Dissonância cognitiva na percepção da qualidade do serviço educacional entre regulação e estudantes

Abstract

This study aimed to identify the level of cognitive dissonance among students from private higher education institutions (HEIs) concerning the criteria proposed by the quality indicators imposed by state regulations. The specific objectives included demarcating the quality criteria proposed by state regulation, identifying how students weigh these quality criteria, and assessing the cognitive dissonance between this weighting and the proposal by the Brazilian government. To achieve the study's goal, a bibliographic, documentary, and quantitative qualitative research approach was employed. Students from a private educational institution in the Administration course, located in Salvador – Bahia, in the year 2023, were surveyed. The study revealed the following results after analysis: Dimension 1 - Didactic-Pedagogical Organization showed a positive, consonant dissonance of 0.06, closely approaching the average of indicators weighed by students; Dimension 2 – Teaching Staff and Tutorial showed a negative dissonance of -1.31, diverging negatively from the average weighed by students; Dimension 3 - Infrastructure presented a dissonance of -0.34. Combining the three dimensions, there was a consonant dissonance of -0.53, close to the presented average, considered low when compared with. each indicator separately. The qualitative analysis revealed factors influencing dissonances, common to all three categories of dissonance: difficulty in understanding the research objective, challenges related to the quantity of proposed indicators, and a lack of knowledge regarding terminologies.