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A promoção da autoavaliação nas escolas : a experiência do SAME
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Abstract(s)
A pressão institucional para a adoção de modelos, dispositivos ou simples práticas de autoavaliação tem sido uma constante desde o início do século XXI, seja na lógica de prestação de contas, seja na lógica de compreensão e melhoria dos processos e resultados educativos. Neste contexto, um número expressivo de escolas e agrupamentos tem vindo a solicitar ao Serviço de Apoio à Melhoria das Escolas (SAME) que disponibilize referenciais, metodologias e instrumentos que permitam adotar uma prática sistemática de produção de autoconhecimento das várias realidades escolares e que induza a uma prática de planeamento e concretização de ações de melhoria das práticas educativas. O referencial que tem servido de guia à ação dos consultores do SAME considera os domínios e indicadores que estruturam a avaliação externa da Inspeção-Geral da Educação e Ciência (IGEC), mas vai bastante além do que aí está previsto, na tentativa de construir uma visão mais integrada e focada nos processos que têm poder de melhorar os resultados académicos, sociais e pessoais. Esta focalização não pode ignorar a centralidade da sala, pois aí se concretiza (ou não) uma parte expressiva da aprendizagem prescrita no currículo e programas. Para a apreensão e compreensão de uma realidade complexa, recorre-se a uma multiplicidade de métodos e instrumentos, fontes de informação e sujeitos, numa prática sistemática de triangulação. Um outro tópico estruturante é que este processo de apoio assume uma natureza multimodal e referenciado à realidade concreta de cada escola e só ganha sentido se contribuir para envolver e desenvolver os atores e as instituições. Assume-se, deste modo, como um processo de produção de autoconhecimento, implicação, mobilização e compromisso em torno de uma educação de mais qualidade para todos.
The institutional pressure to the adoption of models, arrangements or simple self-assessment practices has been constant since the beginning of the 21st century, either in a logic of accountability, or in the logic of understanding and improving educational processes and results. In this context, an expressive number of schools and school groupings has been soliciting the “Serviço de Apoio à Melhoria das Escolas - SAME” (School Improvement Support Service) to make references, methodologies and instruments available, that enable them to adopt a systematic practice of self-knowledge production on the various school realities and that induces an improvement actions planning and concretization. The referential that has been serving as a guide to SAME’s consultants considers the domains and indicators that structure the external evaluation of “Inspeção Geral da Educação e Ciência – IGEC” (General Inspection for Education and Science), but goes far beyond what is predicted there, in an attempt to build a more integrated vision, more focused on the processes that have the power to improve academic, social and personal results. This focalization must not ignore the centrality of the classroom, since it is there that an expressive part of the learning prescribed in the curriculum and programs is (or not) accomplished. In order to apprehend and understand a complex reality, a multiplicity of methods and instruments, information sources and subjects is used, in a systematic triangulation practice. Another structuring topic is that this support process assumes a multimodal nature and is based on the specific reality of each school, only making sense if able to contribute to the involvement and development of actors and institutions. It can be hence assumed as a process of self-knowledge production, implication, mobilization and compromise towards a better quality education for everyone.
The institutional pressure to the adoption of models, arrangements or simple self-assessment practices has been constant since the beginning of the 21st century, either in a logic of accountability, or in the logic of understanding and improving educational processes and results. In this context, an expressive number of schools and school groupings has been soliciting the “Serviço de Apoio à Melhoria das Escolas - SAME” (School Improvement Support Service) to make references, methodologies and instruments available, that enable them to adopt a systematic practice of self-knowledge production on the various school realities and that induces an improvement actions planning and concretization. The referential that has been serving as a guide to SAME’s consultants considers the domains and indicators that structure the external evaluation of “Inspeção Geral da Educação e Ciência – IGEC” (General Inspection for Education and Science), but goes far beyond what is predicted there, in an attempt to build a more integrated vision, more focused on the processes that have the power to improve academic, social and personal results. This focalization must not ignore the centrality of the classroom, since it is there that an expressive part of the learning prescribed in the curriculum and programs is (or not) accomplished. In order to apprehend and understand a complex reality, a multiplicity of methods and instruments, information sources and subjects is used, in a systematic triangulation practice. Another structuring topic is that this support process assumes a multimodal nature and is based on the specific reality of each school, only making sense if able to contribute to the involvement and development of actors and institutions. It can be hence assumed as a process of self-knowledge production, implication, mobilization and compromise towards a better quality education for everyone.
Description
Keywords
Autoavaliação Melhoria Escola Desenvolvimento organizacional Consultoria Self-assessment Improvement School Organizational development Consultancy
Pedagogical Context
Citation
MATIAS ALVES, José ...[et al.] - A promoção da autoavaliação nas escolas: a experiência do SAME. Revista Portuguesa de Investigação Educacional. ISSN 1645-4006. Vol. 14 (2014), p. 41-66
Publisher
Universidade Católica Editora