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

Camila Ferreira da Silva, Rodrigo de Macedo Lopes, Mariana Gaio Alves, Georgia Sobreira dos Santos Cêa


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.

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

ISSN 2177-6210 - Melhor visualizado no Mozilla Firefox


Licença Creative Commons
Este obra está licenciada com uma Licença Creative Commons Atribuição 4.0 Internacional [atualizado em abril/2016]

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