AVALIAÇÃO INSTITUCIONAL NO ENSINO SUPERIOR: UM ESTUDO DE CASO.

Abstract

The Institutional Assessment is an important management tool because it enables us to diagnose the institutional reality, highlighting strengths and weaknesses, allowing decision making to achieve quality of academic management. Thus, this study aims to analyze the results of Institutional Assessment conducted in the years 2005/2006, the State University of Goiás, but specifically in one of its units in the city of Annapolis, called Unity University Socioeconomic Sciences and Humanities-UnUCSEH, contributed to improved management and pedagogical practices of their teachers. Used as a methodology to approach qualifying and as a technique for data collection we chose to conduct questionnaires to course coordinators, teachers and scholars, and structured interviews for hearing members of the Evaluation Committee and the Director of University Drive. We also carried out documentary research on the Assessment Reports of the University and University Drive. For analysis, we grouped the data into categories that emerged from the answers given. As for the systematic analysis of these data in relation to the process of disseminating the results, we use Habermas's philosophical approach, more specifically his theory of communicative action where it shows the existence of two worlds: the world of system and life world, where takes the process of democratization in the management and can focus on the subjects' participation in organizing academic knowledge and understanding of politics and culture, so the ownership of university autonomy sustained by the communicative reason. We verify that the Institutional Assessment conducted in UnUCSEH, had its format and organization for a team outside the unit and thus there was no awareness of the academic community to engage in the evaluation process. Thus the process outlined in the collection of quantitative data, with a tentative release does not serve the interests of the academic community, nor to implement improvements in management and pedagogical practices of their teachers.