A avaliação dos discentes do curso de Medicina de uma universidade federal do Nordeste na percepção dos docentes

Abstract

The educational field has been suffering with important changes through the past few years

and it is getting harder to understand how complex is to educate. In Brazil, according to the

"Lei de Diretrizes Básicas da Educação" (Statute of Basic Guidelines to Education - SBGE -

in free translation to English), providing education is an obligation of the family and the State,

inspired by principles of freedom and ideals of human sympathy, and it is meant to allow the

students complete development, their preparation to exert their rights and duties with society

and their professional qualification. It is known that the Education is not an impartial field,

but it is under strong politic influence, making the educational aims to be based on market

logics, productionist and capitalist. Thought this perspective, the way teachers evaluate have

turned into a strategy to control the professional formation in accordance with work organized

in productivity and goals, typical of the political and productive neoliberal economic system.

The emphasis is on the evaluation and measurement of behaviours and attitudes that must

meet pre-defined objectives, thereby increasing the punitive and classificatory perspective of

evaluation. At the Schoolof Medicine in the Federal University of Alagoas (Faculdade de

Medicina da Universidade Federal de Alagoas - FAMED-UFAL), the evaluations have been

the subject of internal criticism since the implementation of the new curriculum and there is a

teacher-student discontent regarding this educational element. This study aimed to promote a

broader understanding of the student's evaluation at FAMED-UFAL under the teachers'

perspective. For technical research reasons, the qualitative method was chosen to develop the

research, using an exploratory approach and phenomenography as a research strategy. The

study revealed three different profiles of evaluators; the orthodox; the insightful and the

evaluator that invests in a diagnostic evaluation. In addition, there was insufficient theoretical

knowledge about the evaluation process and the relationship of teaching to the globalized and

capitalized world; resistance to teamwork; failed modes of relating planning and decision- making; failure or denial of understanding of the political-pedagogical transformative

emancipatory role. This study generated a technical report in two formats, written and filmed,

for the coordination, collegiate and teachers of the course medicine course of FAMED /

UFAL. It presents the results of research as well as some recommendations for institutional

development and teaching in the field of evaluation.