Higher education regulation policies and the neglect of pedagogical training of higher education teachers

Abstract

This article aims to identify the profile of the higher education teacher in Brazil, directed by the regulatory policies embodied through the National Curriculum Guidelines (DCN) and, especially, the National System for the Evaluation of Higher Education (Sinaes). The research modalities adopted in this study were documentary and bibliographic research. The results obtained reveal that the regulatory policies of higher education in Brazil, intensified in the second half of the 1990s, began to systematically regulate this level of education in line with neoliberal market principles and, consequently, changed the conception of educational evaluation, which began to be directed towards the control of higher education institutions and, consequently, for the reconfiguration of the profile of the teaching staff of this level of education, which has become strongly characterized by: titration, productivism and restricted domain of the specific contents of specific areas, directed by regulatory policies to the detriment of the development of didactic-pedagogical knowledge, which do not occupy centrality in the concerns of the country's government policies.

DOI:https://doi.org/10.56238/chaandieducasc-029