Percepções sobre as avaliações externas e reestruturações de projetos pedagógicos de cursos de licenciatura-CCNE/UFSM

Abstract

This dissertation deals with the repercussions of institutional assessments - SINAES - and the processes of adapting the curricula (PPC - Course Pedagogical Project) of the Education Undergraduate courses of CCNE/UFSM. Using the qualitative methodology, professors with experience in external assessments and course coordinators participating in the Course council board were interviewed. To support this study, we brought a brief statement on historical aspects related to brazilian universities and a contextualization of the evaluation policy investigated. We addressed the legal devices that support the curricular constructions of the courses through a comparative study between the guidelines that guide the construction of the 2015/2019 PPCs, also adding discussions on evaluation, performativity, policy and curriculum, finally relating Ball's Policy Cycle and the evaluation of higher education through Course Pedagogical Projects. The responses of the study point to the importance of the PPC in the constitution of the courses. The educational actors interviewed consider that they have autonomy in the process of curricular organization, which shows us the resistance and adaptation of professors and coordinators in the face of evaluation policies.