Avaliação institucional: uma opção “engajada” segundo a filosofia de Slavoj Zizek

Abstract

Education systems around the world face a twofold process in a globalized society: responding to local yearnings and global pressures. The guarantee of “quality” - a complex term in itself - must respond to these aspirations and even address their contradictory peculiarities. In this sense, it is that the Institutional Assessment of Education becomes an essential requirement for all education systems. However, an Institutional Appraisal devoid of a philosophy of analysis that underlies both "how it evaluates" and "why it is evaluated" may eventually shape an education that can only respond to market pressures and limit the educational context. Through the analysis of Institutional Evaluation, through the critical methodology, it is that the present work aims to base on a philosophy - negative dialectic of Slavoj Zizek - an Institutional Evaluation that is fair and produces justice. To this end, research was conducted through semi-structured interviews that provided data that were subsequently analyzed using the Critical Theory methodology. The choice for this methodology was to provide support for identifying contradictions between a plural and really fair assessment with an institutional assessment that only meets the requirements of law. The study of the empirical field via Critical Theory demonstrated contradictions between an entirely comprehensive and plural assessment with the conceptions of the interviewed subjects who demonstrated the need for change for greater clarity in the assessment as well as a great concern with the marketing environment - the latter being of great influence. Given this, we opted for the improvement proposal through the so-called negative dialectic proposed by Slavoj Zizek. The alternative for this author was for two main reasons: firstly, his thinking is directed to the contemporary world - his production is still being made - and his philosophy allows all world opinions to be valued and, at the same time, allow that each subject can "engage" in her truth. In this way, it allows the mentioned evaluation process to be able to justify a fair evaluation that produces justice.