Advisor(s)
Abstract(s)
No final do século XX a escola portuguesa deparou-se com uma exigência
normativa relativamente à sua autoavaliação, muito devido à sociedade que está cada
vez mais atenta à qualidade dos serviços que esta presta. No entanto, só com a
publicação da “Lei do Sistema de Avaliação da Educação e do Ensino não Superior”
(Lei nº 31/2002 de 20 de dezembro) é que surgiu a obrigatoriedade de autoavaliação
das escolas.
Neste sentido a escola, numa perspetiva de regulação tem de assumir a sua
própria avaliação envolvendo toda a comunidade educativa para que todos os setores
se sintam parte integrante de um sistema e compreendam as causas e consequências
dos resultados obtidos.
A qualidade dos serviços prestados e consequente satisfação da comunidade
educativa passa pela prestação de contas que decorre da avaliação conduzida pela
própria escola, indo ao encontro do estabelecido por lei.
São já conhecidos alguns dispositivos de autoavaliação. Contudo, os seus
aplicadores institucionais deparam-se com dificuldades na sua compreensão e
contextualização à realidade de cada escola e procuram formação específica para a sua
aplicação.
Depois de situar esta problemática no contexto do percurso profissional da
autora e das experiências por ela vivenciadas, nomeadamente enquanto elemento da
equipa de autoavaliação, este relatório pretende compreender o conceito de
autoavaliação e como ele se ganhou significado na organização escolar, descrever e
caraterizar um modelo de autoavaliação aplicado num agrupamento de escolas e
reinterpretado pelos atores escolares.
By the end of the 20th century, Portuguese schools faced a normative demand as far as their self-evaluation process was concerned, due to a society more and more attentive to the quality of services school provides. However only after the publication of the Lei do Sistema de Avaliação da Educação e do Ensino não Superior (Law no. 31/2002 of 20th December) did the schools’ self-evaluation process become mandatory. Therefore school, under a regulation perspective, must assume its self-evaluation process involving the whole educational community so that all sectors involved feel part of a system and understand the causes and consequences of the results achieved. The quality of the services provided and the consequent satisfaction of the educational community happen because schools must report the results of their self-evaluation process, which matches what was established by law. Some of the self-evaluation mechanisms are already known. However those who put them into practice come across difficulties in understanding and setting them in each school’s reality and look for specific training in order to be able to put them into practice. After setting this issue in the author’s professional course and the experiences she has lived while being part of the self-evaluation team, this report aims to understand the self-evaluation concept and how it gained meaning in the school’s organization, describe and characterize a self-evaluation model applied to a school group and reinterpreted by school actors.
By the end of the 20th century, Portuguese schools faced a normative demand as far as their self-evaluation process was concerned, due to a society more and more attentive to the quality of services school provides. However only after the publication of the Lei do Sistema de Avaliação da Educação e do Ensino não Superior (Law no. 31/2002 of 20th December) did the schools’ self-evaluation process become mandatory. Therefore school, under a regulation perspective, must assume its self-evaluation process involving the whole educational community so that all sectors involved feel part of a system and understand the causes and consequences of the results achieved. The quality of the services provided and the consequent satisfaction of the educational community happen because schools must report the results of their self-evaluation process, which matches what was established by law. Some of the self-evaluation mechanisms are already known. However those who put them into practice come across difficulties in understanding and setting them in each school’s reality and look for specific training in order to be able to put them into practice. After setting this issue in the author’s professional course and the experiences she has lived while being part of the self-evaluation team, this report aims to understand the self-evaluation concept and how it gained meaning in the school’s organization, describe and characterize a self-evaluation model applied to a school group and reinterpreted by school actors.
Description
Keywords
Percurso profissional Avaliação institucional Dispositivos de autoavaliação Professional course Institutional assessment Self-evaluation mechanisms