Educação Profissional e Tecnológica: avaliação de curso como instrumento de gestão curricular no contexto do processo de verticalização do ensino

Abstract

The present study aims to analyze the limits and possibilities of the course evaluation modality within the context of the verticalization process of education, with the purpose of enhancing academic and social effectiveness. This is based on the promotion of democratic values and the improvement of the quality of Professional and Technological Education, guiding the expansion of enrollment opportunities. The theoretical-methodological framework is grounded in the concept of Emancipatory Evaluation by Ana Maria Saul (1995, 2002, 2006, 2023) and the theoretical category of verticalization by Pacheco (2011), Ribeiro (2022), Fernandes (2013), Rôças and Bomfim (2017), Franco and Oliveira (2014), Curi et al. (2023), Moreira (2016), and Zambon and Loureiro (2018). The analysis was supported by MacDonald’s (1995) democratic evaluation, Paulo Freire’s (1980, 2019) educational policy and liberating education, and the institutional documents of Senac. Bibliographic research was informed by authors such as Albuquerque (2016), Arcoverde (2016), Balzan (2011), Eloi (2015), Frigotto (2010, 2012), Gomes (2018), Kuenzer (2010), Ma (2023), Moll (2010), Moretto (2007), Moura (2010), Ribeiro (2005, 2022), Silva (2015, 2020, 2023), Dias Sobrinho (2003, 2010, 2011), and Teixeira (2023). The conception of the product was guided by contributions from Norma (2008), Krug (2014), Colombo (2023), and Dourado (2023), whose insights enabled the structuring and implementation of the ideas presented. The methodological procedures are characterized by a qualitative approach. The methodological foundation drew on authors such as Gil (2010), Creswell (2014), Bauer (2015), Gaskell (2015), Lankshear (2008), and Knobel (2008), who provided essential guidelines for the rigorous and systematic conduct of the research. The field of study was defined as the Senac Pernambuco institution, where data were collected through bibliographic and documentary research, field observations, and questionnaires administered to students, teachers, and technical-administrative staff at the Integrated High School, Undergraduate, and Graduate levels. Bardin's (2011) content analysis was used for data investigation. The results led to the development of an educational product, the course evaluation instrument, and its applicability. It was concluded that establishing a systematic, continuous, and participatory course evaluation enables the identification of indicators to promote effective educational quality management and the improvement of dialogic pedagogical practices across different teaching modalities, ensuring that educational stakeholders achieve their established objectives.