AUTONOMY FOR A CONSTRUCTIVIST ASSESSMENT: THE CASE OF HIGHER EDUCATION IN ANGOLA

The quality of higher education institutions (HEIs) action, when sought from the evaluation based on legal-formal autonomy scarcely develops the sustainability of socio-organizational autonomy, as a result of the unlinking specific institutional reality of the countries and socio-professional and academic trajectory of the actors, but linked to liberal instrumentalism and looking for areas of institutional comfort. This essay suggests discussing the influence of the autonomies, in order realizing of a constructivist evaluation, aiming to generate a pragmatic understanding about the autonomy-evaluation-autonomy cycle in HEIs in Angola. The study is based on a qualitative approach, reflecting a look at a concrete reality by describing the actors' practices, perceptions and ideas, including the interpretation of legal norms. The synthetic conclusion is that, as heirs to the identity of the only university held the subsystem monopoly for decades, despite the fact that they decided whenever they can and do, they rarely shy away from the culture of normativism, conditioning in some way emancipatory effects that evaluations ultimately pursue.