Assessment System (SINAES), which established a global and BRASIL. Lei n . , de 14 de abril de Institui o Sistema Nacional de Avaliação da. SINAES is the ENC, about which is says that. “although . Law Nº (Brasil, a) instituting the .. da Educação Superior (SINAES), instituído na Lei n. 16 nov. Lei do SINAES / Sistema Nacional de Avaliação da Educação Superior – SINAES, com o objetivo de assegurar processo nacional.
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This is a reflective paper addressing the principles and values that precede or succeed evaluative processes at health-related educational institutions. Li seeks to put the external evaluation processes conducted during undergraduate health-related programs up for debate. It addresses both objective and subjective issues relating to in-situ contact, which is fundamental to grasping what is “really” being taught.
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Independent of what can be indicated regarding precisely “how” or “what” to evaluate or which measures and standards to use, it is necessary to “reflect on” and “want” an evaluation that relates to what we are getting across through our pedagogical practices.
This text sets out to show the strength that is in the dimension “of the ,ei, a dimension that is not envisaged in the evaluation system. Evaluation; Higher education; Health-related undergraduate courses; Education; Institutional evaluation. This article addresses external evaluation in undergraduate teaching, a recent public policy that examines the quality and institutional regulation of basic education at the university.
In Brazil, higher education is on a par with international movements that question the purposes and modes of evaluating, regulating and supervising professional education at the university level. It takes into account the economic, social and globalization transformations in the transfer and translation of knowledge in general and of the technological knowledge of labor. It also considers the international mobility of students, sinaees has been increasingly stimulated by the Brazilian government, and of workers, through the configuration of continental blocks, international trade zones, transnational economic communities, etc.
Global, continental and intercontinental agencies, international financing funds, continental and world banks, and financing, fostering and international cooperation agencies require standards and parameters of exchange, recognition and co-validation; therefore, there must be instruments that can be shared. On the other hand, public responsibilities require transparent, equitable and democratic parameters to protect the interests of citizenship.
The evaluation of institutional quality and performance in the area of Eli has spread worldwide and has become part of the demonstration of political responsibility by nations or international interference agencies and organs. Desired by informed societies or by politicized societies, the institutional evaluation of teaching provides the population with subsidies to choose programs and schools and favors public regulation to the advantage and in the interest of society, as well as models and strategies in international education scenarios.
In the Americas, and also in Europe or Asia, regulatory actions regarding the evaluation of higher education are proposed, based on predominantly quantitative systems or on systems that join quantitative and qualitative dimensions. Brazil, since the first proposals to systematize the 10816 of higher education, inhas been using quantitative or qualitative dimensions.
The evaluation of higher education was little discussed in the national scenario until the beginning of the s. This theme started to be intensely approached in the redemocratization period, after the military dictatorship, when issues about the quality of teaching faced a multiverse system of education management: It established self-evaluation and enabled the beginning of an external evaluation culture.
Organization of Higher Education Institutions: It defines items to be sinads and correlates accreditation with evaluation. In view of the challenges related to the debate about the evaluation of higher education, the need to create a proposal for the authorization and regulation of programs and institutions through evaluation was delimited. Its mission is to promote studies, research and evaluations about the Brazilian Educational System with the aim of subsidizing the formulation and implementation of public policies to the educational area based on quality and equity standards, as well as to provide information for managers, researchers, educators and the general public5.
The current evaluation system was born from this trajectory. The Enade examines freshmen and graduates of each career submitted to the evaluation. They answer a test that includes general and specific knowledge.
The in situ evaluation, in turn, verifies the teaching conditions: Self-evaluation is an obligatory requisite of permanent action. The external evaluation will take self-evaluation into account, as it will consult its evaluative and intervention documents, talk to its members and verify its effectiveness in the teaching conditions of the respective institution.
We propose to discuss, in this text, external evaluation issues, aiming at promoting changes in the area of health.
The focus is the in situ visit of the External Evaluation Committee, in order to establish that it is possible to inquire about and verify what is visiblebut what is invisible remains intangible: When we mention the change in the area of health, we refer to the ethical-political project that is present in the National Curricular Guidelines to the field of health and its professional nuclei, and in the public initiatives to reorient the professional education in health, deriving from the National Health Policy.
This ethical-political project implies “changes” — changes in the presuppositions of the teaching and health practices, changes in what is “inertial” to the practices, their “it is usually like this”, “it should be”, “it is like this”.
A change of this kind happens through leaks, lines of escape, subtle fables that bear other realities or original states. This will be appraised by the External Evaluation Committee in situwhich is composed of external members selected from a national database of self-appointed evaluators belonging to the academic and scientific community, according to formal enrolment and selection criteria.
The basic instrument is divided into three segments and is composed of qualitative and quantitative indicators.
The visit of an evaluation committee appointed by INEP usually brings fears related to what the other will see, what should be shown, what the meetings with directors, teachers and students will reveal. Inspection, verification and examination. Visiting the visible spaces, landing on the “forms” what is placed and apprehending objective information.
An objective possibility of judgement and comparison. However, what is not visible is also a proposal for health education.
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Society establishes these lines to transgress norms and orders, to be able to re-singularize itself. Extra-texts operate realities “perform” current situations, translate texts into viabilities. What is invisible is also what makes a teaching proposal be alive. It is what proliferates in it, even though it is somewhat unsystematic and undocumented, impossible to be found through documents and to be definitively inspected or verified.
Something always leaks or escapes, evading binary organizations, the resonance device, the overcoding machine: Therefore, the question that we take as a reflection in the dimension of the didactic-pedagogical organization is: To what extent do the pedagogical proposals formally described in a program project highlight the effective pedagogical act in itself?
Invention, transcreation, re-singularization, re-regulation — live processes that occur only in actu and correspond to what is effectively taught and learned in institutions, in each one of them; that is, distinctly, distinctively. Teaching in the area of health poses countless challenges to us. Challenges concerning teaching and learning how to “apprehend” the other and how to ally with him in the conquest of life creation.
Sickness, his reactions towards sickness and the frailties imposed by the world of life and labor inform singular mottoes to the construction of unique life potencies. When we look at the formality of a teaching project, we see what is visible: However, when we are willing to apprehend what is invisible, we must look and feel, we must see with our ears, listen with our eyes.
It is hard to do this, but it is even harder to have a dialog like this, to evaluate, narrate and give back. It will only be it in a possible socio-analytical hiring, but in this case, it is completely outside the external evaluation in fact, the word sounds fairer now: An avalanche of information is thrown over students so that they can, over a period, acquire certain competencies and skills that make them become professionals — with a generalist profile.
All the orientations of the National Curricular Guidelines should be followed; however, in which moment, in which discipline, in which academic routine do we allow students to express their feelings, in a way that is similar to when they interpret a work of art in a singular way?
How can we expect that healthcare technologies consider the other if, during the undergraduate program, we do not provide the practical experience of multiple healthcare situations? Generally speaking, we do not enable students to feel and reflect on healthcare situations; rather, they must have accomplished an “x” amount of “x” procedures.
Therefore, if we want a problematizing pedagogy as the axis of the didactic-pedagogical organization, to be informed by the evaluated individuals and recognized by the evaluators, are we able to talk about problematization as estrangement, contact with what is original in us, invention of oneself? When we submit an undergraduate program in the area of health to an external evaluation, we can assume that the evaluation of the program was satisfactory and even met the pre-requisites of the higher education policy when certain pre-requisites were seen, analyzed and quantified.
Do the inspection, analysis and quantification express something that was studied and observed? Was problematization studied and observed? Did the evaluators study and observe whether the teaching proposal allows students to experience possibilities of knowledge, estrangement, and reflection on their political positions in the world of health?
Teachers, students and the technical-administrative staff are the actors linked to the institution that act directly on the program. Today, academic production indicators are very strict and the demand for publication of articles and texts in national and international journals that are relevant in the area of knowledge has been increasingly present in the university environment.
In most cases, this need is not connected with the education of professionals; rather, it is connected with the education of researchers and locates scientific production niches, even though they lag behind what we do on a daily basis in undergraduate teaching. Furthermore, a culture has emerged, in many programs, of admission into postgraduate programs right after the completion of the undergraduate program — a situation that creates a paradox.
The precocity of research or the overvaluation of research can prevent the health professional from performing a dialogic encounter with people who demand hearing, care and treatment, not only diagnoses and prescriptions. It is important to distinguish “writing” from researching and scientifically reporting research results. The author suggests that experiencing and experimenting are not enough to write.
We must let the flow of writing come from singularization processes. Therefore, how can one write about what will become in the professional arena if this encounter has not happened yet?
In the area of health, differently from the human and social sciences, which are more conceptual and interpretive, or from the basic and exact sciences, which are linked to the laboratory or to technological discoveries, the health professions tend towards practical disciplines of higher knowledge. The spheres of care, of the caring encounter; of treatment, of the therapeutic encounter; or of hearing, of the receptive encounter, require professionals with a more caring or dedicated profile, rather than a technician.
Thus, when we think about the constitution of a faculty, we necessarily think about academic production, but we need to think about professional experience targeted at users and at the problems of the clinic in daily routines that are alive and effervescent.
We cannot view it as a “problem” when an undergraduate program searches for professionals with a specific education in these scopes. Postgraduate programs for university teachers or their scientific production in their area of knowledge, measured by dissemination products, are undoubtedly relevant.
However, the presence of teachers who dedicate themselves to undergraduate teaching, opening scenarios and reinventing teaching on a daily basis are equally relevant. Teachers involved in a teaching project who recognize their collective place and who are willing to reinvent and learn classroom practice can, to a great extent, come from the experiences of the labor world. Sharing experiences, revealing their anxieties and expectations regarding teaching are strategies that intermediate.
Quem Somos? — Comissao Propria de Avaliacao
We talk about the act of becoming a teacher that happens in the act of teaching. Delimited by formal academic quality indicators, evaluation will need an in situ evaluation committee that considers the education “of professionals”, presence in the classroom and in the learning scenarios, dedication to teaching and to the 108611 learning of healthcare – aspects that are largely “measurable” in the le dimension, not by scientific production indicators.
The undergraduate teacher is not the postgraduate teacher, although the same good teacher can teach well in both levels.
The organization of a program in the area of health requires the exercise of professional practice. As the National Curricular Guidelines indicate, health education assumes a generalist condition; therefore, the exercise of professional practice pervades many areas of expertise. Thus, academic education must subsidize students so that they can develop competencies and skills that are necessary to the exercise of professional practice and required by the supervisory bodies of professional practice and by employers.
Enabling the student to learn techniques and procedures is fundamental; therefore, the academic institutions are required to have spaces, equipment and materials that are adequate for simulations of healthcare situations. However, laboratories are not a space that we might call comprehensive care laboratorywhich aims to include the student in the reality of the labor world based on users in the territory.
The Ministry of Health sihaes strived to attract teachers and students to primary care, as well as to territories of collective life and circulation of the population and its social groups.
Usually, the laboratories of health programs are employed for simulating users, practices and procedures, for training skills, for learning how to use instruments and devices or for learning about the human body. Admission into the laboratory is the reference to professional instrumentalization and labor simulation.
Both students and teachers have an expectation concerning this moment. However, this is not the initiation into labor, as the student should be “seduced” into the labor world as the debate about care, the other, policies and the context advances. Even laboratories located within the university might be guided by healthcare situations — situations that required, from students, the “invention of themselves”, the emergence of questions and, with this, the exploration of conducts, sinqes the less formally to the more formally technological.
The transposition to learning is direct: Creating a reality of slnaes means creating a reality of oneself and of the world, and this has political consequences regarding the professional being, the ldi of being and becoming. Similarly to what happens in the proposal of intervention research, one needs to assume a position politically; one needs to expose oneself, get involved.