Abstract:
The Brazilian Ministry of Education 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. Methods employed include case studies and in-depth interviews with public employees performed at two different times (2009 and 2013), in order to identify a change in perception over time. 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 processe more prepared to make teaching-learning students with disability in inclusive education perspective.
Key words:
Organizational culture; SINAES; Institutional Self-assessment; Public management