Exame nacional de desempenho dos estudantes: instrumento regulatório ou de aprendizagem?
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2014
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Este estudo aborda as perspectivas regulatória e formativa das avaliações, a partir da
experiência do ENADE, verificada sobre alunos de Direito de uma Instituição de Ensino
Superior (IES), localizada na cidade do Recife/PE, e apresenta como questão norteadora: de
que modo os estudantes do curso de Direito se posicionam acerca das políticas públicas
avaliativas e, em especial, sobre o ENADE? O objetivo geral traçado para a investigação foi:
compreender se as políticas públicas educacionais presentes nas avaliações em larga escala no
ensino superior de Direito fomentam o processo de ensino-aprendizagem jurídico e/ou
revelam-se apenas enquanto ferramenta estatal regulatória sobre a IES. O trabalho foi
construído sob a abordagem quantitativa, utilizando-se como técnica de coleta de dados a
aplicação de questionário de perguntas fechadas na plataforma Likert, perante os sujeitos de
investigação, e o levantamento de informações perante as bases de dados do Instituto
Nacional de Estudos e Pesquisas Educacionais Professor Anísio Teixeira (INEP) e do
Ministério da Educação (MEC), disponibilizadas publicamente na internet. A análise dos
dados decorreu a realização de testes estatísticos através de medidas escalares, destinadas a
aferir as atitudes dos alunos que responderam os questionários, tendo sido criado um banco de
dados no programa EPI INFO, que foi exportado para o SPSS versão 17, em cuja base foi
realizada a análise. Dentre os teóricos que subsidiaram o estudo verificam-se: Afonso (2009),
Ball (2011), Balzan (2008), Dale (2010), Dias Sobrinho (2008), Esteban (2008), Hoffmann
(2011), Ristoff (2008), Robertson (2011), Santos (2011), Teodoro (2006) e outros. Os
resultados revelaram que os estudantes reconhecem a importância das políticas públicas
avaliativas, nestas inserido o ENADE, para o ensino superior brasileiro, assim como se
posicionam contrários ao boicote ao certame, apesar de sua natureza obrigatória. Concluiu-se,
por outro lado, que há críticas sustentadas contra o exame, para que sua concepção seja
melhor integrada com o decurso do processo de ensino-aprendizagem durante a graduação,
aproximando-o à realidade do estudante local.
This study discusses the regulatory perspectives and formative evaluations from experience ENADE, checked on law students of a Higher Education Institution (HEI), located in Recife / PE, and presents guiding question: how the students of law are positioned about public policy and evaluative, in particular on the ENADE? The overall objective of the research was to track: understanding whether educational policies present in large-scale assessments in higher education law encourage the teaching-learning legal and / or show up just as state regulatory tool on the IES. The work was constructed under the quantitative approach, using as a technique for data collection a questionnaire of closed questions in Likert platform, before the subject of research and survey information with the databases of the National Institute of Studies and Research Teixeira (INEP) and the Ministry of Education (MEC), made available publicly on the Internet. Data analysis resulted in statistical tests using scalar measures, designed to assess the attitudes of students who answered the questionnaire, having been created a database in EPI INFO, which was exported to SPSS version 17, in whose based analysis was performed. Among the theorists who subsidized the study there are: Afonso (2009), Ball (2011), Balzan (2008), Dale (2010), Dias Sobrinho (2008), Esteban (2008), Hoffmann (2011), Ristoff (2008), Robertson (2011), Santos (2011), Theodore (2006) and others. The results revealed that students recognize the importance of public policies evaluative, these inserted ENADE for Brazilian higher education, as well as position themselves contrary to boycott the event, despite its mandatory nature. It was concluded, however, that there are criticisms against sustained examination so that their design is better integrated with the course of the teaching-learning process during graduation approaching the reality of the local student.
This study discusses the regulatory perspectives and formative evaluations from experience ENADE, checked on law students of a Higher Education Institution (HEI), located in Recife / PE, and presents guiding question: how the students of law are positioned about public policy and evaluative, in particular on the ENADE? The overall objective of the research was to track: understanding whether educational policies present in large-scale assessments in higher education law encourage the teaching-learning legal and / or show up just as state regulatory tool on the IES. The work was constructed under the quantitative approach, using as a technique for data collection a questionnaire of closed questions in Likert platform, before the subject of research and survey information with the databases of the National Institute of Studies and Research Teixeira (INEP) and the Ministry of Education (MEC), made available publicly on the Internet. Data analysis resulted in statistical tests using scalar measures, designed to assess the attitudes of students who answered the questionnaire, having been created a database in EPI INFO, which was exported to SPSS version 17, in whose based analysis was performed. Among the theorists who subsidized the study there are: Afonso (2009), Ball (2011), Balzan (2008), Dale (2010), Dias Sobrinho (2008), Esteban (2008), Hoffmann (2011), Ristoff (2008), Robertson (2011), Santos (2011), Theodore (2006) and others. The results revealed that students recognize the importance of public policies evaluative, these inserted ENADE for Brazilian higher education, as well as position themselves contrary to boycott the event, despite its mandatory nature. It was concluded, however, that there are criticisms against sustained examination so that their design is better integrated with the course of the teaching-learning process during graduation approaching the reality of the local student.
Descrição
Orientação: Rosa Serradas Duarte ; co-orientação: Márcia Karina da Silva Luiz
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, PROCESSO DE ENSINO-APRENDIZAGEM, APRENDIZAGEM, EXAMES NACIONAIS, EDUCATION, TEACHING-LEARNING PROCESS, LEARNING, FINAL EXAMS, ENSINO DO DIREITO, ENSINO SUPERIOR, POLÍTICA EDUCATIVA, BRASIL, RECIFE, LAW TEACHING, HIGHER EDUCATION, EDUCATIONAL POLICY, BRAZIL, RECIFE