A avaliação externa no ensino superior de direito na percepção dos coordenadores: problemas e possibilidades

Abstract

This research aimed to reveal how external evaluation is considered in the pedagogical project of the Law course, in the perception of coordinators of the Law course. Considering that the external evaluation has been implemented for 16 years and the last evaluation of the Law course was in 2018, an initial study was carried out on the pedagogical projects of the Law course of Brazilian HEIs, in order to verify about the appropriation of external evaluations made by MEC/INEP. The research proposed to investigate the process of external evaluation, institutionalized by law, and its relationship with the pedagogical project of the IES Law course, and with the coordinators of the Law course. In order to understand whether and how the external and internal evaluation processes of Law courses are planned in the pedagogical project of the course, it sought to analyze the representativeness and valuation of external evaluations in the PPC in the perception of Law and Law course coordinators. highlight whether there are actions, in the pedagogical project, arising from the external evaluation process. As methodological references, the studies by Yin (2016) and Bardin (2016) were used. The theoretical references were from Veiga (2013, 2004, 2003), Libâneo (2008), Dias Sobrinho (2008, 2003), Dias Sobrinho and Balzan (1995), Luckesi (2018), Verhine (2015) and Franco (2002 ), between others. The research methodology included the documental analysis of the Pedagogical Project of the course of eight HEIs, separated into groups of public and private institutions and, later, interviews with course coordinators from two private institutions. For content analysis, in the interviews, we refer to Bardin (2016). The results show that external evaluations are considered instruments of government policy for education, imposed by world policies on assisted countries, were implemented by Brazil; which have different valuations between the HEIs, including in the conception of the external evaluation in the construction of the pedagogical project of the Law course. They also indicate the importance of external evaluations for changes in PPC and curriculum. It is concluded that, in the view of the Coordinators, the evaluations are perceived as important and used as a tool in the work of coordination and planning, considering the way in which the process is carried out by the Government, which leads to an identification of the planning with the evaluation objectives, even without a clear perception of those involved. During the research, a concern arose as to why the concepts of private courses have not improved in the timeline of external evaluations. It is concluded that the current process, implemented by the Government, leads to a reduction, rankings and marketing practices that end up impacting the development of knowledge and learning. The involvement of everyone, coordinators, teachers, students and society is proposed to review the current process and build a new assessment process, which contributes to the development of awareness about the importance of external assessment. In this way, reconstructed or renewed, the evaluation can contribute to a humanistic and developmental education of critical thinking, being satisfactorily contemplated in the PPC of Law courses. In this way, it will fully fulfill its role of evaluation and contribution to the planning and learning methodologies of the Law course.