| dc.description.abstract | In Higher Education, attention to the practices focused on institutional evaluation in the last decades has been emphasized as a way of responding to society the reason to exist these institutions and, with that, to establish their identities. The Self-evaluation applied in Higher Education Institutions from the enactment of the law that created the System of Evaluation of Higher Education, Sinaes, is the subject of interest of this research, with the objective of investigating how the engagement in the institutional self-evaluation imposed by this system, can contribute in the processes of the identities of individuals reached by it in a Public University of the State of Paraná. To investigate how the engagement in Unioeste's institutional self-evaluation takes place and whether it can contribute to the identity processes of these individuals is our main objective. In the methodological proposal to develop the research, we used the qualitative approach, with the application of questionnaires to the members of the Unioeste Evaluation Commission - CPA and using the biographical study, which consists in studying the individuals from the description of significant events, through documents or their testimonies, with the application of in-depth interviews with the CPA coordinators and a sectoral committee since 2012. To reach the proposed objectives, we are anchored in the theoretical framework of the comprehensive sociology of Max Weber, which is concerned with extracting the many senses perceived in the same phenomenon through human actions and, as a strategy to reach the answers to the problem that triggered this research, we use the phenomenological approach of Alfred Schutz. The concept of identity is explored from the sociological perspective, having as main references Claude Dubar, J. Ivo Follmann e Stuart Hall. By contrasting the idea of identity processes with the idea of alienation processes, we reinforce the fact that in institutional self-evaluation the engagement of those involved has clear personal and institutional repercussions. The reciprocity of projects aimed at personal and institutional self-knowledge is shown as one of the possibilities of overcoming obstacles that prevent the formation of an evaluation culture that promotes an evaluation model idealized by the individuals reached by this research: a Formative Diagnostic Assessment. | |
