Navegando por Autor "FRANÇA, Carlos Marshal"

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    Evaluación docente: concepciones, usos y tipos a partir de experiencias de universidades de México y Brasil
    (2018) CALDERON, Adolfo-Ignacio; BARRERA ROSADO, Carmen; FRANÇA, Carlos Marshal; WANDERCIL, Marco
    This article discusses, in the field of comparative education, teaching evaluation processes and instruments adopted in Mexican and Brazilian universities, with the objective of identifying and analyzing concepts, uses and types of prevailing teaching evaluation in the field of university governance. A public university, the Mexican Universidad Autónoma de Yucatán (UADY), and a Brazilian private not-for-profit university, the Pontifical Catholic University of Campinas (PUC-Campinas) were studied. In methodological terms, it isa comparative, descriptive, analytic-interpretative study that aims at achieving the established objectives based on three categories of analytical reference: (1) beginnings and objectives of teaching evaluation, (2) management and use of teaching evaluation (3) teaching evaluation procedures and instruments. About analysis on PUC-Campinas, secondary data were essentially sed through the analysis of documents produced by technicians from that university. As for UADY data, in addition to the documentary analysis, a questionnaire was applied to 15 people in charge of operating the teaching evaluation programs in the university's colleges. The results reveal the existence of conceptions and typologies based on different theoretical evaluation matrices, the sum(high stake) and the formative (low stake), that broaden the understanding about the practice of teaching evaluation and its possibilities, emphasizing some tendencies about the results use, both for institutional (internal) management and for addressing national (external) evaluation systems.
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    Rankings acadêmicos na educação superior brasileira: a emergência de um campo de estudo (1995-2013)
    (2015) CALDERÓN, Adolfo Ignacio; PFISTER, Mariana; FRANÇA, Carlos Marshal
    Diante do fenômeno da expansão dos rankings acadêmicos no âmbito global, aborda-se o estado da questão sobre rankings na educação superior brasileira. A tímida produção científica localizada foi agrupada em três momentos: iniciativas pioneiras na construção de rankings (1995-1997); rankings e avaliação da educação superior (2003-2011); e, rankings no contexto da universidade de classe mundial (2008-2013). Constatou-se que, embora seja um campo de estudos emergente, o aprofundamento dos rankings acadêmicos não tem despertado o interesse dos pesquisadores das Ciências da Educação, fato que se revela na reduzida literatura acadêmica, nas lacunas existentes em termos de assuntos inexplorados, na inexistência de grupos de pesquisa sobre o tema em questão.