Avaliação dos cursos de graduação da Universidade Federal de Pelotas: uma análise sob a ótica dos instrumentos de avaliação externa de cursos do Sinaes

Abstract

This paper presents a case study on evaluations in loco received by the courses of the Federal University of Pelotas, headed by the National System of Evaluation of Higher Education - SINAES, from the perspective of the external evaluation instruments of courses of 2012 and 2015. The period studied corresponds to the interval between May 2012 and December 2017, when UFPel received 77 visits in loco in processes for recognition or renewal of recognition of its undergraduate courses. This dissertation brings a theoretical reference, describing the SINAES and its main aspects, and makes a qualitative analysis about the several evaluations that took place during the studied period, giving an overview of how the process of regulation and evaluation of courses occurred in the University in the period under study. From the analysis of the reports of the 77 on-site evaluations, it can be concluded that only 4 of these received a course concept equal to 5, that is, "excellent". To obtain the data for these analyzes, we tabulated the concepts in the three dimensions evaluated by the Instruments - Didactic- Pedagogical Organization; Faculty and Tutorial; and Infrastructure - in addition to complying with the Legal Requirements. Based on these data, the main fragilities found in the course evaluations were highlighted, in the view of the commissions of evaluators of INEP. As a result, it can be concluded that the "Infrastructure" dimension is the one with the greatest number of fragile indicators, followed by the Dimension "Didactic-Pedagogical Organization", both for the evaluations from the perspective of the 2012 External Course Evaluation Instrument, as well as in 2015. In addition to the data obtained through the analysis of the evaluation reports, interviews were conducted with the managers of the sectors / departments responsible for the indicators that presented the highest index of concepts 1, 2 and 3. From these interlocutions, we sought to identify if and how the results of the external evaluations of course are used in institutional planning and decision making to improve the quality of their undergraduate courses. It was inferred that, although there is concern of management with on-site evaluations and actions to improve the weaknesses of their courses, these are mostly punctual and non-institutionalized, that is, they are put into practice to overcome problems encountered in a given evaluation, and are not used for the creation of an evaluation culture in the Institution. As a proposal for intervention, the present study suggested the creation of a permanent committee to follow up the processes of regulation and evaluation, focusing on proactive and institutionalized actions.