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Publication
AutoavaliaĆ§Ć£o : uma melhoria para as escolas
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Authors
Abstract(s)
A avaliaĆ§Ć£o das escolas Ć© uma questĆ£o importante, tanto a nĆvel internacional como nacional. A pressĆ£o social, mas sobretudo a econĆ³mica e polĆtica exigem que as escolas assumam cada vez mais a responsabilidade sobre o seu desempenho perante a comunidade em geral.
Ć num contexto de avaliaĆ§Ć£o externa, nomeadamente dos primeiros trĆŖs anos do segundo ciclo da avaliaĆ§Ć£o externa conduzida nas escolas que o nosso estudo incide, de modo a responder Ć s seguintes questƵes:
1. Como sĆ£o caracterizados os subdomĆnios de autoavaliaĆ§Ć£o nas escolas que obtiveram Muito Bom na classificaĆ§Ć£o do domĆnio LideranƧa e GestĆ£o?
2. Nos relatĆ³rios de avaliaĆ§Ć£o externa a autoavaliaĆ§Ć£o das escolas em estudo Ć© considerada um ponto forte ou uma Ć”rea de melhoria? (ponto fraco)
Partindo desta problemĆ”tica, o objeto de estudo foram os relatĆ³rios de avaliaĆ§Ć£o externa das escolas da zona centro, sobre os quais incidiu uma anĆ”lise de conteĆŗdo com vista a conhecer os processos, os usos e os fins que as escolas associam Ć autoavaliaĆ§Ć£o e, tambĆ©m quais foram as questƵes levantadas na avaliaĆ§Ć£o externa, para refletir, e contribuir para que estas tomem consciĆŖncia do trabalho que desenvolvem de modo a poderem melhorar as suas prĆ”ticas
Foi adotada uma metodologia de Ćndole qualitativa, tendo-se tomado a anĆ”lise de conteĆŗdo dos relatĆ³rios de avaliaĆ§Ć£o externa da InspeĆ§Ć£o Geral da EducaĆ§Ć£o e CiĆŖncia como tĆ©cnica de recolha de dados, com base num sistema de categorias.
Para tal, Ć© apresentado um quadro de referĆŖncia onde se procura dar conta dos pressupostos teĆ³ricos inerentes Ć autoavaliaĆ§Ć£o organizacional. Os resultados obtidos sĆ£o congruentes com os recolhidos pelo relatĆ³rio final de avaliaĆ§Ć£o externa do primeiro ciclo de avaliaĆ§Ć£o e tambĆ©m com os de alguns estudos independentes.
As escolas tĆŖm instituĆdo os seus processos de autoavaliaĆ§Ć£o mas estes nĆ£o constituem fonte de reflexĆ£o de modo a planear e assim mudar e melhorar as suas prĆ”ticas.
The evaluation of schools is an important issue, both at international and national level. The social pressure, but mainly the political and economic one requires the schools to take more and more the responsibility about their performance in the community. It is in an external evaluation context, mainly the first three years of the second cycle of external evaluation carried out in schools that our study focus to answer the following questions: 1. How are the self-evaluation subcategories characterized in those schools which were classified as very good in leadership and management? 2. In the external evaluation reports is self-evaluation considered a strong point or an area to improve? (weak point) Having this in mind, the aim of this study is focused on the external evaluation reports from the center of the country. A content analysis about these reports was made aiming at knowing the processes, the procedures and goals which schools associate with evaluation and also which were the question raised by external evaluation to reflect and to make them be aware of their work in order to improve their practices. A qualitative methodology was designed with a content analysis of data and categories identification in the external evaluation reports by āInspeĆ§Ć£o Geral da EducaĆ§Ć£o e CiĆŖnciaā. A theoretical frame is presented to support self-evaluation in organizations. The results are according to the ones gathered by those of the final report of external evaluation of the first cycle and also with the ones of some autonomous studies. The schools have adopted their self-evaluation processes but these are not a source of reflection to plan and then change and improve their practices.
The evaluation of schools is an important issue, both at international and national level. The social pressure, but mainly the political and economic one requires the schools to take more and more the responsibility about their performance in the community. It is in an external evaluation context, mainly the first three years of the second cycle of external evaluation carried out in schools that our study focus to answer the following questions: 1. How are the self-evaluation subcategories characterized in those schools which were classified as very good in leadership and management? 2. In the external evaluation reports is self-evaluation considered a strong point or an area to improve? (weak point) Having this in mind, the aim of this study is focused on the external evaluation reports from the center of the country. A content analysis about these reports was made aiming at knowing the processes, the procedures and goals which schools associate with evaluation and also which were the question raised by external evaluation to reflect and to make them be aware of their work in order to improve their practices. A qualitative methodology was designed with a content analysis of data and categories identification in the external evaluation reports by āInspeĆ§Ć£o Geral da EducaĆ§Ć£o e CiĆŖnciaā. A theoretical frame is presented to support self-evaluation in organizations. The results are according to the ones gathered by those of the final report of external evaluation of the first cycle and also with the ones of some autonomous studies. The schools have adopted their self-evaluation processes but these are not a source of reflection to plan and then change and improve their practices.
Description
DissertaĆ§Ć£o apresentada Ć Escola Superior de EducaĆ§Ć£o do Instituto PolitĆ©cnico de Castelo Branco para cumprimento dos requisitos necessĆ”rios Ć obtenĆ§Ć£o do grau de Mestre em SupervisĆ£o e AvaliaĆ§Ć£o Escolar.
Keywords
OrganizaĆ§Ć£o escolar AvaliaĆ§Ć£o AvaliaĆ§Ć£o externa AutoavaliaĆ§Ć£o School organization Evaluation External evaluation Self-evaluation