<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432019000200013</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2019.v28.n55.p13-27</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO, REGULAÇÃO E AUTONOMIA DO ENSINO SUPERIOR EM ANGOLA: PERSPECTIVAS E DESAFIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[EVALUATION, REGULATION AND AUTONOMY OF HIGHER EDUCATION IN ANGOLA: PERSPECTIVES AND CHALLENGES]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN, REGULACIÓN Y AUTONOMÍA DE LA EDUCACIÓN SUPERIOR EN ANGOLA: PERSPECTIVAS Y DESAFIOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tauchen]]></surname>
<given-names><![CDATA[Gionara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Daniele Simões]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia Filho]]></surname>
<given-names><![CDATA[João Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Superior de Serviço Social  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Angola</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>55</numero>
<fpage>13</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432019000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432019000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432019000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A demanda pela formação de profissionais, aliada ao entendimento do Ensino Superior como fator de desenvolvimento, contribuíram com a ampliação dos sistemas de ensino na África Subsaariana, demandando ações dos Estados como organizadores, supervisores e fiscalizadores da qualidade das instituições. Situado neste contexto, o presente artigo tem por objetivo contextualizar a organização do Ensino Superior em Angola e analisar o papel regulador do Estado na avaliação e acreditação das instituições. O estudo é de natureza qualitativa, do tipo narrativa. Por meio da análise dos dados, produziu-se o eixo narrativo Autonomia: dilemas entre avaliação e regulação. Concluímos que em Angola os marcos legais reforçam princípios reguladores do Estado-avaliador, coexistindo com a ideia de autonomia como ampliação da participação política e social. Neste sentido, é necessário articular os processos de avaliação e de regulação, pois o primeiro comporta a autonomia e a diversidade das instituições e sujeitos educativos, os quais podem subsidiar e fundamentar as decisões no âmbito da regulação do Estado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The demand for professional training together with the understanding of Higher Education as a development factor have contributed to the expansion of education systems in sub-Saharan Africa, demanding actions of the States as organizers, supervisors and inspectors of the quality of the institutions. In this context, this article aims to contextualize the Higher Education organization in Angola and analyze the regulatory role of the State in the evaluation and accreditation of the institutions. The study is qualitative, of narrative type. Through data analysis the following narrative axis was produced: Autonomy - dilemmas between evaluation and regulation. We conclude that in Angola the legal frameworks reinforce the regulatory principles of the State as an evaluator, coexisting with the notion of autonomy as a magnifier of political and social participation. In this sense, it is necessary to articulate the processes of evaluation and regulation, as the first one involves the autonomy and diversity of the institutions and educational subjects which can subsidize and support decisions within the scope of State regulation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La demanda de formación profesional aliada al entendimiento de la Educación Superior como factor de desarrollo, contribuyeron con la ampliación de los sistemas de enseñanza en el África Subsahariana, exigiendo acciones por parte de los Estados, en su carácter de organizadores, supervisores y fiscalizadores de la calidad de las instituciones. En este sentido, el presente artículo tiene por objetivo contextualizar la organización de la Enseñanza Superior en Angola y analizar el papel regulador del Estado en la evaluación y acreditación de las instituciones. El estudio es de naturaleza cualitativa, del tipo narrativo. Por medio del análisis de los datos, se produjo el eje narrativo Autonomía: dilemas entre la evaluación y la regulación. Concluimos que en Angola, los marcos legales refuerzan principios reguladores del Estado como evaluador, coexistiendo con la idea de autonomía como ampliación de la participación política y social. En este sentido, es necesario articular los procesos de evaluación y de regulación, pues el primero comporta la autonomía y la diversidad de las instituciones y sujetos educativos, los cuales pueden subsidiar y fundamentar las decisiones en el ámbito de la regulación del Estado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Regulação]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Regulation]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Regulación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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