Abstract

FRANCISCO, Thiago Henrique Almino et al. Epistemological analysis of institutional evaluation of brazilian higher education: reflections on the incorporation of paradigms. Avaliação [online]. 2015, vol.20, n.2, pp.531-562. ISSN 1414-4077.  https://doi.org/10.590/S1414-40772015000200013.

The paper presents an analysis of the epistemological evaluation of higher education in Brazil, promoting reflection that aims to discuss its regulatory bias, and propose a change in paradigm from summative to emancipatory, serving the academic community and the Brazilian institutional conglomerate. Under the guidance of systematic review, the investigation included a review of several studies that discussed the evaluation of higher education in all models advocated by confronting them with the prevailing thought in its structure and presenting the main features, guidelines and consequences of each model. Then there is an epistemological and conceptual reflection on the current model, with the current paradigm of institutional assessment, consequences, impacts on consolidation of the epistemology of scientific field of management of higher education and the opportunities that can contribute toward moving from the current summative view to an emancipatory process. After discussing the possibilities presented, the final considerations suggest that further discussions of the issues can consolidate dialectical thinking, democratic and emancipatory processes of institutional evaluation of higher education in Brazil.

Keywords : Institutional evaluation; Epistemology; Higher education.

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