Programas de pós-graduação em Saúde Pública na Argentina e no Brasil: origens históricas e tendências recentes de processos de avaliação de qualidade

Abstract

This article analyzes the uniqueness of methodologies used in the quality assessment of graduate studies programs in Public Health in two Latin American countries: Argentina and Brazil. The authors conducted a search in websites that addressed themes such as "public health training and education" and "quality assessment methodologies", besides reexamining documents and bibliography on the theme. The analysis took the following dimensions into account: the Latin American political and economic context during the previous ten years (1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004), reforms in the educational systems (emphasizing graduate studies), and the quality assessment methodologies implemented. The authors found similarities in the evaluation systems in effect in both countries, as well as shortcomings in these processes, namely, evaluation driven by supervision and control rather than redirection and reorientation of teaching, and the mandatory adjustment of courses to a standard model defined by experts.

Análise do perfil dos egressos do Programa de Pós-Graduação em Medicina (Radiologia) da Faculdade de Medicina da Universidade Federal do Rio de Janeiro

“…Based on the study developed by Hortale & Koifman (15) one can observe the similarities between the processes of evaluation of post-graduation courses in Argentina and Brazil. Both the organs involved in the area of post-graduation -Coneau (National Committee for Universities Evaluation and Accreditation) in Argentina, and Capes, in Brazil -do not evaluate the quality of courses and programs.…”

“…According to Spagnolo & Calhau (16) , the Capes system of evaluation is primarily focused on research rather than on the education quality. The evaluation tool adopted does not include an appropriate indicator for evaluation of educational methods; the quality inference is based on the analysis of the number of publications, the qualification of the docent body, orientation activities accomplished, and docents work load in the program (15) .…”