O significado da autoavaliação institucional na perspectiva de técnicos- administrativos da Universidade Federal de Uberlândia

Abstract

The Brazilian Federal Government is being increasingly pressured to provide services with quality. Citizens are more aware about their rights and, due to this, more demanding for less bureaucratic and slow public organizations. Therefore, the Brazilian Ministry of Education, following the trend of new public management, created in 2004 the National Assessment of Higher Education as a system to regulate high level education institutions and evaluate the quality of education in Brazil. The objective of this study is to analyze the meanings attributed to institutional evaluation by technical-administrative class E with financial bonus at Federal University of Uberlândia, considering the perspective of integration, differentiation and fragmentation. More specifically it aimed at making a history of institutional reviews at the Federal University of Uberlândia: identifying the meanings assigned by the technicaladministrative and with financial bonus at Federal University of Uberlândia about the institutional assessment and group them according to the theoretical perspective of integration, differentiation and fragmentation; identify potential changes / improvements in the process and results in comparing two evaluation periods. Through case study method and in-depth interviews several speeches of public employees were collected in 2009 and 2013. Therefore, it was possible to identify the meanings attributed to Institutional Self-assessment at different times. The content analysis evidenced that Federal University of Uberlândia does not have an evaluative culture and one of the reasons for this is the lack of practical results arising from the evaluation process.