INSTITUTIONAL EVALUATION POLICY IN TECHNOLOGICAL EDUCATION: ASSUMPTIONS AND IMPASSES OF EVALUATIVE SYSTEM OF COLLEGES OF TECHNOLOGY IN THE STATE OF SAO PAULO (2001-2007)
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Data
2015-07-01
Autores
Silva, Marta Leandro da [UNESP]
Miceli Kerbauy, Maria Teresa [UNESP]
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Editor
Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis
Resumo
This article concerns the doctoral research in education that deals with the institutional assessment policy on technological education after LDB 9.394 / 96, located in the macro context of the reform of higher education. In qualitative research approach in education, with emphasis on the research of documentary and oral nature (semi-structured interviews), focuses on the Institutional Assessment System adopted in the Colleges of Technology (FATECs) belonging to the State Center of Technological Education Paula Souza (CPS ), an autonomous government agency special regime responsible for the public offering technical professional education in the State of Sao Paulo. Aims to present the concepts and institutional evaluation of propositions expressed in the legal-institutional discourse the PSC, as well as presenting the perception of school subjects on the assumptions, impacts and impasses of institutional evaluation policy of Colleges of Technology in the 2001-2007 period The IAS-FATEC demand new learning behaving constructions and reconstructions, between propositions and criticism from the perspective of overcoming the impasses. It is considered that the institutional evaluation of Colleges of Technology presents itself as a double challenge, since it is the point of intersection and confluence between the areas of higher education and work to require the analysis of public policies for professional and technological education.
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Technological vocational education, Colleges of technology, Institutional assessment system, Higher education policies
Como citar
Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 10, n. 3, p. 797-815, 2015.