LOSSES CAUSED BY THE EVALUATION MODEL OF CAPES IN THE BIODIVERSITY AREA

Abstract

Dissatisfaction is rampant among professors and students of graduate courses against the evaluation process held by Capes in the Biodiversity Area. The cry for change, however, has been restricted to local meetings, debates, and informal chats. To formalize a critique, I wrote this essay with the aim of analyzing the contradictions, distortions and problems generated by the evaluation model in the Biodiversity Area, marked by productivism and the application of complex and bureaucratic methodologies. To this end, I investigate a series of aspects that disqualify the current evaluation model, with emphasis on student education, which has lost its relevance; the broad decoupling of national and regional demands; the induction of asymmetries among courses; contempt for teaching activities; the use of complex, unnecessary and deficient methodologies; the induction of serious distortions in national scientific research; encouragement of bad practices; the attribution of artificial concepts of excellence; and the widespread degradation of mental health. There are many reasons to be concerned about the losses generated, as the current model is no longer concerned with the evaluation of educational aspects, while it has contributed to creating a toxic academic environment, generating distortions, injustices and damage. Breaking with this process will require courage and mobilization, as it involves state bureaucracy, control, status quo and elitism. Change, however, is necessary, in order to make the evaluation process simpler, more understandable and meaningful, with real potential to contribute to the growth, universalization and democratization of Biodiversity graduate courses in Brazil.