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Avaliação externa das escolas, regulação por pares, trabalho colaborativo e qualidade educativa: qual a relação?
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Abstract(s)
A Avaliação Externa das Escolas (AEE) em Portugal incide, no seu atual III Ciclo,nos processos de melhoria sustentados nas práticas docentes e introduz o conceito de “regulação e trabalho colaborativo”.Assim,esteestudovisouperceber como esta nomenclatura terá sido traduzida, pelas equipas de AEE, nos seus relatórios.A investigação, apoiada numa metodologia descritiva, interpretativa, de análise de conteúdo,tendo comocorpus de análise dez relatórios de AEE, ressaltou a ambiguidade da expressão “regulação por pares” e evidenciou, entre outrosresultados, a existência de práticasativas de colaboração docente, consideradas mais-valias para a qualidade educativa das suas escolas, mas também limitações. Nestas, o foco foi a dificuldade em assumir a colaboraçãocomo caminho essencial, sendo, em boa parte dos relatórios analisados, um fator a carecer melhoria. Concluiu-se que as práticas de trabalho colaborativocarecem de mais tempo para a sua implementação e que o conceito de regulação por pares necessita de ser discutido e clarificado nas escolas.
The External Evaluation of Schools (EES) in Portugal focuses, in its current III Cycle, on the improvement processes sustained in teaching practices and introduces the concept of “regulation and collaborative work”. Thus, this study aimed to understand how this nomenclature was translated, by the EES teams, in their reports. The investigation, based on a descriptive, interpretative, content analysis methodology, having ten EES reports as analysis corpus, highlighted the ambiguity of the expression “peer regulation” and showed, among other results, the existence of active practices of teaching collaboration, considered added-value for the educational quality of their schools, but also limitations. Among these, the focus was on the difficulty in assuming collaboration as an essential path, being, in most of the reports analysed, a factor in need of improvement. It was concluded that collaborative work practices need more time to be implemented and that the concept of peer regulation needs to be discussed and clarified in school.
The External Evaluation of Schools (EES) in Portugal focuses, in its current III Cycle, on the improvement processes sustained in teaching practices and introduces the concept of “regulation and collaborative work”. Thus, this study aimed to understand how this nomenclature was translated, by the EES teams, in their reports. The investigation, based on a descriptive, interpretative, content analysis methodology, having ten EES reports as analysis corpus, highlighted the ambiguity of the expression “peer regulation” and showed, among other results, the existence of active practices of teaching collaboration, considered added-value for the educational quality of their schools, but also limitations. Among these, the focus was on the difficulty in assuming collaboration as an essential path, being, in most of the reports analysed, a factor in need of improvement. It was concluded that collaborative work practices need more time to be implemented and that the concept of peer regulation needs to be discussed and clarified in school.
Description
Keywords
Avaliação externa de escolas Regulação por pares Trabalho colaborativo External evaluation of schools Peer regulation Collaborative work
Citation
Miranda, H. M. C. G., Seabra, F., & Pacheco, J. A. (2023). Avaliação externa das escolas, regulação por pares, trabalho colaborativo e qualidade educativa: qual a relação?. Práxis Educativa, 18, 1–18. https://doi.org/10.5212/PraxEduc.v.18.21863.065
Publisher
Universidade Estadual de Ponta Grossa