Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 ShirmeniaKSNE_DISSERT.pdf: 1503801 bytes, checksum: 85c65eface4a3d85729738729d6db512 (MD5) Previous issue date: 2010-06-30 / This thesis entitled SINAES: the different faces of the evaluation at UFRN, aims to analyze the configuration that the national policy for assessment in higher education has taken on UFRN. We assume that in recent years there are an oscillation between the concepts of evaluation, according with the logic of public administration it has preferred an approach that presents itself as a promoter of quality, sometimes with regulatory aspects, sometimes with educational ones. The text discusses the use of the new assessment tools for higher education placing them under the new demands on state reform context in which this is to promote and measure quality based on the values of excellence and competitiveness. This movement arises from the redefinition of the role of the State that has been taking features of Evaluator State. From a historical review of government initiatives in the field of evaluation, we analyze the characteristics of assessment policies outlined over the past decades. We are based on the theoretical method that aims to examine the multiple determinants that shape a particular reality from the larger movement of totality. To identify, in this case, connections and ruptures that have emerged over the history of assessment policies aimed at higher education by checking their determinants in order to better explain the reality. To investigate the object of this study we used as instruments: the research literature and research documents, the semi-structured interviews and non-participant observation. The study revealed that there are different practices of evaluation and that before to establishment the SINAES program, the UFRN already had a culture of an institutional assessment, more participatory and democratic, opposing to the rigidity of the self-assessment in SINAES program that it was instituted by the Commission for assessment (CPA). We also noticed that the implementation of the SINAES at URFN has been performed very slowly and the breadth and complexity of the evaluation process has contributed to hinder its implementation in all dimensions provided by MEC. Although it was observed that in its operationalization the SINAES has assumed a more normative assessment and directed to establish rankings between courses and higher education schools than to establish a more qualitative assessment in this system. As regards the evaluation of the undergraduate course studied on this research and subjected to the three dimensions of evaluation proposed by SINAES (self-assessment, Evaluation of Courses and ENADE) it was not possible to verify an effective integration between the methods of assessing conducted. The results are considered separately, in only a partial view of the course evaluated the proposal what pits the SINAES as a system that involves the totality / O presente trabalho intitulado SINAES: as diferentes faces da avalia??o na UFRN tem como objetivo analisar a configura??o que a pol?tica nacional de avalia??o para o ensino superior vem assumindo na UFRN. Partimos do pressuposto de que, nos ?ltimos anos, tem havido uma oscila??o entre as concep??es de avalia??o que, na l?gica da gest?o p?blica, tem privilegiado uma perspectiva que se apresenta como promotora da qualidade, ora com aspectos Estado avaliador. Ensino superior. Pol?ticas de avalia??o reguladores, ora formativos. O texto discute o uso da edifica??o de novos instrumentos de avalia??o para o ensino superior situando-a no ?mbito das novas demandas contextuais na reforma do Estado em que este passa a promover e mensurar a qualidade com base nos valores da excel?ncia e da competitividade. Esse movimento decorre da redefini??o do papel do Estado, que vem assumindo fei??es de Estado avaliador. A partir de uma retrospectiva hist?rica das iniciativas do governo no campo da avalia??o, explicitamos as caracter?sticas das pol?ticas de avalia??o delineadas ao longo das ?ltimas d?cadas. Servimo-nos de um referencial te?ricometodol?gico que visa analisar as m?ltiplas determina??es que configuram uma determinada realidade a partir de um movimento maior de totalidade. Nesse sentido, s?o identificadas conex?es e rupturas que surgiram, ao longo da hist?ria das pol?ticas de avalia??o voltadas para o ensino superior verificando os seus determinantes, visando explicar melhor a realidade. Para investigarmos o objeto de estudo, utilizamos, como procedimentos metodol?gicos, a pesquisa bibliogr?fica e documental, as entrevistas semiestruturadas e a oberva??o n?o-participante. O estudo revelou haver, na institui??o, diferentes pr?ticas de avalia??o e que, antes da implanta??o do SINAES, j? havia uma cultura de avalia??o institucional, mais participativa e democr?tica que se contrap?e ? rigidez presente na autoavalia??o institu?da pelo SINAES e, seguida, pela Comiss?o Pr?pria de Avalia??o. Verificamos, tamb?m, que a implanta??o do SINAES, na URFN, vem sendo realizada de forma muito lenta e a amplitude e complexidade do processo avaliativo t?m contribuido para dificultar a sua implementa??o em todas as dimens?es previstas pelo MEC. Ainda foi poss?vel evidenciar que, em sua operacionaliza??o, o SINAES tem assumido uma postura de avalia??o muito mais normativa e voltada para o estabelecimento de rankings entre cursos e intitui??es do que em estabelecer uma avalia??o mais qualitativa do ensino. No que se refere ? avalia??o do Curso de gradua??o submetido ?s tr?s dimens?es de avalia??o propostas pelo SINAES (autoavalia??o, Avalia??o de Cursos e ENADE) n?o foi poss?vel verificar uma efetiva integra??o entre as modalidades de avalia??o realizadas. Os resultados s?o considerados isoladamente, em uma vis?o, apenas, parcial do curso avaliado o que descaracteriza a proposta do SINAES como um sistema de avalia??o global