Navegando por Autor "TREVISAN, Mônica de Souza"

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    Fases de submissão do processo de reconhecimento de cursos superiores: o caso do Instituto Federal Farroupilha
    (2018) RIGHES, Antônio Carlos Minussi; TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro; CORTE, Marilene Gabriel Dalla
    This paper and to presents the phases of the process for requesting recognition of the Degree Courses of Technology in Public Management of the Federal Institute Farroupilha, considering the regulations of the e-MEC’s platform. A case-study investigation was conducted with a semi-structured interview and subsidized by the theoretical basis of authors, specific legislation, among others. . It was verified that the programs implemented by the MEC, at each favorable moment, had important and positive contributions according to the context of the time of its validity. It was verified that, in respect of the questions about the process of course evaluation, the system has the transparency as priority for the continuous improvement of the process, however, the study showed some difficulties of insertion of data in the e-MEC platform and the rigidity of the process regarding the deadlines of each phase.
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    Fases de submissão do processo de reconhecimento de cursos superiores: o caso do Instituto Federal Farroupilha
    (2018) RIGHES, Antônio Carlos Minussi; TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene Gabriel
    This article aims to problematize the processes of recognition of the Higher Courses of Technology in Public Management of the Federal Institute Farroupilha, considering the norms of the National System of Evaluation of Higher Education. A case-study investigation supported by a semi-structured interview (GIL, 2011) was carried out, subsidized by the theoretical basis of the authors: Barreyro and Rothen (2008), Ristoff (1997), specific legislation, among others. It was verified that the programs implemented by the Ministry of Education and Culture -MEC, at each favorable moment, had important and positive contributions according to the context of the time of its validity. It was verified, with respect to the questions about the process of course evaluation, that the system has as priority the transparency for the continuous improvement of the process and a need for a critical analysis of its results by the institution.
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    Regulação e qualidade: conceitos imbricados nas políticas de avaliação e de formação de professores
    (2016) TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro
    This article aims to identify the concepts of regulation and quality present in legal documents, which govern the public policies for the evaluation of higher education and teacher training, aiming to establish the relationships between these policies. The research problem is: how can public education policies for teachers of basic education and higher education be related to regulation and quality? The work is based on bibliographical and documentary research, therefore, we use documents such as: The National Curricular Guidelines for the teachers initial and continuing training of basic education, According to CNE / CP.n.º 2/2015; The Instrument for the Evaluation of Distance and Online Undergraduate Courses, and the evaluation policy for Higher Education, specifically the law n.º 10.861/2004 Which establishes the National System of Evaluation of Higher Education (Sinaes). The concept of quality is based mainly on Morosini, and the regulation in Barroso. We observed that regulation and quality are present in both policies and are related to the way in which it is proposed to evaluate the degrees. The evaluation gains importance in the current policy of teacher training that brings in Resolution CNE / CPnº 2/2015 the explicit concern with a quality standard for undergraduate courses.