Portraits of the evaluation of higher education: presentation of cases from Brazil, Portugal and England

Authors

  • Camila Ferreira da Silva Universidade Federal do Amazonas (UFAM).
  • Rodrigo de Macedo Lopes Universidade Federal do Rio Grande do Sul (UFRGS).
  • Mariana Gaio Alves Universidade de Lisboa (UL).
  • Georgia Sobreira dos Santos Cêa Universidade Federal de Alagoas (UFAL).

DOI:

https://doi.org/10.4013/edu.2020.241.44

Abstract

The globalization of the idea and evaluation processes of educational systems lead to the emergence of the debate about the relation between the homogeneity of the abstract universal models and the heterogeneity of the experiences with the evaluation in each national context. Therefore, such relationship is taken as the guiding principle of this article: the scenarios of the assessment of higher education in Brazil, Portugal and England are here scopes for a comparative analysis with the central purpose of characterizing and situating them in the broader or global context of state and supranational regulation. The National System of Evaluation of Higher Education (SINAES) in Brazil, the Portuguese Evaluation and Accreditation System (coordinated by the Agency for Evaluation and Accreditation of Higher Education, A3ES, a private law foundation), as well as the recent Teaching Excellence Framework (TEF) from the United Kingdom serve as corpus for this study. The main conclusions of the study revolve around the narrowing of the relations between education and economics in higher education, expressed in the conceptions, regulations, criteria and the political and social uses of the evaluation systems of this level of education in the countries analyzed.

Author Biographies

Camila Ferreira da Silva, Universidade Federal do Amazonas (UFAM).

Professora Adjunta da Universidade Federal do Amazonas (UFAM); Professora Permanente do Programa de Pós-Graduação em Educação da UFAM; Doutorada em Ciências da Educação pela Universidade Nova de Lisboa, com Bolsa Erasmus Mundus.

Rodrigo de Macedo Lopes, Universidade Federal do Rio Grande do Sul (UFRGS).

Doutorando em Sociologia na Universidade Federal do Rio Grande do Sul (UFRGS), Bolsista CAPES.

Mariana Gaio Alves, Universidade de Lisboa (UL).

Professora Auxiliar com Agregação da Universidade de Lisboa (UL); Doutorada em Ciências da Educação pela Universidade Nova de Lisboa (UNL).

Georgia Sobreira dos Santos Cêa, Universidade Federal de Alagoas (UFAL).

Professora Associada da Universidade Federal de Alagoas (UFAL); Doutorada em Educação: História, Política e Sociedade pela PUC-SP.

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Published

2020-12-20

Issue

Vol. 24 (2020)

Section

Articles

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