As quest?es de Forma??o Geral, que receberam em m?dia nota 5,16?2,87 na opini?o dos professores, auxiliaram na compreens?o da realidade social, cultural e econ?mica do meio no qual o profissional estivesse inserido e, em menor acuidade, avaliaram o car?ter cr?tico-reflexivo, humanista e os princ?pios ?ticos exigidos pelas DCNF. Dessa forma, a prova do ENADE 2010 realizada pelos graduandos em Farm?cia apresentou distribui??o assim?trica dos aspectos de forma??o estabelecidos. Muito embora se acredite que o atual sistema de avalia??o do ensino superior possa, de fato, contribuir para a melhoria da qualidade na forma??o profissional, a proposta do exame apresenta limita??es em seu processo de avalia??o junto aos estudantes. Tais limita??es, evidenciadas no presente estudo atrav?s a opini?o dos professores, corroboraram achados liter?rios evidenciados por Verhine; Dantas (2005); Rothen; Nasciutti (2008); Rodrigues; Peixoto (2009); Dias Sobrinho (2010) e Francisco et al. (2012), que advertem quanto a estrutura??o do sistema avaliativo, bem como a execu??o nos moldes em que atualmente se apresenta. Entretanto, na busca pelo aperfei?oamento, observa-se que a pol?tica educacional nacional constantemente tem se voltado para a melhoria na qualidade do ensino, contextualizada pelo incentivo de pesquisas como esta que impulsiona a edifica??o de um processo avaliativo capaz de determinar a qualidade da forma??o dos profissionais que est?o sendo inseridos na sociedade, a saber se, a partir da forma??o generalista oferecida, ?s necessidades sociais est?o sendo supridas de maneira eficaz, em todos os n?veis de aten??o ? sa?de.