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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dc.contributor.authorSilva, Marta Leandro da [UNESP]
dc.contributor.authorMiceli Kerbauy, Maria Teresa [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2019-10-03T18:18:43Z
dc.date.available2019-10-03T18:18:43Z
dc.date.issued2015-07-01
dc.description.abstractThis 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.en
dc.description.affiliationUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Dept Ciencias Educ, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.description.affiliationUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Dept Ciencias Antropol Polit & Filosofia, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.description.affiliationUnespUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Dept Ciencias Educ, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.description.affiliationUnespUNESP Univ Estadual Paulista, Fac Ciencias & Letras, Dept Ciencias Antropol Polit & Filosofia, Posgrad Educ Escolar, BR-14800901 Araraquara, SP, Brazil
dc.format.extent797-815
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 10, n. 3, p. 797-815, 2015.
dc.identifier.issn2446-8606
dc.identifier.lattes2975349587986383
dc.identifier.urihttp://hdl.handle.net/11449/183973
dc.identifier.wosWOS:000443047500003
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectTechnological vocational education
dc.subjectColleges of technology
dc.subjectInstitutional assessment system
dc.subjectHigher education policies
dc.titleINSTITUTIONAL EVALUATION POLICY IN TECHNOLOGICAL EDUCATION: ASSUMPTIONS AND IMPASSES OF EVALUATIVE SYSTEM OF COLLEGES OF TECHNOLOGY IN THE STATE OF SAO PAULO (2001-2007)en
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
unesp.author.lattes2975349587986383

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