<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772017000100201</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772017000100011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Implicações da avaliação institucional na gestão universitária: a experiência da Universidade Católica do Salvador (UCSAL)]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of the institutional assessment in the educational administration: the experience of the Universidade Católica do Salvador (UCSAL)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Maurício da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Antônio Alberto da Silva Monteiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica do Salvador  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica do Salvador  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>201</fpage>
<lpage>221</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772017000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772017000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772017000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A literatura nacional e internacional referente &#224; avalia&#231;&#227;o das Institui&#231;&#245;es da Educa&#231;&#227;o Superior (IES) focaliza duas modalidades avaliativas presentes nos sistemas educacionais de diversos pa&#237;ses. A primeira modalidade, de car&#225;ter externo, d&#225; &#234;nfase &#224; homogeneiza&#231;&#227;o e padroniza&#231;&#227;o de crit&#233;rios avaliativos e &#233; centrada na regula&#231;&#227;o, enquanto que a segunda modalidade, de car&#225;ter interno e de matriz educativa e formativa, d&#225; &#234;nfase a diferencia&#231;&#227;o institucional com suas caracter&#237;sticas e peculiaridades pr&#243;prias e est&#225; centrada na melhoria institucional atrav&#233;s de processos de autoavalia&#231;&#227;o. O objetivo principal deste artigo &#233; enfatizar a segunda modalidade, a partir da pesquisa realizada na Universidade Cat&#243;lica do Salvador, no ano de 2014, como parte integrante do processo de autoavalia&#231;&#227;o institucional, e analisar em que medida, uma experi&#234;ncia dessa natureza pode, simultaneamente e de forma complementar, ser referencial b&#225;sico para a regula&#231;&#227;o e, principalmente, ser um instrumento interno de reestrutura&#231;&#227;o e reorganiza&#231;&#227;o institucional. A metodologia adotada foi o estudo de caso, a coexist&#234;ncia de uma abordagem quali-quantitativa e t&#233;cnica de recolha de dados emp&#237;ricos decorrente da aplica&#231;&#227;o de question&#225;rios e entrevistas semiestruturadas &#224; comunidade acad&#234;mica. Os principais resultados da pesquisa e o consequente uso desses resultados revelam que a autoavalia&#231;&#227;o institucional pode se constituir numa forte ferramenta de gest&#227;o educacional, atrav&#233;s do planejamento participativo, alterando de forma significativa os rumos da institui&#231;&#227;o e contribuindo de forma decisiva para a melhoria da Universidade e de seus cursos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The national and international literature on the evaluation of Higher Education Institutions (HEIs) focuses on two evaluation modalities present in educational systems in different countries. The first modality, of an external nature, emphasizes homogenization and standardization of evaluation criteria and is centered on regulation, while the second modality, with an internal character and an educational and formative model, emphasizes the institutional differentiation with its own characteristics and peculiarities and is focused on institutional improvement through self-assessment processes. The main objective of this paper is to emphasize the second modality, based on the research carried out at the Catholic University of Salvador in 2014, as part of the institutional self-evaluation, and to analyze the extent to which such an experience can be, simultaneously and complementary form, a basic reference for regulation and, above all, be an internal instrument for institutional restructuring and reorganization. The methodology adopted was the case study, the coexistence of a qualitative-quantitative approach and the technique of empirical data collection resulting from the application of questionnaires and semi-structured interviews to the academic community. The main results of the research and the consequent use of these results reveal that institutional self-evaluation may constitute a strong educational management tool, through participatory planning, significantly altering the institution's directions and contributing in a decisive way to the improvement of the University and its courses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Autoavaliação institucional]]></kwd>
<kwd lng="pt"><![CDATA[Gestão educacional]]></kwd>
<kwd lng="en"><![CDATA[Higher education assessment]]></kwd>
<kwd lng="en"><![CDATA[Institutional self-evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational administration]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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