A qualidade da Educação Superior nos instrumentos normativos sobre o SINAES

Abstract

This dissertation analyses the current Brazilian legislation regarding the evaluation of Higher Education, with focus on quality. This investigates its sociohistorical context, the characters who participated in the development of standards, and this is based on theoretical and methodological line of Textual Analysis of the Discourses (ATD) with the intention to understand the principles and evaluation purposes, aiming to contribute to the understanding of Education professionals on the subject and improving the quality of Higher Education. The search area is "Foundations of Education" and the line of research, "Foundations and Educational Practices", the study and research takes place from epistemological basis of research in education, linking the educational process with areas and comprehensive knowledge topics scientific, as Language and Law. We chose the corpus based on the current federal legislation that deals with the assessment and Higher Education, since the Federal Constitution of 1988 (CF/88) and the Law of Directives and Bases of National Education (LDB) of 1996, which raised the need to ensure the quality of teaching and assessing Higher Education; the Law of the National System of Higher Education Evaluation (SINAES), and the current National Education Plan (PNE), which brought goals and strategies for the assessment of the improvement in the decade 2014 to 2024. The general objective is to understand the effects of meaning of some linguistic and ideological constructions present in standards for the Higher Education evaluation especially with regard to quality in Higher Education. We aimed specifically contribute to the improvement of the understanding of Higher Education professionals about the SINAES, its goals, objectives, assessment and what improvements provide the Higher Education professionals, such as teachers and administrative staff, students and the community. We sought in the analysis elements of the categories defined in ATD, by Jean-Michel Adam, whose results led us to conclude that the rationale and legal principles presented by the legal instruments are essential to the development of Higher Education, including teacher training, ensuring their quality from minimum standards to the possibility of improvement.