Avaliação institucional e trabalho docente na educação superior privada de 2005 a 2022

Abstract

This work, which is part of the State, Policies and Educational Institutions research line, analyzes the neoliberal educational policies implemented since 1990 in Brazil, combined with the vertiginous expansion of private education, anchored in the institutional evaluation project set up since Sinaes in 2004. As a result of this demand, the state began to monitor, regulate and evaluate the results obtained in external institutional evaluations (of higher education institutions, courses and students in an evaluation system called the Exame Nacional de Desempenho dos Estudantes - Enade), driving a logic of competition and ranking between institutions. As part of the State, Policies and Educational Institutions research line, this study focuses on institutional evaluation and teaching work in private higher education. With the research object being Enade, the question is: how has institutional assessment, the National Student Performance Assessment Exam, impacted on teaching work? To think about the problem, the general objective was to investigate and analyze how the institutional assessment process, Enade, has been impacting the contradictory reality of teaching work, changing its dynamics and organization in private higher education. For this research, we used historical-dialectical materialism to bring to light the conflicts and contradictions posed in the reality of teaching work, which is carried out as a form of subsistence. A review of the literature related to the research topic was carried out in order to understand the theories and conceptions that already exist on the subject. Data was collected by applying a questionnaire using Google Forms with objective questions. Documentary analyses were carried out, such as current legislation in the field of external institutional evaluation, theses selected based on the theme and scientific articles and works by authors such as: Azevedo (1997); Dourado (2002); Assis; Oliveira (2019); Oliveira (2001). For the research field, private higher education institutions in the municipality of Goiânia were selected: a University, a University Center and a College. The analysis of the questionnaires shows that Enade's standardized assessment has a significant impact on the precariousness of teaching work in private higher education institutions, since its impositions generate a lack of teaching autonomy. Its noticeable that teachers are monitored so that they follow the demands of the institutions in developing activities that lead students to know the techniques of the exam. Essentially, standardized assessment promotes a place of dispute in the institutions that involves the work of teachers in demands beyond their working hours