<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782020000100215</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782020250020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Remendo novo em roupa velha? SINAES de maturidade ou de saturação do modelo de avaliação do ensino superior brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[NEW PATCH IN OLD CLOTHES? SINAES OF MATURITY OR SATURATION OF THE BRAZILIAN HIGHER EDUCATION EVALUATION MODEL]]></article-title>
<article-title xml:lang="es"><![CDATA[¿REMENDO NUEVO EN ROPA VIEJA? SINAES DE MADUREZ O DE SATURACIÓN DEL MODELO DE EVALUACIÓN DE LA ENSEÑANZA SUPERIOR BRASILEÑA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Cleber Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Joaquim Filipe Ferraz Esteves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado-Taylor]]></surname>
<given-names><![CDATA[Maria de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[Imperatriz MA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Center for Higher Education Policy Studies  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782020000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782020000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782020000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudo aplicado ao contexto da avaliação externa do ensino superior do Brasil. Foram discutidas as recentes reformas no contexto do modelo de avaliação brasileiro (2016-2018). O novo cenário é explicado com base no mapeamento conceitual com um diagrama visual, permitindo a visão sistêmica da aplicação dos novos indicadores de qualidade relativos aos estudantes e do novo modelo de recrutamento de avaliadores do ensino superior. Realizou-se uma análise longitudinal de onze anos dos resultados das ações da avaliação externa do modelo (2004-2014), que antecedeu o início da reforma. A análise cruzou os dados das avaliações in loco com microdados das avaliações do Exame Nacional de Desempenho dos Estudantes. A metodologia de investigação utilizou a triangulação, com combinação de múltiplos métodos qualitativos e quantitativos. Os resultados destacam a capacidade de resposta do modelo em um cenário massificado que apresentou uma média anual de 3.500 ações avaliativas externas envolvendo visitas de avaliadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Study applied to the context of the external assessment of higher education in Brazil. Recent reforms were discussed in the context of the Brazilian evaluation model (2016-2018). The new scenario is explained based on the conceptual mapping with a visual diagram, allowing a systemic view of the application of the new quality indicators related to students and the new model of recruitment of higher education evaluators. An eleven years longitudinal analysis of the results of the external evaluation actions of the model (2004-2014) was carried out, which preceded the beginning of the reform. The analysis cross-checked the data from the on-site micro-data evaluations of the Exame Nacional de Desempenho dos Estudantes (National Student Performance Exam). The research methodology used triangulation, with a combination of multiple qualitative and quantitative methods. The results highlight the model&#8217;s responsiveness in a mass scenario that presented an annual average of 3,500 external evaluation actions involving visits by evaluator.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Estudio aplicado al contexto de la evaluación externa de la enseñanza superior en Brasil. Se discutieron las recientes reformas en el contexto del modelo de evaluación brasileño (2016-2018). El nuevo escenario se explica en base al mapeo conceptual con un diagrama visual, permitiendo la visión sistémica de la aplicación de los nuevos indicadores de calidad relativos a los estudiantes y al nuevo modelo de reclutamiento para evaluadores del enseñanza superior. Se realizó un análisis longitudinal de once años de los resultados de las acciones de la evaluación externa del modelo (2004-2014), que antecedió al inicio de la reforma. El análisis cruzó los datos de las evaluaciones in loco con microdatos de las evaluaciones del Exame Nacional de Desempenho dos Estudantes (Examen Nacional de Rendimiento Estudiantil). La metodología de investigación utilizó la triangulación, combinando varios métodos cualitativos y cuantitativos. Los resultados destacan la capacidad de respuesta del modelo en un escenario masificado que presentó un promedio anual de 3.500 acciones de evaluación externa que incluyen visitas de evaluadores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[SINAES]]></kwd>
<kwd lng="pt"><![CDATA[avaliação externa]]></kwd>
<kwd lng="pt"><![CDATA[instituições de ensino superior]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[SINAES]]></kwd>
<kwd lng="en"><![CDATA[external evaluation]]></kwd>
<kwd lng="en"><![CDATA[higher education institutions]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[SINAES]]></kwd>
<kwd lng="es"><![CDATA[evaluación externa]]></kwd>
<kwd lng="es"><![CDATA[instituciones de enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
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