Contributions for Evaluation at Pará State University:

a case study of teacher qualification

Abstract

The research had as its object of study was to evaluate the policy of teaching qualification from the University of Pará - Uepa. The research took as its starting point the question: Does, in relation to personal satisfaction, events and policies of qualifications offered to teachers on campus II, have contributed satisfactorily to the professional development of the same? From this question, other questions emerged: The events are stimulating the motivation to carry out teaching and self-esteem of the participating teacher? What are the meanings of the topics discussed in the reality of teachers to improve their teaching? And how in practice is giving the return of programs teaching qualification? In the study, therefore, were discussed some concepts related to the field of politics, as the act of teaching faculty, institutional assessment and teaching qualification. Referenced in Libâneo theory (2005), Saviani (1996), Nephew (2003), Freire (2002) among others. We opted for a qualitative approach. Used as data collection procedure document analysis, semi-structured interviews and to complement the results was still used focus group technique. From these results, it was possible to infer some considerations: A stimulus to attract greater teacher participation in events sponsored by UEPA; Structure Policy UEPA of teaching qualification; Increase Options Sensu stricto; resume consultations with teachers, as occurred in 2003, for definitions of themes and suggestions for events; Major Institutional support to the actions planned for teacher participation in events outside headquarters.