Uma exploração auto-etnográfica da avaliação curricular do ensino superior em África: implicações para o sistema educativo
DOI:
https://doi.org/10.37293/sapientiae111.06Palavras-chave:
Auto-etnografia, Avaliação curricular, Ensino SuperiorResumo
Apesar da importância do currículo para o desenvolvimento e o bem-estar social, tem sido dada muito pouca atenção à sua avaliação em relação às estratégias e ao impacto na sociedade e no sistema de ensino superior africanos. Este estudo etnográfico qualitativo explorou as reflexões de quatro académicos do ensino superior sobre a essência e o impacto da avaliação curricular na sociedade e no sistema educativo africanos, bem como as estratégias para essa avaliação. Trata-se de uma investigação auto-etnográfica colaborativa. Utilizou-se a técnica de amostragem intencional para selecionar quatro académicos com experiência em instituições de ensino superior da Nigéria e da África do Sul. Os investigadores foram a ferramenta de recolha de dados. Os resultados foram analisados e compilados de forma reflexiva e crítica através de uma plataforma específica do WhatsApp. Foram utilizadas atas literais para comunicar as conclusões do estudo. As conclusões revelam que a avaliação do currículo do ensino superior lhe confere as expectativas do que deveria ser, além de cumprir os padrões globais, a competitividade e as necessidades sociais; a avaliação curricular requer uma transformação positiva no nível geral de educação. As estratégias para a sua avaliação são diversas e adaptam-se ao contexto. Para que um currículo do ensino superior cumpra as expectativas do século XXI, a sua avaliação deve ser realizada de forma regular e coletiva pelos atores educacionais. É urgente abordar os desafios que impedem uma avaliação eficaz e regular do currículo do ensino superior em África.
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Direitos de Autor (c) 2025 Mensah Prince Osiesi, Sylvan Blignaut, Muki SF Moeng, Monica Ngozi Odinko
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