| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.42 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Partindo da necessidade de garantir a qualidade dos mecanismos de regulação interna das
escolas e após entendimento consequente da leitura do quadro teórico, surge a ideia do
problema a estudar e em particular a questão: Como conseguem as organizações educativas
auto transformar-se em função das avaliações feitas sobre si mesmas, a partir de um
processo de melhoria sustentada, e que relação tem esta transformação com a avaliação
externa? Neste sentido, o objetivo da presente investigação será de obter dados empíricos
que, em complemento com a análise da problemática subjacente ao contexto de uma escola
TEIP, contribuam para ajudar a compreender o processo de desenvolvimento dos
mecanismos de autoavaliação durante o intervalo de tempo de 2010 a 2017,
correspondente aos relatórios da IGEC conhecidos, realizando o levantamento das
evidências das medidas e possíveis impactos da implementação do processo de
autoavaliação nesse período. O estudo realizado centrou-se num agrupamento TEIP da
margem Sul do Tejo que no ano de 2010 deu início ao seu processo de autoavaliação. O
dispositivo empírico montado usou como recursos entrevistas à Diretora do agrupamento,
ao perito externo TEIP, ao inspetor responsável pelo acompanhamento do agrupamento
após o primeiro relatório da avaliação externa pela IGEC, e à equipa de avaliação interna.
Recorreu-se também à análise documental de documentos estruturantes do agrupamento,
aos relatórios de autoavaliação e a outros documentos a que tivemos acesso e que
complementam informação nas diferentes fases do estudo.
Com recurso à matriz de autoavaliação das organizações educativas proposta por Melo
(2014), pretende-se ainda com esta investigação realizar um retrato do processo,
identificando as práticas que levaram à evolução da avaliação atribuída pela IGEC, no
campo de autoavaliação do agrupamento durante o período em questão e que justificam a
diferença de resultados, a saber: Insuficiente e Bom, respetivamente.
Em termos de conclusão admite-se a possibilidade de melhoria substancial ao longo dos
anos e antecipa-se que essa melhoria possa ter relação direta com a avaliação externa e
com os caminhos apontados pelo perito externo de apoio aos mecanismos de
autorregulação da organização.
Based on the need for ensuring the quality of internal regulation mechanisms for schools, followed by the understanding of the theoretical framework, we became aware of the problem to be studied and, in particular, of the following question: How can educational organizations self-transform according to internal evaluations, based on a process of sustained improvement, and how does this transformation relate to the external evaluation? Thus, the goal of this investigation is to obtain empirical data which, in addition to the analysis of the underlying issues of TEIP schools (Territórios Educativos de Intervenção Prioritária - Priority Intervention Educational Territories), will contribute towards the understanding of the development of self-evaluation mechanisms from 2010 to 2017, a time-frame corresponding to the existent reports of IGEC (Inspeção Geral da Educação e Ciência - General Inspection of Education and Science), gathering evidence of measures taken and the possible impact of the implementation of the process of self-evaluation over this period. The study was carried out in a TEIP school on the South bank of the river Tagus that initiated its self-evaluation process in 2010. The empirical tool set up employed resources such as interviews held with the School Group’s Director, the TEIP external expert, the inspector responsible for accompanying the School Group after IGEC’s first external evaluation report, and the self-evaluation team. Also used were documental analysis of structural documents relating to the Group, self-evaluation reports and other documents to which we had access and that added information throughout different stages of our research. Using the self-evaluation matrix for educational organizations proposed by Melo (2014), this investigation also aims to draw a portrait of the process, identifying practices leading to the progress of the evaluation attributed by IGEC in the field of selfevaluation, in their group, over the time-frame referred and which warrant the difference in results, i.e. Insufficient and Good, respectively. As conclusion, we admit the possibility of substantial improvement over the years and we anticipate such improvement may be directly related to the external evaluation and guidelines in support of the organization’s self-regulatory mechanisms indicated by the external expert.
Based on the need for ensuring the quality of internal regulation mechanisms for schools, followed by the understanding of the theoretical framework, we became aware of the problem to be studied and, in particular, of the following question: How can educational organizations self-transform according to internal evaluations, based on a process of sustained improvement, and how does this transformation relate to the external evaluation? Thus, the goal of this investigation is to obtain empirical data which, in addition to the analysis of the underlying issues of TEIP schools (Territórios Educativos de Intervenção Prioritária - Priority Intervention Educational Territories), will contribute towards the understanding of the development of self-evaluation mechanisms from 2010 to 2017, a time-frame corresponding to the existent reports of IGEC (Inspeção Geral da Educação e Ciência - General Inspection of Education and Science), gathering evidence of measures taken and the possible impact of the implementation of the process of self-evaluation over this period. The study was carried out in a TEIP school on the South bank of the river Tagus that initiated its self-evaluation process in 2010. The empirical tool set up employed resources such as interviews held with the School Group’s Director, the TEIP external expert, the inspector responsible for accompanying the School Group after IGEC’s first external evaluation report, and the self-evaluation team. Also used were documental analysis of structural documents relating to the Group, self-evaluation reports and other documents to which we had access and that added information throughout different stages of our research. Using the self-evaluation matrix for educational organizations proposed by Melo (2014), this investigation also aims to draw a portrait of the process, identifying practices leading to the progress of the evaluation attributed by IGEC in the field of selfevaluation, in their group, over the time-frame referred and which warrant the difference in results, i.e. Insufficient and Good, respectively. As conclusion, we admit the possibility of substantial improvement over the years and we anticipate such improvement may be directly related to the external evaluation and guidelines in support of the organization’s self-regulatory mechanisms indicated by the external expert.
Descrição
Palavras-chave
Autoavaliação Avaliação externa TEIP Melhoria Self-evaluation mechanisms External evaluation TEIP schools