O ENADE como instrumento sinalizador para avaliação e qualificação de cursos de graduação em turismo

Abstract

The present study tackles the issue of performance in the national exam ENADE with special regard to scientific and pedagogical evaluation of undergraduate Leisure and Tourism courses. In other words, this study aims to identify and analyse changing processes in the pedagogical project as well as in evaluating practices resulting from an analytical-interpretative process of the referred exam and its ensuing report, conducted by the course supervisors. Methodologically, this exploratory and qualitative research is based on a interview-oriented survey, which centres itself around four axes: organisation of the operational process of analysis, concepts of tourism liable to proof, evaluation of the questions and methodological and pedagogical concepts. In terms of guidance, as the 2015 report had not yet been made available at the time of this investigation, the 2012 edition of the exam was selected along with Rio Grande do Sul-based undergraduate Leisure and Tourism courses which had participated in three previous editions of the aforementioned exam. Taking into consideration the established criteria, four course coordinators from different institutions were interviewed. Considering the interviewees' words, an in-depth look into the exam is a regular practice in all analysed courses. However, some stand out as far as how they vary in terms of perception and management. Some instances which illustrate the discussion are: analyses of error/mistake frequency and competences needed to solve them, especially when the pedagogical project of the course is taken into account; prevalence of actions concerning the update of specific contents; the use of ENADE-like questions in regular exams; offer of mock tests; an urge to encourage professors to take up a more critical approach. As far as Tourism scientific theories are concerned, there are mentions of implicit aspects of theories even if they are not made explicit as in consumption potential in market segmentation, competitivity, infrastructure and superstructure elements, and sustainable tourim planning. Similarly, from a pedagogical standpoint, some positive elements are highlighted in a positive light such as questions which centre themselves around contextualised situations and incentive to ensure critical thinking, without having to resort to explicitation and detailment of theoretical bases and everyday practices. Once the data is analysed by the researcher, the potentiality of the contribution is highlighted as a tool not only for evaluative purposes, but also complementary to identification and comprehension of cognitive and metacognitive operations which are relevant in the development of a tourismologist.