AS POLÍTICAS DE AVALIAÇÃO DA EDUCAÇÃO BRASILEIRA E SUAS IMPLICAÇÕES NA DOCÊNCIA

a perspectiva dos participantes do "Provão"

Abstract

In Brazil, the Ministry of Education has been considering the evaluative processes as capable of bringing up positive results to higher education independently from any preliminary discussions related to political and pedagogical projects for this level of education. The evaluative processes do not make explicit the political and pedagogical principles that guide them although their philosophical and epistemological conceptions influence teaching/learning and the professionalizing of university teachers, giving new contours to the university cultures built by these professionals and their students. The present investigation aims at analysing, in a systematic and rigorous way, the evaluation processes that are being carried out. It makes an attempt at examining their supporting elements, from a broad perspective expressed in social projects, and their repercussions in terms of pedagogic practices that direct curricula, students’ training and, mostly, teachers’ roles.