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Perceções sobre o impacto da avaliação externa de escolas na melhoria do processo de autoavaliação (estudo de caso)
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| 2.21 MB | Adobe PDF |
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Abstract(s)
A necessidade e pertinência da avaliação das escolas é hoje um tema unânime entre os
investigadores da Educação e assume uma importância central no sistema educativo.
Assim, a avaliação de escolas surge como uma necessidade e, por isso mesmo, uma
realidade omnipresente no dia a dia das organizações escolares, que deverá ser
percecionada como uma atividade simultaneamente política, educativa e pedagógica.
Apesar de se reconhecer útil e necessária, a autoavaliação de escola não está ainda
suficientemente desenvolvida e enraizada no conjunto das práticas regulares das escolas.
Consideramos que a avaliação externa das escolas (AEE), pela IGEC, poderá constituir-se
como um parceiro importante para a promoção da qualidade da educação. Também esta
entidade tem diversificado e adaptado o seu campo de ação e instrumentos de trabalho no
sentido de dar respostas consentâneas com os desafios e alterações que têm emergido no
campo educacional. Hoje é percecionada como um parceiro externo pertinente, válido e
legitimado por todos os atores educativos.
O terceiro ciclo de avaliação externa de escolas espelha essa necessidade de articulação
entre a avaliação externa e os processos de autoavaliação de escolas (AAE), uma vez que
valorizou a AAE como o primeiro domínio do quadro de referência da AEE.
Este trabalho de investigação pretendeu verificar se a atividade de AEE teve impacto no
processo de AAE e se promoveu melhorias organizacionais e educativas no agrupamento
de escolas (AE) em estudo.
Como instrumentos de recolha de dados utilizámos, numa primeira fase, a análise
documental de documentos internos do AE (atas do Conselho Geral, Conselho Pedagógico,
Departamento Curricular, entre 2016-2022), seguindo-se a aplicação de um inquérito por
questionário a uma amostra de 108 professores da educação pré-escolar ao ensino
secundário e, por último, uma entrevista semiestruturada (aplicada ao Diretor,
coordenador da equipa de autoavaliação e a um painel de lideranças intermédias).
Os resultados obtidos permitem concluir que a AEE promoveu o desenvolvimento e a
consolidação do processo de autoavaliação, assim como a melhoria organizacional e
educativa do agrupamento de escolas do estudo de caso.
The need and relevance of school evaluation is now a unanimous topic among Education researchers and assumes a central importance in the educational system. Thus, school evaluation arises as a necessity and, therefore, an omnipresent reality in the day-to-day of school organisations, which should be perceived as a simultaneously political, educational and pedagogical activity. Despite recognising the usefulness and necessity of school self-evaluation, it is not yet sufficiently developed and rooted in the set of regular practices of schools. We believe that the external evaluation of schools (AEE) by the IGEC can be an important partner in promoting the quality of education. This entity has also diversified and adapted its scope of action and work tools in order to respond appropriately to the challenges and changes that have emerged in the educational field. Today, it is perceived as a relevant, valid and legitimised external partner by all the educational actors. The third cycle of external evaluation of schools mirrors this need for articulation between external evaluation and school self-evaluation processes (AAE), since it valued the school self-evaluation as the first domain of the external evaluation schools reference framework. This research work aimed to verify whether the external evaluation schools activity had an impact on the school self-evaluation process and whether it promoted organisational and educational improvements in the school grouping under study. As data collection instruments, we used, in the first phase, document analysis of internal school group documents (general council, pedagogic council, curriculum department, between 2016-2022), followed by the application of a questionnaire survey to a sample of 108 teachers from pre-school to secondary education and, finally, the semi-structured interview (applied to the Director, the coordinator of the self-assessment team and a panel of intermediate leaders). The results obtained allowed us to conclude that the external evaluation schools promoted the development and consolidation of the self-assessment process, as well as the organisational and educational improvement of the case study school cluster.
The need and relevance of school evaluation is now a unanimous topic among Education researchers and assumes a central importance in the educational system. Thus, school evaluation arises as a necessity and, therefore, an omnipresent reality in the day-to-day of school organisations, which should be perceived as a simultaneously political, educational and pedagogical activity. Despite recognising the usefulness and necessity of school self-evaluation, it is not yet sufficiently developed and rooted in the set of regular practices of schools. We believe that the external evaluation of schools (AEE) by the IGEC can be an important partner in promoting the quality of education. This entity has also diversified and adapted its scope of action and work tools in order to respond appropriately to the challenges and changes that have emerged in the educational field. Today, it is perceived as a relevant, valid and legitimised external partner by all the educational actors. The third cycle of external evaluation of schools mirrors this need for articulation between external evaluation and school self-evaluation processes (AAE), since it valued the school self-evaluation as the first domain of the external evaluation schools reference framework. This research work aimed to verify whether the external evaluation schools activity had an impact on the school self-evaluation process and whether it promoted organisational and educational improvements in the school grouping under study. As data collection instruments, we used, in the first phase, document analysis of internal school group documents (general council, pedagogic council, curriculum department, between 2016-2022), followed by the application of a questionnaire survey to a sample of 108 teachers from pre-school to secondary education and, finally, the semi-structured interview (applied to the Director, the coordinator of the self-assessment team and a panel of intermediate leaders). The results obtained allowed us to conclude that the external evaluation schools promoted the development and consolidation of the self-assessment process, as well as the organisational and educational improvement of the case study school cluster.
Description
Keywords
Avaliação Avaliação externa Autoavaliação Melhoria Assessment External evaluation Self-assessment Improvement
Citation
Costa, Luís Filipe Rodrigues da - Perceções sobre o impacto da avaliação externa de escolas na melhoria do processo de autoavaliação (estudo de caso) [Em linha]. [S.l.]: [s.n.], 2023. 256 p.