Resumo

VIEIRA, Alboni Marisa Dudeque Pianovski  e  FILIPAK, Sirley Terezinha. Evaluation of higher education: limits and possibilities of the Structuring Teaching Core. Rev. Diálogo Educ. [online]. 2015, vol.15, n.44, pp.61-87. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.044.DS03.

The paper addresses public policies related to the evaluation of higher education and their relation to management quality, in particular regarding the Structuring Teaching Core (implemented by Resolution n. 1/2010 - CONAES), which has academic assignments of monitoring the course pedagogical project in its design, consolidation and update. The research aims to discuss how courses offered by one private university are perceived by the members of their respective Structuring Teaching Cores on this relationship. As specific objectives, the following topics are discussed and analyzed: a) the political ground that culminated in the mandatory creation of Structuring Teaching Cores in all undergraduate courses, b) how the members of the surveyed courses' STCs perceive the requirement of their implementation, the performance of the corresponding STC, and the limits and possibilities evidenced, and c) the relationship between STC performance and course coordination. The study is based on documents about policies on institutional management and assessment in higher education in Brazil. Theoretical support was sought in the work of Costa (2005), Gutierrez and Catani (2011), and Lück (2011), among others. The analysis of the data collected through questionnaires was approached qualitatively and followed the guidance of Bogdan and Biklen (1994) and André (2006). The results pointed to the importance of the STC role, as responsible for monitoring the process of design, consolidation and continuous update of the course pedagogical project, aiming to improve its quality.

Palavras-chave : Structuring Teaching Core; National System of Higher Education Evaluation; Higher Education Management.

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