The Discourse Traps on the Evaluation of Higher Education

Authors

  • Andréia da Cunha Malheiros Santana Universidade Estadual de Londrina (UEL), Londrina/PR - Brazil
  • José Carlos Rothen Universidade Federal de São Carlos (UFSCAR), São Carlos/SP - Brazil
  • Regilson Maciel Borges Universidade do Oeste Paulista (UNOESTE), Presidente Prudente/SP - Brazil

Keywords:

Higher Education Assessment, Evaluation Instruments, Institutional Assessment

Abstract

The discourses of higher education assessment proposals become traps by not articulating their what for?, for whom? what? and how?. In this paper it is elucidated how such traps are constructed by analyzing the proposal of planning and evaluation of a public institution of the state of São Paulo. The proposal analysis is grounded on the ideas of Paulo Freire and other authors who investigated the proliferation of assessment systems as control. It is concluded that, in the discursive construction of the different assessments proposals, often the idea of control is present. Although an emancipatory discourse is used, they establish an instrument of quantitative control that can generate an increase of exclusion, productivism and, competition.

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Author Biographies

Andréia da Cunha Malheiros Santana, Universidade Estadual de Londrina (UEL), Londrina/PR - Brazil

Andréia da Cunha Malheiros Santana holds a bachelor’s degree and a bachelor’s degree in Letters, a Master’s and a Doctorate in School Education from Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), with postdoctoral degree at the Universidade Federal de São Carlos (UFSCar). Currently, she is an adjunct professor at the State Universidade Estadual de Londrina (UEL), in which she works directly in teacher training, integrating the faculty of the Post-Graduation Program in Education and the professional master’s degree ProfLetras, responding to the latter’s coordination.

José Carlos Rothen, Universidade Federal de São Carlos (UFSCAR), São Carlos/SP - Brazil

José Carlos Rothen holds a degree in Philosophy and a Master’s Degree in Social Philosophy from the Pontifícia Universidade Católica de Campinas (PUC Campinas) and a PhD in Education from the Universidade Metodista de Piracicaba (UNIMEP). He has a postdoctoral degree from the University of Strasbourg (UNISTRA). He is currently Professor of Philosophy of Education, Introduction to Philosophy, Philosophy of Administration and Methodology of Scientific Research and Professor of the Post-Graduation Program in Education of the Universidade Federal de São Carlos (UFSCar). Edit the blog www.rothen.pro.br.

Regilson Maciel Borges, Universidade do Oeste Paulista (UNOESTE), Presidente Prudente/SP - Brazil

Regilson Maciel Borges holds a bachelor’s degree in Philosophy from the Pontifícia Universidade Católica de Campinas (PUC Campinas) and a full degree in Philosophy from the Centro Universitário Claretiano (CEUCLAR), a Master’s Degree in Education from PUC Campinas and a Doctorate in Education from the Universidade Federal de São Carlos (UFSCar) with Post-Doctorate at Ponta Grossa State University (UEPG). He is currently a permanent professor of the Post-Graduate Program in Education of Universidade do Oeste Paulista (UNOESTE).

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Published

2018-12-06

How to Cite

Santana, A. da C. M., Rothen, J. C., & Borges, R. M. (2018). The Discourse Traps on the Evaluation of Higher Education. Educação & Realidade [Education & Reality], 43(4). Retrieved from https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84908

Issue

Vol. 43 No. 4 (2018)

Section

Gestão Educacional e Políticas de Avaliação

License

Copyright (c) 2018 Revista Educação & Realidade

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

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