Avaliação de desempenho docente pelos discentes em uma Instituição Federal de Ensino Superior: desafios e possibilidades de avanços na UFPel

Abstract

The quality of the teaching-learning process is strongly related to the performance of university professors in academic activities. This underscores the necessity of establishing clear goals and objectives to direct efforts toward educational success (Castanheira; Ceroni, 2007). Performance evaluation, when effectively utilized, provides the necessary resources for this process (Schikmann, 2010), and students are regarded as important evaluators of teaching practices (Scriven, 1967, apud Marins, 2020; Rippey, 1975; Moreira, 1981; Peres-Dos-Santos; Laros, 2007); however, it faces resistance to institutionalization in public administration (Bergue, 2020). In the context of higher education institutions, this resistance may result in the underutilization and neglect of the formative potential of evaluating professors, consequently affecting teaching quality. Thus, this study aims to analyze the current process of teacher performance evaluation (TPE) by students at UFPEL to provide insights for its improvement. To this end, a descriptive study with a mixed approach (quantitative and qualitative) was conducted through online questionnaires (survey) featuring both objective and open-ended questions, directed at UFPEL professors and students, to identify their perceptions of the process. Quantitative data were analyzed using basic descriptive statistics, while qualitative data were partly examined using Bardin's content analysis and partly through interpretive methods using word clouds. The results revealed that neither professors nor students perceive improvements in teaching quality as a result of TPE, although they acknowledge the formative potential of the process, provided there is engagement from both participants and the institution. Additionally, weaknesses were identified, including low student participation, lack of questions addressing ethical and behavioral aspects of professors in the evaluation instrument, absence of institutional monitoring, and lack of structured feedback from managers to professors. These issues neglect important opportunities for implementing continuous training actions and personal development that could positively impact teaching quality. As an intervention proposal, it is recommended to implement educational and awareness-raising actions on the subject; mechanisms to encourage student participation; structured feedback to professors involving managers and institutional oversight; and the promotion of continuous training actions based on evaluations.