Avaliação de desempenho docente pelo discente: qualificando a autoavaliação institucional

Abstract

The present study aimed to investigate the process of evaluation of teaching performance by students (ADD) within the scope of a Federal Public Higher Education Institution, seeking subsidies for the improvement of institutional selfevaluation. This is an applied research with a descriptive, explanatory character and a qualitative approach, which used the action-research method as a methodological strategy. The research stages consisted of five moments: moment I – Place of theory; moment II – Exploratory phase on the research theme; moment III –Sensitization phase; moment IV – Phase of exposition and exploration of the problem in group; moment V – Action planning phase. Moment II had the participation of 63 teachers; for moments IV and V, 12 professors, 2 technicians and 4 students from the faculty's management group participated. The data obtained identified five essential points: presence of teacher evaluation by students (ADD) within the scope of the researched institution, performance of evaluation committees, participants' perception of ADD, benefits and challenges of ADD, actions and responsibilities for the development of ADD. The results pointed to a lack of understanding of the meaning of the evaluation on the part of the professors, which may reflect on their resistance to being evaluated. The student's participation in the professor's evaluation process is quite incipient. The existence of limitations in the performance of internal self-assessment committees. However, the importance of this evaluative instrument was recognized. This study enabled the production of the scientific article entitled: “Evaluation of Teaching Performance by Students: Qualifying Institutional Self-Evaluation” and the development of two educational products: the PANEL on evaluation of teaching performance by students and the video on the theme of institutional evaluation provided for in SINAES. The results obtained in this research were relevant for the academic environment and showed the need for further discussion on the subject, in order to promote maturation, both on the part of teachers in the sense of allowing themselves to be evaluated, and by students in a way that they participate of the evaluation processes with responsibility and respect so that the main objective of the evaluation is achieved: the improvement of the quality of teaching.