Usos da avaliação do SINAES na perspectiva dos coordenadores de cursos da UFBA

Abstract

Considering that evaluations exist to be used and that the best possible use of evaluation can be a great strategic differential for institutions, in addition to giving more credibility to the evaluation process itself, research is carried out on the uses of SINAES evaluation in perspective of the course coordinators of the Federal University of Bahia, in order to analyze how the coordinators of the undergraduate course at UFBA use the SINAES assessment. Therefore, it is necessary to identify the instrumental, conceptual and symbolic uses arising from the SINAES evaluation process, identify the instrumental, conceptual and symbolic uses arising from the SINAES evaluation results and analyze which factors may be associated with the identified uses. Then, a qualitative empirical research is carried out, the method used for data collection was the interview, and the data were treated qualitatively through the MAXQDA plus 2020 software. Therefore, it appears that the UFBA course coordinators make uses stimulated by both the process source and the result source, and there was a concentration of use in the result source. 43 categories of uses were raised (22 categories of instrumental use, 13 of conceptual use and 8 of symbolic use), from 533 notes of uses whose distribution in relation to the types of use was quite balanced, but the conceptual uses were the most used, while instrumental uses were less used. Regarding use factors, there were 397 notes from respondents distributed in 55 categories (17 categories of user factors, 4 of evaluator factors, 9 of evaluation factors and 25 of context factors), some of which positively stimulated the use of the evaluation, others are discouraging, and some factors that were considered as a stimulus for some while were considered as a disincentive for others, such as the context of the pandemic, for example. Among the factors, context presented 50% frequency of coded notes, showing its relevance. Finally, from the content analysis of the interviews, it was possible to infer which factors affected the behavior of certain uses, such as some context factors (training focused on evaluation and workload) that could explain the use concentrated at the source. result by the coordinators. This imposes the observation that UFBA's undergraduate course coordinators use conceptual assessments more and less instrumental assessments, with most uses originating from the source of results, and the factors that most affect the act and the way of using it are the factors linked to the context and the evaluations.