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Avaliação: Revista da Avaliação da Educação Superior (Campinas)

versión impresa ISSN 1414-4077versión On-line ISSN 1982-5765


BASTOS, Carmen Célia Barradas Correia  y  ROVARIS, Nelci Aparecida Zanette. The relevance of institutional self-evaluation process in the technological university for defining the good professor. Avaliação (Campinas) [online]. 2016, vol.21, n.3, pp.767-782. ISSN 1414-4077.

The objective of this paper is to present concepts of good discussions about university professors from the results of an Institutional Self-evaluation process in a Federal Technological University of Paraná. This study is part of the dissertation of Master of Education, presented in the Master's in Education Program at the State University of West Paraná - UNIOESTE, Campus Cascavel, and aims at to reveal how the data / results from an institutional self-evaluation process of the technology university can collaborate for defining a good professor. Interspersed in the historical construction of the concept of a good professor and good teaching discussions on institutional assessment are presented, one of the purposes of this study, which tries unveiling the Institutional Self-Assessment as a successful tool for providing elements of pedagogical intervention for getting better conditions for teaching and learning in universities. Therefore, the question is: How can data / results of the Institutional Self-Assessment process collaborate for defining a good professor? As theoretical reference on Institutional Self-evaluation were taken the ideas of Dias Sobrinho (1995, 2010), Belloni (1996), Cunha (2005), Simões (2000), among other authors. As a result of this work it can be noticed that the Institutional Self-evaluation in formative conception enables seeing and devise several ways to consolidate actions for improvement of education, professor training leading to the professionalization of the university professor and defining the good professor, in particular, in the professional and technological University education.

Palabras clave : Teacher institutional self-evaluation; Good professor; Undergraduate education.

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