Sousa, José Vieira de2025-01-232013https://hdl.handle.net/20.500.14135/1633The dissertation deals with a subject which is permeated with contradictions: the regulation of Brazilian higher education held by rates. The contradictions arise owing to the incorporation of the rates to the current evaluation policy through decrees. Among the rates which make up the Sinaes (National System of College Assessment), there is the General Index of Courses (IGC), object of this study, that aims to measure the quality of higher education institutions and is also a mechanism of regulation held by the State. IGC is a weighted average concept for undergraduate and graduation stricto sensu courses. Given this context, the research aimed to investigate how the General Index of Courses induced a quality degree in an undergraduate Language and Literature course of four higher education institution in Federal District, for the evaluative cycles of 2008 and 2011. An exploratory quali-quantitative approach of was used for the study, with the use of semi-structured interviews and documentary analysis for data collection. Regarding the institutions, they were chosen considering academic organization, administrative category and geographic location criteria. Of each institution the manager, the chairman of Committee for Assessment (CPA) and the coordinator of the undergraduate course were chosen as research subjects. For data analysis were used content categories – evaluation as public policy, quality in higher education and regulation – and methodological ones – mediation and contradiction – which assisted in the impression of a dialectical approach to the study, in order to reach specific objectives: to analyze the concept Enade as one of the instruments of rates obtained by higher education institutions chosen for the study; to investigate from institutional policies the quality conception which guides the academic management of the surveyed establishments; to examine the strategies adopted by the chosen institutions regarding the use of the results of their IGC as an investment in quality, taking up as reference the surveyed courses; and to examine the relationship between the IGC and the regulation held in undergraduate Language and Literature course of the investigated institutions. The survey results showed the IGC is not necessarily linked to the induction of quality in higher education institutions, but it is used as a way to control and adjust the evaluation policy of these stablishments. Micro regulation occurs differently in each one, showing their concern in attending the demands of policy evaluation. However reorientation of conduct is not always associated with investments in quality. Regarding the policy evaluation, the institutions recognize the importance of the IGC, but the rate still has many failures and cannot analyze their complexity and heterogeneity, indicating little qualitative information which scarcely subsidies possible local interventions.Documento textualporAcesso abertoEnsino superiorQualidade (Educação)Avaliação educacionalIndicadores educacionaisDissertação