Resumo

IKUTA, Camila Yuri Santana. On Preliminary Course Concept: design, implementation and methodological changes. Est. Aval. Educ. [online]. 2016, vol.27, n.66, pp.938-969. ISSN 1984-932X.  https://doi.org/10.18222/eae.v27i66.4039.

The article presents a bibliographical and documentary review of Course Preliminary Concept (CPC), considered the official indicator of quality in higher education for undergraduate courses in the country. The survey indicates that CPC underwent several methodological revisions since its creation to optimize the scope assessed. However, the main scientific debate on the topic questions several aspects of this indicator, such as automatic exemption from in-person tests; the development, standardization and weighting of the components; the high participation of students in the final grade; the disregard for the issue of diversity of higher education institutions and existing courses; among others. In this sense, we propose some reflections from a critical perspective in order to understand the weaknesses and potentials of CPC in the quality assessment of higher education courses.

Palavras-chave : Educational Indicators; Preliminary Course Concept; CPC; Sinaes; Higher Education.

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